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Preventative care
Taking care of a senior pet can be difficult, but there are many things you can do to make the process a manageable one. Below are a few preventative tips to help manage the aging process.
Annual visits to the veterinarian for protection from distemper, hepatitis, leptospirosis, parvovirus and kennel cough. Annual heartworm and intestinal parasite checks are also important.
Good nutrition is critical to good health at all ages, so be sure your pet is on a proper diet.
For dogs, exercise is imperative to keeping them in good shape. Exercise can mean adding years on to a dog's life.
Other steps a pet owner can take to delay the onset of aging in their pets include: teeth cleaning to prevent gum disease; grooming to keep the skin and coat healthy and to be aware of any problems such as dry skin, thin or brittle coat, thin coat, body odor, or sore spots; and checking the ears for odor or gunk produced by infecting organisms.
Signs of aging
The first sign of aging is a general decrease in activity level, including lethargy, a tendency to sleep longer, a waning of enthusiasm for long walks and fun activities such as catch. These symptoms could also be indicative of an illness and may warrant a trip to the veterinarian.
Extremes in temperature and changes in surroundings can affect aging pets.
Hearing loss is a common consequence of aging, as is some deterioration of sight.
Skin and coat can also change as the skin loses pliability and the capacity of the oil-producing sebaceous glands diminishes. Wounds heal more slowly, allergies often worsen, non-malignant tumors may appear in the mouth or on or under the skin, and infestations of intestinal parasite may occur.
As aging advances, heart, liver, and kidneys lose their efficiency, and the immune system is less able to fight off attacks by bacteria and viruses. Bladder control may be affected, and muscles decrease in size and function.
Tips to keep your pet comfortable
If your pet is stiff, let them walk it out; don't rush them to get up. Be aware of when they last went to the bathroom and remind them when they need to go out.
Make sure your pet has a rug or bed. A comfortable place to lie makes a big difference in an older pet's life.
If your pet's coat and skin dry out, brush them more frequently to stimulate the production of natural oils and ask your veterinarian for shampoo and skin care recommendations.
Check your pet for fleas and ticks. Fleas can carry tapeworms and cause allergies; ticks can carry Rocky Mountain Spotted Fever and Lyme Disease. Older pets are more prone to these diseases since they have a decreased ability to fight off parasites.
Reduce calorie intake, if necessary, to prevent your pet from becoming overweight. Ask your veterinarian about a special diet if your pet needs to lose weight.
Use a baby gate to keep your pet away from the stairs or carpeted areas to avoid bathroom accidents and/or injury.
Most importantly, be aware of your pet's increased special requirements as an aging animal. Your pet may not remember to go to the bathroom outside or to eat, so you may need to remind them. And above all, be patient. With these simple tips, your pet may live years longer and better enjoy his/her time with the family. | <urn:uuid:5e490bab-7711-4ebc-b27f-29972d6e89b6> | CC-MAIN-2021-04 | https://alvaradoveterinaryclinic.com/wp-content/uploads/2015/02/SENIOR-PET-CARE-TIPS.pdf | 2021-01-21T23:32:09+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00081.warc.gz | 216,442,997 | 685 | eng_Latn | eng_Latn | 0.998655 | eng_Latn | 0.998604 | [
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Belgium winner of 1 st European Green Cities Award
In recent years, Beringen (Belgium) has been transformed from an industrial mining town into a green gem. Many hectares of industrial heritage have been redeveloped as a tourist-recreational project. The layout of the outdoor space and the use of green connects the urban functions such as living, working and shopping in a balanced way.
With this, Beringen has created a future-proof city. A city in which the green outdoor space provides a healthy living environment, popular retail properties, recreation, climate adaptation and other important
values. The way in which Beringen has realised this is an example for Europe, which is why the jury selected this project as the winner.
The award ceremony took place during a meeting on the successful application of green space in the urban environment. Because of the pandemic, the viewers attended the event digitally.
Six EU countries
Beringen competed in the international finals against five projects from five other countries:
- The Netherlands: Grotestraat Nijverdal (Climate-adaptive city centre)
- France: Le quartier du Ramponneau (Urban renewal program / landscaping project)
- Bulgaria: Art center 'Rila Renesans' (Social infrastructure and education)
- Denmark: The Climate City in Middelfart (Climate adaption and urban development)
- Germany: Taylor Park (Green industrial zone)
The international competition was preceded by national competitions in the various countries.
Additional info about the projects:
https://thegreencity.eu/award/
CAMPAIGN FINANCED
WITH AID FROM
THE EUROPEAN UNION
International Jury
The chairman of the jury is Mr Jan-Dieter Bruns from Germany, president of ENA, the European Nurserystock Association. Furthermore, the jury is composed of the following members:
- Mr. Rudi Geerardyn (Landscape Architect), Deputy director VVOG, Belgium
- Ms. Kirsten Lund-andersen (Landscape Architect), Citygardner in Aalborg, Municipality and chairman of Park- og Naturforvalterne in Denmark
- Ms. Velyana Naidenova (Landscape Architect), Chairman of the Board - Union of Landscape Architects in Bulgaria
- Mrs. Catherine Muller (Landscape Contractor) Member of the board of VAL'HOR in France
- Mr. Tom Bosschaert (Engineer / Architect), Except Integrated Sustainability in The Netherlands
- Mr. Yasin Otuzoglu (Landscape Architect), representing ELCA
- Ms. Diana Culescu (Landscape Architect), representing IFLA Europe
Green Cities for a Sustainable Europe
The Award is an initiative of Green Cities for a Sustainable Europe. This is a campaign, funded by CHAFEA (EC) that stimulates the greening of public space by providing innovative ideas, information based on scientific research and technical expertise. The activities of this platform focus on certain themes: wellbeing, climate, economy, biodiversity, and social cohesion. For more information about the platform and about the projects, please visit www.thegreencity.eu
CAMPAIGN FINANCED
WITH AID FROM
THE EUROPEAN UNION
Mr Leon Smet, chair of the ENA Promotion WG, with the Prize for Beringen (Belgium)
03-12-2020 - ENA – European Nurserystock Association - email@example.com
CAMPAIGN FINANCED
WITH AID FROM
THE EUROPEAN UNION | <urn:uuid:0b0234f5-0b1f-41ff-a40e-9e6f97880a71> | CC-MAIN-2021-04 | https://www.citeverte.com/fileadmin/Citeverte_Ressources/PDF/cp2020-12-03_ENA-Green-Cities.pdf | 2021-01-21T23:53:45+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00080.warc.gz | 727,534,242 | 719 | eng_Latn | eng_Latn | 0.754448 | eng_Latn | 0.976133 | [
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Educator's Guide
Jewish Priorities
After viewing the seven videos about different Jewish priorities, use the following programming activities, discussion questions, and reflection questions to further engage your students or participants.
Link to videos
PROGRAMMING ACTIVITIES
1. TACHLIS - What are your Jewish priorities?
In small groups, give your students the following list of seven Jewish priorities:
- Tikkun Olam
- Arts and Culture
- Community
- Holidays/Rituals/Shabbat
- Learning and Education
- Identity
- Safety and Security
Tell your students to read through the list of values and explain why each one is important. Then, ask them to rank them in order of importance. Once they have ranked them in order of importance, ask them to cut down the list by eliminating four values and maintaining what they believe are the three most important Jewish priorities. Each decision needs to be backed up with rationale. Finally, ask the groups to choose their number one priority from the list. Once each group has chosen their priority, ask them to share with the rest of the group what they chose and why. Finally, as a group, ask all of your students to vote (preferably anonymously so you can get genuine answers) for their top Jewish priority. If there is time, lead a discussion to debrief the activity.
2. 'Build your own Jewish community' activity — click HERE
1
3. Barometer — Taking a Stance
In your programming space, place a "strongly agree" sign on one wall and a "strongly disagree" sign on the opposite wall. Make clear rules about respecting diversity of opinions and call for students to display honesty while being kind to each other.
Next, read the following statements to your students and then ask them to stand along the line that represents their opinion. They can stand anywhere between the two extremes depending on how they feel about the statement. Once your students have chosen where to place themselves, ask them to explain why they chose to stand where they are standing.
Encourage students to keep an open mind and remind them that they are allowed to move along the barometer at any time, depending on the arguments they hear and their own thought process. After hearing a handful of opinions from different students, move on to your next statement and start the process over.
Statements:
* Judaism is a religion and not a nation.
* Antisemitism is the biggest challenge facing the Jewish community.
* Jews should be defined solely by Halakha (Jewish mother or conversion.)
* The best way to strengthen and preserve Judaism is by keeping the mitzvot/commandments.
* Tikkun Olam is the best expression of Judaism.
* My Jewish identity is my primary identity.
* There is nothing that all Jews have in common.
* It is a priority for my descendants to have a Jewish education, regardless of cost.
DISCUSSION QUESTIONS
1. Of the following seven Jewish pillars, which do you think should be Judaism's number one priority? Explain.
- Tikkun Olam
- Arts and Culture
- Community
- Holidays/Rituals/Shabbat
- Learning and Education
- Identity
- Safety and Security
2. In 1970, the State of Israel extended its immigration rights to anyone with a single Jewish grandparent (based on antisemitic Nazi era laws) so that anyone who fled the Nazis would have a place of refuge. Some critics asked, "are we letting Hitler define our definition of who is Jewish?" Do you agree with this decision by the State of Israel? Why or why not?
3. The Talmud says:
"These are the things for which you now enjoy the benefit of (in this world), and the principle remains for you (in the world to come), namely: honoring parents, doing acts of lovingkindness, going to pray night and day, welcoming guests, visiting the sick, celebrating with a bride, burying the dead, studying prayer, peacemaking between people including husband and wife; and the study of Torah is "k'neged kulam" (equal to all of them)."
Some interpret the phrase "k'neged kulam" to mean that the study of Torah is equal to all of the righteous deeds listed such as welcoming guests, burying the dead and making peace between people combined. Alternatively, others argue that "k'neged kulam" means that the study of Torah should lead to each of these good deeds and always be in mind when performing them. How do you interpret "k'neged kulam"? Is the study of Torah equal to all of these good deeds combined or do they go hand in hand?
4. In the Torah, there are two different ways of framing Shabbat within the Ten Commandments. Shemot (Exodus) focuses on the idea of "zachor" (remember it, be mindful of it and actively commemorate it). Dvarim (Deuteronomy) on the hand presents the idea of "shamor" (to guard) the Shabbat. Shamor has more of an emphasis on the ritual observance of Shabbat. With these various
perspectives of Shabbat in mind, explain which one resonates more with you and consider how you can incorporate either or both aspects into your life.
REFLECTION QUESTIONS
1. Rank your various identities in order of importance to you (ie. gender, nationality, political views, family, sports, religion). Determine where your Jewish identity ranks on the list and explain why.
2. What was your most meaningful Jewish educational experience? Describe it and explain why you think it was so impactful.
3. What are the three most important Jewish rituals in your life? What role do these rituals play for you?
4. The thought of Tikkun Olam, or repairing the world, can be overwhelming. If you had to choose one issue that is important to you that you wanted to fix or improve, which one would it be and why?
5. Have you ever experienced antisemitism in your own life? Please share your experience and how it impacted you.
6. Community is ultimately about a feeling of belonging. Where do you feel the most belonging?
7. Static and Ben El are popular Israeli artists. Drake (inappropriate language) is a popular Canadian Jewish hip hop artist. Listen to both artists and answer the following question: What makes music or art Jewish? Is it the artist, the content or something else? When listening to Static and Ben El and Drake, does one feel more Jewish than the other?
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Memorials How We Mark Our Lives
In large part, Memorial Day has devolved into a weekend that represents the onset of the summer season. It's something like the starting gun at the beginning of a race. It's the day that officially frees us from the doldrums of winter and gives us some sort of permission to play for the next three months or so until Labor Day reminds us that it's time to put the brakes on and prepare for winter all over again.
It wasn't always that way. Memorial Day stood as a marker, giving us pause when we might not otherwise pause. It drew us back to something we should not forget; something that made us what we are. There were some foundational things that happened that represented crossroads, some of which were little more than minor shifts. Others represented events upon which the future of our entire nation precariously hung. And these events occurred because ordinary people set themselves to do extraordinary things.
Memorial Day stands as a marker that will not allow history and the winds of time to forget freezing soldiers at Valley Forge who longed for home and hearth while teetering on the precipice of defeat. It holds high farmers and common folk who took up arms at places with names like Bunker Hill, Cemetery Ridge, San Juan Hill, Iwo Jima, the DMZ and the streets of Baghdad in order to hold the line for freedom. It reminds us that many have fallen whose names would have otherwise been lost to history or the pages of a tattered family bible. In and through it all, it reminds us of who we are and it rekindles a lagging sense of the incredible privileges that are ours.
Each of us has our memorials as well; those markers of sorts that remind us of the things that we feel we need reminding of. They are the waving flags and marble monuments that we place along the way that stand as sentinels, calling us back to some part of ourselves or our histories. However, how many times have we considered what we choose to memorialize? Have we looked at the monuments and memorials that we have erected and asked, "what have I chosen to remember and why?" In considering your memorials, I would encourage you to think about a few of things:
We Are Prone to Memorialize Our Failures
Do you realize that? We are notorious for marking out and memorializing the failures in our lives. It seems that successes are just that . . . successes. When you have a success there's really nothing more to say. Successes are something to be moved on from because we did it right. Now it's on to the next thing. Failures however, are the stuff of scrutiny. We have to pick it apart and figure out what we did wrong. As an added measure, we have to beat ourselves up some as well. Of course, we have to be admonished for our stupidity or lack of insight or impulsive behaviors of whatever it was that got us there and screwed things up. And so we often erect memorials over our failures while our successes drift into the foggy backwaters of our minds.
We Are Prone to Memorialize What We Fear
I think we also memorialize our failures out of fear of repeating them. They stand as markers of dread fear, telling us that we better not do it again or reminding us of the consequences of our own stupidity. They keep us from wandering back into places where we're likely to be hurt again. They likewise keep us from being hurt by others, reminding
- Craig D. Lounsbrough, LPC 2
us of what people did to us and how they did it. Our memorials become the hazard signs strewn across the landscape of our lives and our histories, telling us of all the places we can't go; leaving our lives full of places we can't venture into versus being full of places sweet with success. Our lives become defined not by the places where we can sit and savor victories, but by the places we must avoid.
We Become Defined By Our Memorials
Over time, the memorials that we set up and set out become the things that define us. We become the sum total of these monuments, pulling them together to create some sort of mosaic that says "this is what I am, this is what identifies and defines me." We build our value, our worth, our self-esteem and the overall assessment of ourselves on an inventorying of our memorials. If those memorials represent our failures and our fears, we become the sum total of those things. Our confidence wanes. Our sense of self is deflated or destroyed altogether. We question ourselves constantly. An ability to seize our strengths vanishes as we don't see them in order to seize them. And we end up languishing, being immersed in a toxic blend of hopelessness and mediocrity.
We Flee From Our Memorials
We then become baseless and people constantly in flight. We don't want to relive our pasts because of the memorials we've erected there, so we run. If we abandon our pasts, we then have no foundation upon which to build our futures or our identities. We wander as some sort of homeless person uncertain of where we've come from and entirely uncertain of where we're going.
It may be time to revisit your past. Revisiting is not about reinventing or rewriting your history as historical revisionists are so prone to do. Rather, it's a re-evaluation. Tear down the memorials to failure and fear. Erect memorials over your successes and your achievements, despite how small they may sometimes seem. Celebrate your victories, even if the victory was merely to survive as that is indeed a victory. Acknowledge your strengths and the successes that they brought you. There are more successes back in your history than you likely realize. Find them. Set a memorial over them. Celebrate them. Allow them to draw you back to something you should not forget; something that made you what you are. If you do, your life and your view of yourself will change in ways most remarkable. | <urn:uuid:c07502b8-da35-4e3e-8a26-7c1f7af18bbd> | CC-MAIN-2021-04 | https://craiglpc.com/wp-content/uploads/2015/09/Memorials-How-We-Mark-Our-Lives.pdf | 2021-01-21T23:30:14+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00083.warc.gz | 279,648,383 | 1,299 | eng_Latn | eng_Latn | 0.999014 | eng_Latn | 0.999098 | [
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Meningococcal Disease
What is meningococcal disease?
Meningococcal disease is caused by bacteria called Neisseria meningitidis. It can lead to serious blood infections. When the linings of the brain and spinal cord become infected, it is called meningitis. The disease strikes quickly and can have serious complications, including death.
Anyone can get meningococcal disease. Some people are at higher risk. This disease occurs more often in people who are:
* Infants younger than one year of age
* Teenagers or young adults
* Living in crowded settings, such as college dormitories or military barracks
* Living with a damaged spleen or no spleen or have sickle cell disease
* Traveling to areas outside of the United States, such as the "meningitis belt" in Africa
* Being treated with the medication Soliris® or, who have complement component deficiency (an inherited immune disorder)
* Working with meningococcal bacteria in a laboratory
* Exposed during an outbreak
What are the symptoms?
Symptoms appear suddenly – usually 3 to 4 days after a person is infected. It can take up to 10 days to develop symptoms.
Symptoms may include:
* Headache
* A sudden high fever
* Stiff neck (meningitis)
* Red-purple skin rash
* Nausea and vomiting
* Weakness and feeling very ill
* Eyes sensitive to light
How is meningococcal disease spread?
It spreads from person-to-person by coughing or coming into close or lengthy contact with someone who is sick or who carries the bacteria. Contact includes kissing, sharing drinks, or living together. Up to one in 10 people carry meningococcal bacteria in their nose or throat without getting sick.
Is there treatment?
Early diagnosis of meningococcal disease is very important. If it is caught early, meningococcal disease can be treated with antibiotics. But, sometimes the infection has caused too much damage for antibiotics to prevent death or serious long-term problems. Most people need to be cared for in a hospital due to serious, life-threatening infections.
What are the complications?
* Hearing loss
Ten to fifteen percent of those who get meningococcal disease die. Among survivors, as many as one in five will have permanent disabilities. Complications include:
* Brain damage
* Limb amputations
* Kidney damage
What should I do if I or someone I love is exposed?
If you are in close contact with a person with meningococcal disease, talk with your healthcare provider about the risk to you and your family. They can prescribe an antibiotic to prevent the disease.
What is the best way to prevent meningococcal disease?
* All teenagers should receive two doses of vaccine against strains A, C, W and Y, also known as MenACWY or MCV4 vaccine. The first dose is given at 11 to 12 years of age, and the second dose (booster) at 16 years.
The single best way to prevent this disease is to be vaccinated. Vaccines are available for people 6 weeks of age and older. Various vaccines offer protection against the five major strains of bacteria that cause meningococcal disease:
o It is very important that teens receive the booster dose at age 16 years in order to protect them through the years when they are at greatest risk of meningococcal disease.
* Others who should receive meningococcal vaccines include:
* Teens and young adults can also be vaccinated against the "B" strain, also known as MenB vaccine. Talk to your healthcare provider about whether they recommend vaccine against the "B" strain.
o Infants, children and adults with certain medical conditions
o Travelers to the "meningitis belt" of sub-Saharan Africa
o People exposed during an outbreak
o Military recruits
* Please speak with your healthcare provider if you may be at increased risk.
Who should not be vaccinated?
* Tell your doctor if you have any severe allergies. Anyone who has ever had a severe allergic reaction to a previous dose of meningococcal vaccine should not get another dose of the vaccine.
Some people should not get meningococcal vaccine or they should wait.
* Anyone who has a severe allergy to any component in the vaccine should not get the vaccine.
* Anyone who is moderately or severely ill at the time the shot is scheduled should probably wait until they are better. People with a mild illness can usually get the vaccine.
What are the meningococcal vaccine requirements for school attendance?
o 2019-20: grades 7, 8, 9, and 10
* For grades 7 through 9 in school year 2018-19: one dose of MenACWY vaccine. With each new school year, this requirement will move up a grade until students in grades 7 through 11 will all be required to have one dose of MenACWY vaccine to attend school.
o 2020-21 and later years: grades 7, 8, 9, 10, and 11
o The second dose needs to be given on or after the 16 th birthday.
* For grade 12: two doses of MenACWY vaccine
o Teens who received their first dose on or after their 16 th birthday do not need another dose.
Additional Resources:
* Meningococcal Vaccination – CDC
* Meningococcal Disease – Centers for Disease Control and Prevention (CDC)
* Meningococcal ACIP Vaccine Recommendations
* Information about Vaccine-Preventable Diseases
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Chapter 6 : Polynomials and Polynomial Functions. What is the ratio of a state's park space to its total area? What type of function models the speed of a space shuttle? You'll use properties of exponents and finite differences to explore the answers to these questions in Chapter 6.
Chapter 6 : Polynomials and Polynomial Functions Page 7/11
Chapter 6 Exercise Set 2: Polynomials Module¶. In this exercise set we will develop a module named polynomial.py that will contain functions for representing and performing mathematical operations on polynomials of one argument.
Chapter 6 Exercise Set 2: Polynomials Module — Beginning ...
Learn algebra 2 polynomials chapter 6 with free interactive flashcards. Choose from 500 different sets of algebra 2 polynomials chapter 6 flashcards on Quizlet.
algebra 2 polynomials chapter 6 Flashcards and Study Sets ...
6.1 Using Properties of Exponents 6.2 Evaluating and Graphing Polynomial Functions 6.3 Adding, Subtracting, and Multiplying Polynomials 6.4 Factoring and Solving Polynomial Equations 6.5 The Remainder and Factor Theorems 6.6 Finding Rational Zeros Page 8/11
6.7 Using the Fundamental Theorem of Algebra 6.8 Analyzing Graphs of Polynomial Functions
Chapter 6 : Polynomials and Polynomial Functions : 6.6 ...
Clearly, the sum of the zeroes of this polynomial will be a, while their product will be b. Thus, this polynomial is an answer to our question. But this is only one such polynomial, in which we took the coefficient of the square term to be 1. To obtain the general answer, simply multiply this polynomial by any non-zero real number k:
Sum And Product Of Zeros In Quadratic Polynomial | Solved ...
Chapter 6 Polynomials And Polynomial Functions. Educators. Section 1. Polynomial Functions 01:27. Problem 1 Write each polynomial in standard form. Then classify it by degree and by number of terms. $$ 7 x+3 x+5 $$ Aditya S. Numerade Educator Page 9/11
00:12. Problem 2 Write each polynomial in standard form. ...
Polynomials And Polynomial Functions | Algebra 2
6.1 Using Properties of Exponents 6.2 Evaluating and Graphing Polynomial Functions 6.3 Adding, Subtracting, and Multiplying Polynomials 6.4 Factoring and Solving Polynomial Equations 6.5 The Remainder and Factor Theorems 6.6 Finding Rational Zeros 6.7 Using the Fundamental Theorem of Algebra 6.8 Analyzing Graphs of Polynomial Functions
Chapter 6 : Polynomials and Polynomial Functions : 6.8 ...
Polynomials Formulas for Class 9 Maths Chapter 2 Are you looking for Polynomials formulas or important points that are required to understand Polynomials for class 9 maths Chapter 2? You are the right place to get all information about Polynomials Class 9 maths chapters 2. Polynomials formulas play a vital role in preparing you for […]
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Online Library Chapter 6 Polynomials And Polynomial Functions Answers
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Maths Assessment Year 3: Number and Place Value
1. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.
2. Recognise the place value of each digit in a three-digit number.
3. Compare and order numbers up to 1,000.
4. Identify, represent and estimate numbers using different representations.
5. Read and write numbers up to 1,000 in numerals and in words.
6. Solve number problems and practical problems involving these ideas.
©twinkl.co.uk. You may photocopy this page.
1
Maths Assessment Year 3: Number and Place Value
1. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.
a) Continue these sequences:
b) Write the correct number in each box:
2. Recognise the place value of each digit in a three-digit number.
| 58 |
|---|
| 136 |
| 257 |
|---|
| 3154 |
What is the value of each digit in this number?
3. Compare and order numbers up to 1,000.
Write these numbers in order of size, starting from the smallest.
4. Identify, represent and estimate numbers using different representations.
a) Circle the calculation which has the answer closest to 1000:
395 + 697 =
265 + 742 =
©twinkl.co.uk. You may photocopy this page.
2
413 + 506 =
2 marks
3 marks
1 mark
1 mark
b) Represent the number 523 by drawing the correct number of counters in each column.
Total for
this page
1 mark
1 mark
1 mark
1 mark
1 mark
a) Write the number four hundred and five in digits:
a) Look at the cm on the ruler; circle the number 4 on the ruler, then circle the number 10 more than 4.
b) Write the number 527 in words:
5. Read and write numbers up to 1,000 in numerals and in words.
6. Solve number problems and practical problems involving these ideas.
b) How much liquid is in the measuring cylinder?
ml
©twinkl.co.uk. You may photocopy this page.
3
Answer Sheet: Maths Assessment Year 3: Number and Place Value
question answer
marks notes
Hundreds
Tens
Ones
©twinkl.co.uk. You may photocopy this page.
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TOTAL GRACE: "Join the Song Part 1"
INTRODUCTION: "Singing Grace!"
* Where you find Christians, you will also find singing! Psalm 34:3, 118:14
"Grace is too amazing just to talk about it. We sing about grace. We sing because of grace."
". . . all enjoyment spontaneously overflows into praise. . . The Psalmists in telling everyone to praise God are doing what all men do when they speak of what they care about. . . I think we delight to praise what we enjoy because the praise not merely expresses but completes the enjoyment; it is its appointed consummation." (C.S. Lewis)
ü The context of Colossians 3:16 is the conduct of the new man.
* Put off old vices (v.5-11)
* Put on new virtues (v.12-17)
"If there's no change, there's something strange."
SINGING AND THE SCRIPTURES (Colossians 3:16)
ü "Let the word of Christ dwell in you richly," – a reference to the whole of the Bible.
* "The Bible is a HIM – book. It is all about Jesus Christ." Luke 24:25; Jn 5:39; 2 Tim 3:15
* Dwell – means to "take up residence", "be hospitable to", "receiving someone warmly into your house." 1 Thess 1:6, 2:13
* Dwell in you (plural) – speaking of the corporate gathering of the church.
* A call to listen attentively to gifted teachers and preachers in the church. Acts 6:4, 10:33, 1 Tim 3:2, 4:13, 5:17
"Preaching God's Word was not an intrusion into the worship service. It is an indispensable part of it."
PRACTICAL APPLICATION
ü The discipline of expository listening: the richness of a worship service depends on how well you listen to the Word of God.
* Prizing – desiring the Scriptures "more than my necessary food" (Job 23:12)
* Prioritizing – organizing our lives to make hearing the Word a priority (Luke 10:41-42)
* Purging – preparing your heart by repentance of known sin (James 1:21)
* Pondering – meditating on the Word that was taught (Ps 119:93, 97)
* Praying – for both the preacher and for our own hearts.
* Presenting – oneself to the LORD to obey what He has commanded.
"The Bible was not given for our information but for our transformation." (D.L. Moody)
Shepherd Group Study Questions
November 11, 2018
REVIEW
Looking back at your notes from this week's teaching, was there anything you heard for the first time or that caught your attention, challenged or confused you?
PERSONAL RESPONSES
1 Pastor Philip opened his sermon by saying "Where you find Christians, you will also find singing!" What do you think about this statement? What are some of your favorite praise songs or hymns?
2 One of the main points of the sermon is that hearing the Scriptures corporately is one of the ways that we worship God. How does this change the way that we view our times of corporate worship? How would our church culture change if we each put this truth into practice?
DIGGING DEEPER
1
The New Testament speaks about the many ways that the believer should relate to God's Word. How do the following passages encourage us in our study of Scripture? What are some ways that our lives should change in light of these truths?
James 1:21-25 English Standard Version (ESV)
Therefore put away all filthiness and rampant wickedness and receive with meekness the implanted word, which is able to save your souls. But be doers of the word, and not hearers only, deceiving yourselves. For if anyone is a hearer of the word and not a doer, he is like a man who looks intently at his natural face in a mirror. For he looks at himself and goes away and at once forgets what he was like. But the one who looks into the perfect law, the law of liberty, and perseveres, being no hearer who forgets but a doer who acts, he will be blessed in his doing.
1 Peter 2:1-3 English Standard Version (ESV)
So put away all malice and all deceit and hypocrisy and envy and all slander. Like newborn infants, long for the pure spiritual milk, that by it you may grow up into salvation – if indeed you have tasted that the Lord is good.
Psalm 119:97-104 English Standard Version (ESV)
Oh how I love your law! It is my meditation all the day. Your commandment makes me wiser than my enemies, for it is ever with me. I have more understanding than all my teachers, for your testimonies are my meditation. I understand more than the aged, for I keep your precepts. I hold back my feet from every evil way, in order to keep your word. I do not turn aside from your rules, for you have taught me. How sweet are your words to my taste, sweeter than honey to my mouth! Through your precepts I get understanding; therefore I hate every false way.
Why is spiritual preparation so important for the profitable hearing of God's Word? What happens when this preparation is neglected?
Is it possible to be a regular hearer of God's Word and still remain unchanged? What are the characteristics of someone who listens to God's Word with spiritual profit?
2 Read Nehemiah 8:1-8. This passage describes a corporate gathering of the people of Israel where the Word of God was read and explained.
How was the Word of God handled in this corporate assembly?
What was the response of the people to the ministry of God’s Word?
What are some ways that this passage would be instructive to our handling of God’s Word?
PERSONAL APPLICATION
1 Looking back at the sermon, are there any goals you’d like to work on in the next few days/weeks that could help you grow in the two areas below?
Ø My individual reading and study of God’s Word:
Ø My participation in corporate worship:
2 Pastor Philip listed several areas of practical applications in becoming “expository listeners”. Choose one area and write out a specific way that you would like to put this into practice in your life:
ADDITIONAL REFLECTIONS
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Pigeonhole Principle Problems And Solutions
Art of Problem Solving Pigeonhole Principle - Problem Solving Practice Problems ... Lesson 2: Solutions to the Pigeonhole Principle Problems Pigeonhole Principle Problems Solution Pigeonhole Problems - CS280 THE PIGEONHOLE PRINCIPLE Discrete Mathematics: Lecture 15 Pigeonhole Principle Welcome to the Los Angeles Math Circle (LAMC)! - UCLA Pigeonhole principle - Wikipedia Solution. S f g [Discrete Mathematics] Pigeonhole Principle Pigeonhole principle explained with examples ( v.easy to hard ) Art of Problem Solving Pigeonhole Principle Solutions Pigeonhole Principle: Level 3 Challenges Practice Problems ... 16 fun applications of the pigeonhole principle – Mind ...
Pigeonhole Principle Problems And Solutions Pigeonhole Principle - Solutions
Art of Problem Solving
Lesson 2: Solutions to the Pigeonhole Principle Problems 1: Show that at any party there are two people who have the same number of friends at the party (assume that all friendships are mutual). Solution: Let nbe the number of people at the party. Each person can have 0;1; ;n 2 or n 1 friends.
Pigeonhole Principle - Problem Solving Practice Problems ...
Pigeonhole Principle - Solutions 1. In the following fraction every letter represents a different digit. Knowing that the value of the fraction is a real number, find its value. Justify your answer! Solution: There are 10 different letters above and 10 different digits, so all the digits occur, but 0 can't occur at the
Lesson 2: Solutions to the Pigeonhole Principle Problems
Pigeonhole Principle CS 280 - Spring 2002. Some of these problems are from Mathematical Circles (Russian Experience) by Dmitri Fomin, Sergey Genkin, and Ilia Itenberg. There are 20 points within a 3-meter square. Show that some set of three of these points can be covered by a 1-meter square.
Pigeonhole Principle Problems Solution
The Pigeonhole Principle (also known as the Dirichlet box principle, Dirichlet principle or box principle) states that if or more pigeons are placed in holes, then one hole must contain two or more pigeons.. Although this theorem seems obvious, many challenging olympiad problems can be solved by applying the Pigeonhole Principle. Often, a clever choice of box is necessary.
Pigeonhole Problems - CS280
Pigeonhole Principle - Problem Solving In Melinda's messy dresser drawer, there is a jumble of 5 red socks, 7 blue socks, 7 green socks, and 4 yellow socks. If Melinda grabs a big handful of socks without looking at what she's taking, what is the minimum number of socks Melinda has to grab in order to guarantee that she has at least 4 socks of ...
THE PIGEONHOLE PRINCIPLE
The pigeonhole principle. The pigeonhole principle is a powerful tool used in combinatorial math. But the idea is simple and can be explained by the following peculiar problem. Imagine that 3 pigeons need to be placed into 2 pigeonholes. Can it be done? The answer is yes, but there is one catch.
Discrete Mathematics: Lecture 15 Pigeonhole Principle
Generalizations of the pigeonhole principle. A probabilistic generalization of the pigeonhole principle states that if n pigeons are randomly put into m pigeonholes with uniform probability 1/m, then at least one pigeonhole will hold more than one pigeon with probability − (),
Welcome to the Los Angeles Math Circle (LAMC)! - UCLA
Using the Pigeonhole Principle To use the pigeonhole principle: Find the m objects to distribute. Find the n < m buckets into which to distribute them. Conclude by the pigeonhole principle that there must be two objects in some bucket. The details of how to proceeds from there are specific to the particular proof you're doing.
Pigeonhole principle - Wikipedia
Pigeonhole Principle Problems 1. A party is de ned to be successful if one of two things happen: three mutual friends are reunited, or three mutual strangers are brought together. Prove that every party of 6 people is successful, but that there is an unsuc-cessful party of 5 people.
Solution. S f g
Pigeonhole Principle - Problem Solving Challenge Quizzes Pigeonhole Principle: Level 1 Challenges ... Are you sure you want to view the solution? Cancel Yes I'm sure. In 1969, Denise Long became the first female to be drafted into the NBA. In the previous year, she led the Union-Whitten High School basketball team to the state title, averaging ...
[Discrete Mathematics] Pigeonhole Principle
List the course you are currently taking (or just completed), such as Honors Geometry, Calculus BC, etc. Add courses that you took online (e.g., through Art of Problem Solving), competitions results (from American Math Competition, American Invitational Math Exam, Bay Area Math Olympiad, Math Kangaroo). Enrollment for continuing students
Pigeonhole principle explained with examples ( v.easy to hard )
Pigeonhole Principle Instructor: Arijit Bishnu Date: September 3, 2009 We start with a problem and see how a most innocuous looking principle has deep significance. This lecture is mainly based on [3, 4, 2, 5]. Problem 1 There are n ≥ 2 people in a room. They shake hands among themselves.
Art of Problem Solving
We introduce the pigeonhole principle, an important proof technique. Visit our website: http://bit.ly/1zBPlvm Subscribe on YouTube: http://bit.ly/1vWiRxW Lik...
Pigeonhole Principle Solutions
Page 1/2
Copyright : trumpetmaster.com
One of the simplest concepts in Math, but the number of uses it has are just bizarre. A must-know for any person doing competition math, or even just for people interested in math. Enjoy the video ...
Pigeonhole Principle: Level 3 Challenges Practice Problems ...
the principle asserts the existence of a box with more than one ob-ject, but does not tell us anything about which box this might be. In problem solving, the difficulty of applying the pigeonhole principle consists in figuring out which are the 'objects' and which are the 'boxes'.
16 fun applications of the pigeonhole principle – Mind ...
By the pigeonhole principle, since there are only 4 potential colorings, and 6 columns to color in, some two columns will agree on the rst 3 rows. This means that we'll have a subboard all of whose corners are white, as required. Case 2: 2 blue squares in the rst column. First, note that the
Pigeonhole Principle Problems And Solutions
The Pigeonhole Principle (also known as the Dirichlet box principle, Dirichlet principle or box principle) states that if or more pigeons are placed in holes, then one hole must contain two or more pigeons.. Although this theorem seems obvious, many challenging olympiad problems can be solved by applying the Pigeonhole Principle. Often, a clever choice of box is necessary.
Pigeonhole Principle - Solutions
the pigeonhole principle, one pair must contain two numbers from A, and those two numbers add to 104. 18. Solution. We assume that knowing is a symmetric relation: If person A knows person B, then person Bknows person A. Without this assump-tion, the problem is false, since we may have a party with two people
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Barry Lawrence Ruderman Antique Maps Inc.
7407 La Jolla Boulevard La Jolla, CA 92037
(858) 551-8500
www.raremaps.com email@example.com
Map of the United States and the Provinces of Upper & Lower Canada, New Brunswick, and Nova Scotia. Compiled from the latest Surveys . . . 1827 [Case Map in 4 sheets]
Stock#: 43908bm
Map Maker: Walker
Date:
1827
Place:
London & Liverpool
Color:
Hand Colored
Condition: VG
Size:
76 x 50 inches
Price:
$16,500.00
Description:
One of the best large format maps of the United States published in the 1820s, including the location of several short-lived forts and Fur Trading houses between the Missouri and Mississippi River Valleys.
Walker's case map of the United States is one of the great rarities among early 19th Century English Case Maps of the United States. While based primarily upon David Vance's wall map of the United States of 1825, published in Philadelphia, Walker takes Vance's information and presents a magnificent map, of identical scale to the Vance, but which vastly surpasses the Vance in both detail and accuracy.
The scale of Walker's map and its shear size dwarf contemporary maps by John Melish and others. Because of its scale and significant detail, it is arguable the most significant map of the United States published in England after Arrowsmith's map.
Includes a double-wide Arkansas Territory, extraordinary detail west of the Mississippi (including very early counties in the South and Midwest), the trader's route from Missouri to New Mexico, the Great Spanish Road, Road to the Pawnies, and early Western Forts and settlements. The treatment of Michigan Territory, Illinois, Northwest Territory and Missouri Territory, including the Missouri and Yellowstone Rivers, is unsurpassed for this period.
This is one of the few maps to name "Fort Calhoun," on the Missouri River. The fort was located near the meeting place between Lewis & Clark and the Otoe Indians, which came to be known as Council Bluff. The name "Fort Calhoun" first appears on one of the maps made by Major Long, in 1819-20, designating the fort ordered by Secretary of War, John Calhoun, to protect the fur trade. It does not appear in American military records. The "works at the Council Bluff" was, instead, named "Fort Atkinson" in 1821 in honor of
Barry Lawrence Ruderman Antique Maps Inc.
7407 La Jolla Boulevard La Jolla, CA 92037
(858) 551-8500 firstname.lastname@example.org www.raremaps.com
Map of the United States and the Provinces of Upper & Lower Canada, New Brunswick, and Nova Scotia. Compiled from the latest Surveys . . . 1827 [Case Map in 4 sheets]
the first commander. Fort Atkinson was garrisoned for eight years, serving the fur trade. The fort was abandoned in 1827, and the soldiers moved down river to Fort Leavenworth.
The map also locates Fort Mandan. Constructed by Lewis & Clark in November 1804, this was the location of the winter quarters of the Lewis & Clark expedition in modern day North Dakota. When the expedition returned to the area in 1806, the fort had been burned and was never again occupied.
The map also identifies "Indian Fort." Indian Fort was the location of an Indian on the Missouri River, west of the upriver from the confluence of the Missouri and Yellowstone Rivers, near the modern Wolf Point, Montana.
Beyond the headwaters of the St. Peters River, below Lake Travers (Traverse), is the "Columbian Fur Co. Establishment." This is a reference to the main trading house of the Columbia Fur Company. When the Hudson's Bay Company merged with the North West Company in 1821, 900 employees were dismissed. These fur trappers formed the Columbian Fur Company in 1822, which operated between the upper Mississippi River and the upper Missouri River. In July 1827, about the time of the publication of this map, John Jacob Astor bought out the Columbia Fur Company and reorganized it as the Upper Missouri Outfit, centered at the Mandan villages on the northern Missouri River. Kenneth McKenzie was put in charge, and he immediately established Fort Floyd at the mouth of the Yellowstone River. Soon renamed Fort Union, it was one of the greatest American posts in the region. The combination of the Upper Missouri Outfit and the Western Department gave Astor near total control of the Missouri River fur trade.
The map provides a detailed treatment of the North West Company Houses and Factories.
Detailed Condition:
Minor offsetting
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Measure Gluten Quantity and Quality
Gluten Index:
AACC/No. 38-12.02
ICC/No. 155&158
Gluten Content:
ICC/No. 137/1
ISO 21415-2 & -4
The World Standard Method
In many world markets, wheat and flour quality is often based upon protein content. While total protein content is very important, it is only part of the information required to determine suitable wheat and flour usage. Many situations require additional information about the functional properties and quality of the protein to predict dough and baking properties.
Gluten
Gluten is the functional component of protein and determines many dough and processing characteristics of wheat and wheat flour. Protein content is a purely quantitative analysis that may or may not be indicative of protein quality. While gluten content and protein content are correlated, there are situations during which protein content will not be indicative of quality. These situations include:
The Glutomatic System is rapid, easy to use, and the results are easy to interpret. The test can be performed at silos, by grain traders, flour millers, bakers, pasta producers and any other flour users. By setting a Gluten Index specification on incoming materials, one of the more important properties can become more consistent. Gluten quality does not only effect end-product quality, but plays an important role in processing.
* Variable Growing Conditions
* Yearly Growing Variation
* Wheat Varietal Variation
* Wheat or Flour Blends
* Heat Damage
* Bug Damage
* Enzymatic Addition
It is under these conditions when the reported protein content is not indicative of quality that another set of tests is required. The Glutomatic system is designed to measure protein quality for the following parameters:
* Wet Gluten Content
* Dry Gluten Content
* Water Binding of Gluten
* Gluten strength by Gluten Index
The Glutomatic System Uses
The Glutomatic System helps users identify wheat and flour with the properties necessary for particular products. Most breads and pastas require high protein content with strong gluten. Cakes, crackers and pastries require weaker gluten to produce high quality end products.
The Glutomatic Method provides a way for users to measure many gluten properties in one test. The Gluten Index method is the only method to determine gluten quality without first extracting flour. The method is suitable for both wheat meal and flour.
Wet Gluten Quantity
Calculation
Gluten Index (GI) = Wet Gluten remained on sieve (g) Total Wet Gluten (g) x 100
Wet Gluten Content (WGC) = Total Wet Gluten (g) x 10
Dry Gluten Content (DGC) = Dry Gluten Weight (g) x 10
Water Binding in Wet Gluten (WB) = WGC – DGC
The Gluten Index Metho
The World Standard Test for — ICC Standard No. 155 and 158, A
n
Definition: The Gluten Index is defined as the percentage of wet gluten which remains on a special sieve when prepared and centrifuged according to the prescribed standardized method.
1. Weighing
10.0 g ± 0.01 g of whole meal or flour is weighed and put into the Glutomatic wash chamber with an 88 micron polyester sieve. When vital wheat gluten is measured, 1.5 ± 0.01 g is weighed.
2. Dispensing
4.8 ml of salt solution is added to the meal or flour samples. No salt solution is added to vital wheat gluten samples.
3. Mixing
Meal or flour and the salt solution are mixed to form a dough during 20 seconds.
4. Washing
After termination of the mixing phase, the washing automatically starts and continues for five minutes. For wheat meal the sample is transferred to a chamber equipped with a coarse 840 micron sieve allowing bran particules to be washed out.
d by Perten Instruments
Gluten Quality and Quantity AACC Method No. 38-12, ISO 21415
Principle: Wet Gluten is prepared from whole meal or flour by the Glutomatic 2200 gluten washer. Gluten Index Centrifuge 2015 is used to force the wet gluten through a specially designed sieve cassette. The relative amount of gluten passing through the sieve indicates the gluten characteristics. The wet gluten is further dried in the Glutork 2020 for dry gluten content and water binding in the wet gluten calculation.
Illustration: Gluten Index Method
5. Centrifuging
The undivided wet gluten piece is transferred to the special sieve cassette and exactly 30 seconds after completed washing it is centrifuged one minute at 6000 ± 5 rpm in Centrifuge 2015.
6. Weighing
The fraction passed through the sieves is scraped off with a spatula and weighed. The fraction remaining on the inside of the sieve is collected and added to the balance. The total wet gluten weight is obtained.
7. Drying
The total wet gluten piece is dried at min. 150°C during four minutes in the Glutork 2020. After drying the gluten is weighed on the balance.
8. Calculation
The amount of gluten remaining on the centrifuge sieve in relation to total wet gluten weight is the Gluten Index.
Benefits of the Gluten Index Test
The Glutomatic system provides important information of gluten properties. It is a valuable tool for breeders, grain traders/handlers, flour mills, bakeries, pasta producers and vital wheat gluten manufacturers.
Breeding
By measuring the functional properties of protein at an early stage - without having to extract flour breeders can select the appropriate wheat classes for further breeding and refinement.
Grain Trading and Handling
The ease of use and the speed of the method enable the user to classify the incoming wheat based on gluten quantity and quality, essential for maximizing trade margins and supplying products suitable for varying end-use purposes.
Flour Milling
Millers can blend flour to meet enduser demands while not selling high quality product at a low price thereby improving operating margins.
With the Gluten Index, the Wet Gluten Content and the Falling Number analysis results available, millers can quickly predict the final baking quality, reducing the requirement for test baking.
Baking
The gluten properties and structure are important to:
* Form elastic dough
* Retain gas during fermentation and baking
* Allow expansion
* Carry expansion
* Retain the shape of loaf
As baking quality is both related to starch and protein characteristics, a combination of the results from the Falling Number and Glutomatic tests can be used to predict the baking quality.
With the Gluten quality and quantity information at hand, bakeries are able to use the most cost effective grade of flour while still meeting end user quality. Maximizing the use of high quality flour and minimizing addition of expensive vital gluten results in substantial savings.
Durum and Pasta
The Gluten Index is reported worldwide in crop reports as an important quality indicator.
During pasta manufacturing, gluten has great influence in:
* Forming non-sticky dough
* Achieving desired processing characteristics
* Maintaining firmness and cooking stability
* Obtaining products with desired cooking characteristics
Required Equipment
Glutomatic 2200
Dual Glutomatic 2200 instrument, for dough mixing and gluten washing.
Gluten Index Centrifuge 2015
Speed controlled Gluten Index Centrifuge 2015 with two sieve cassettes for the Gluten Index Test.
Glutork 2020
For drying of gluten when determining the dry gluten content.
Accessories
Laboratory Mill 3100 or 120
Hammer type mills producing meal for quick and easy sample preparation for the Glutomatic tests as well as other analysis.
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Media Update
13 August 2015
UNHCR
NEWS STORY
A refugee separated from his mother but uniting a community
ATTOCK, 13 August 2015: Pakistan, Aug 10 (UNHCR) – Abdur Rehman was just four years old when his father died and he found himself separated from his mother. As years went by, he lost all hope of ever seeing her again. But while living with foster parents, more than a decade later the then-15year-old Rehman had a breakthrough. Somebody knew where his mother was and took him to meet her.
"I couldn't recognize her," the 46-year-old recalls, thinking back to the day when he met with a group of women in Jowzjan province. "Women left one by one, but only one stayed back. She was my mother and I met her after 11 years."
Rehman's mother told him she had cried every day since their separation. "My reunion with my mother was a miracle," he smiles his eyes welling up at the memory.
During the early 1980s, amid intense fighting in Afghanistan, Rehman and his foster parents were forced to flee their home. They sought refuge in Pakistan, but with his mother remarried, she stayed behind and Rehman was once again forced to say goodbye.
Today, they are finally reunited. Rehman has a family of his own and lives with his mother in Pakistan's Attock city, after spending seven years in UNHCR's Swabi refugee camp. However, he finds it hard to escape the sadness linked to the forced separations.
"My foster parents died in Pakistan and my mother's second husband died of illness in Afghanistan," he said.
Rehman is now among noted elders of the Turkmen community, which includes around 5,000 families who reside in Pakistan. Tradition dictates that men who marry must pay over a million rupees (US $10,000) to the parents of the bride.
Rehman could not afford that much and so he went to Karachi and married to a Bengali girl. He paid 30,000 rupees (US$300) to her family. But he didn't know that his wife had been smuggled to Karachi by her uncle in 1988 from Bangladesh.
Having himself faced the pain of separation, Rehman sent his wife back to Bengal and re-united her with her parents. "I could feel her pain as I myself had gone through the same," he recalled.
Rehman is now working to save future generations from similar fates to those suffered by himself and his wife.
"This practice should end and I am trying to persuade the community members to break the status quo so that girls could easily get married without financial exchange," he said.
In addition, Rehman runs four schools, where 1,200 students study. "I want my people to get an education so that they can play a positive role in rebuilding Afghanistan," he said.
His own children are among those leading the way. "My children are studying in different colleges," he said, beaming with pride. "One of my daughters will be the first qualified female physician in the Turkmen community in Afghanistan and Pakistan."
Having spent so many years displaced and separated from his mother, Rehman hopes that his efforts will help the situation in Afghanistan to improve."My grandfather was refugee," he says. I am a refugee but I don't want to see the next generation become refugees."
Qaiser Khan Afridi - +92 5018696 email@example.com Media contact:
-------------------------------
ILO
PRESSRELEASE
The ILO reaffirms its commitment to support its constituents in Baluchistan Province
Quetta, September 11 2015: As part of his concluding visits to the four provinces in Pakistan the International Labour Organization (ILO) Country Director-Mr. Francesco d‟Ovidio, met with Secretary Labour Baluchistan, Mr. Hamid ul Karim, to reaffirm ILO‟s commitment towards the promotion of decent work in Pakistan and Baluchistan Province in particular. A tripartite stakeholder consultation organized by the Department of Labour (DoL) in Quetta Baluchistan also provided an opportunity to highlight the province of Baluchistan‟s specific employment and labour issues.
During his meeting with the Secretary of Labour and Mr. Saeed Ahmed, Director Labour, Mr. d‟Ovidio appreciated the commitments made by the provincial government and social partners to improve the welfare of the workers in the province through various actions. He also commended the notification of Provincial Tripartite Consultative Committee (PTCC) in Baluchistan which is an important social dialogue platform that can facilitate the realization of the provincial labour commitments including labour legislation processes in, labour policy development, and issues of workers in the context of mining, fisheries and informal sector.
During the stakeholders‟ meeting hosted by Directorate of Labour Welfare, Mr. Francesco d‟Ovidio shared ILO‟s role towards supporting preparation and planning stages of Baluchistan Development Vision and Strategy. This framework defines the provinces strategy for creating 1.5 million "decent" jobs and reducing the unemployment rate to less than 5%. The stakeholders provided a number of suggestions including expanding the work of ILO to informal workers in light of the recent Recommendation 203– the first ever international labour standard specifically aimed at tackling the informal economy, minimum wage setting, technical and vocational education, and adequate representation of workers of Baluchistan at relevant international and national forums. Participants of these meetings highlighted the overarching challenges Baluchistan faces including weak physical and social infrastructure, difficult law and order situation, persistent natural disasters, depletion of ground water as well as slow industrialization.
Mr. Saeed Ahmed-Director Labour, informed the stakeholders of the technical support that the ILO has provided and all the areas of collaboration in Baluchistan including the formation of a Decent Work Labour Inspection toolkit, drafting of labour laws as well as programmed support for addressing Child and Bonded Labour in the Province.
The ILO‟s Country Director stressed that the people of Baluchistan need to realize the goal of decent work for all and to achieve its development vision.
Mr. Francesco d‟Ovidio said „‟It is time to choose the high road to inclusive development in a competitive world – we want to take it with you‟‟
Media contact: Hiba Siddiqui, Programme Officer (Communications), ILO Country Office, Islamabad, 051-2276456, firstname.lastname@example.org ,
*** | <urn:uuid:ad7bce8f-8c74-4e65-a2dd-9dafb1437089> | CC-MAIN-2017-13 | http://unic.org.pk/files/2014/03/MU-13-Aug2015.pdf | 2017-03-27T10:43:02Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00365-ip-10-233-31-227.ec2.internal.warc.gz | 372,516,990 | 1,367 | eng_Latn | eng_Latn | 0.996959 | eng_Latn | 0.999027 | [
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Press Release
For Immediate Release CONTACT: Doug Durante (301-718-0077) Burl Haigwood (301-718-0077)
How will you "Celebrate" the 37 th Anniversary of the 1 st Oil Embargo? Drivers Can Now Choose Renewable Biofuels in Flexfuel Vehicles
Washington, D.C. October 13, 2010. The National FFV Awareness Campaign is proud to be working in cooperation with the Central Texas Clean Cities, Sac N Pac Stores, Inc. Growth Energy, and Protec Fuel to bring consumers more access to higher blends of ethanol, like E85, to fuel the growing fleet of FlexFuel Vehicles (FFV) in Texas. Sac N Pac is opening an E85 dispenser today in San Marcos and next week in Bastrop, Texas. The National FFV Awareness Campaign is coordinated by the Clean Fuels Foundation in cooperation with the U.S. Environmental Protection Agency and Governors Biofuels Coalition, and is supported by several other national non-profit agricultural, environmental, and clean energy related organizations.
"FFVs can use any combination of gasoline and ethanol, up to 85% ethanol—that's what makes them flexible. Along with 2,259 locations nationally there are now 47 refueling stations providing drivers with E85 in Texas. Today would be a great time for consumers to flex their consumer power and fuel their FFVs with some E85 -- just in time to "celebrate" the anniversary of the nation's first oil embargo," said Douglas A. Durante, Executive Director, Clean Fuels Foundation.
Burl Haigwood, the project manager for the National FFV Awareness Campaign said, "Choice is the cornerstone of independence and the free market. October 17, 2010 marks the 37 th anniversary of the nation's 1 st oil embargo. Many shortages and price spikes later, U.S. oil imports continue to rise and are expected to soon reach 70%. After 37 years of fighting for change consumers now have a choice of FFVs available now in auto dealer showrooms and E85 at the pump."
Over 9 million consumers nationwide, and over 700,000 consumers in Texas, are driving FlexFuel Vehicles (FFVs) -but most FFV owners don't know they are driving one. "Our goal is to locate and educate FFV owners, and motivate them to buy higher blends of ethanol ranging from 15 to 85 percent. Growth Energy played a key role in this driver education effort by providing a grant to produce educational materials used to help consumers verify if they are driving an FFV, learn more about and find E85, and understand why the renewable fuel standard is so important to their economic, environmental, and national security," said Haigwood.
Douglas Durante, Director of the Clean Fuels Foundation also said "There is an economic development opportunity the size of Texas. Entrepreneurs and farmers can develop new biomass crops that can be turned into biofuel -- if consumers continue to show gasoline retailers they prefer domestic clean burning fuels like E85. Just like paper or plastic, consumers now have choice at the pump."
Among the Texas interest groups supporting the FFV Awareness Campaign is the Texas Renewable Energy Industries Association (TREIA). "I'm confident that the creative business community in Texas will recognize the exciting market opportunity the development, production, and sale of biofuels offers," said Russel Smith, Executive Director of the Texas Renewable Energy Industries Association (TREIA). If our state government will act in the longer-term interest of Texans and work in league with industry to encourage and facilitate this growing energy sector, we can firm up our claim as the leading energy state," said Russel Smith, Executive Director, TREIA.
The National FFV Awareness Campaign is coordinated by the Clean Fuels Foundation's Ethanol Across America Education Campaign in cooperation with the U.S. Environmental Protection Agency and Governors' Biofuels Coalition. Supporting organizations to date include the Clean Fuels Development Coalition • 25x'25 Alliance • Alamo Area Clean Cities Coalition • American Coalition for Ethanol • American Council on Renewable Energy • Biomass Coordinating Council • Central Texas Clean Cities • Chrysler • Energy Future Coalition • Ethanol Producers And Consumers • Ethanol Across America Campaign • FlexFuel Vehicle Club of America • Florida Bioenergy Association • ICM • Growth Energy • Iogen • Iowa Office of Energy Independence • Maryland Grain Utilization Board • Monsanto • National Barley Association • National Farmers Union • National Sorghum Producers • Nebraska Ethanol Board • Protec Fuel • Texas Renewable Energy Industries Association • Virginia Clean Cities
Additional background information and research sources
The Clean Fuel Foundation has published numerous reports to help FFV owners understand the value of choice and realize they hold the key to their energy destiny. Using E85 also helps meet the nation's renewable fuel standard (RFS). With the support of FFV owners the goals of the RFS will be met by new technologies and energy crops (i.e., not corn) being developed in Texas. Purchasing E85 fuel for your FFV is personal. It impacts everyone's personal economic, environmental, and energy/national security. It helps add to America's economic recovery, rural development, reduces harmful emissions from gasoline, creates and protects jobs, and helps reduce America's reliance on foreign oil for gasoline.
When it comes to ethanol, the pros now greatly outnumber the cons. As part of President George W. Bush's historic renewable fuel standard (RFS) legislation, the Environmental Protection Agency is required to report on the impacts of ethanol each year. Recent USDA research shows ethanol production efficiency has increased dramatically and farmer productivity has increased the production of corn well beyond what is needed to satisfy the RFS, which caps the use of corn for ethanol. That means more supplies and suppliers of feed for cattle ranchers – and more fuel for you. USDA, DOE and other studies show that ethanol and biofuels were responsible for less than 10% of the grain food price spikes in 2008 -- although they got nearly 100% of the blame.
The struggle for economic independence and freedom from 88% of the world's oil sources that are located in the war torn Middle East -- are at the heart of the America's economic and national security goals. With over 12 billion gallons of ethanol being used, the RFS, and economic incentives for gasoline refiners and marketers to sell biofuels, the development of ethanol and other biofuels are business opportunity the size of Texas. Are they being overlooked? "Biomass could generate a significant percentage of our energy and fuel while offering rural communities a new economic market. The ethanol fuel industry created nearly 240,000 new jobs in 2007 and added $47.6 billion to the nation's gross domestic product (GDP)," reported SECO. In just three years job creation increased to nearly 400,000 and GDP to $53.3 billion. The combination of increased GDP and higher household income generated an estimated $8.4 billion in tax revenue for the Federal government and nearly $7.5 billion of additional tax revenue for State and Local governments. That is lowering taxes.
The desire for national and personal economic, environmental, and energy/national security will continue to contribute to increasing the demand for ethanol, cellulosic ethanol, and biofuels processed directly to bio-crude, green gasoline and green diesel – if consumers take advantage of vehicle and fuel choice now. Use it or lose it. The nation's billion dollar a day oil addition and the chance to turn $693 billion worth of biomass into clean energy should be enough to cause forward thinking policy makers and businessmen in Texas to see the opportunity to cash in on this shift. Former Senator Sam Rayburn said, "A billion here and a billion there, pretty soon you're talking real money." The 20 th century was marked by the nation and Texas reaching peak oil production in the 1970's. Maybe in the 21 st century Texas can leave its mark again by created the peak of biofuel research and production revolution.
For more information, contact Burl Haigwood at firstname.lastname@example.org, or Doug Durante at 301-718-0077.
-end-
Ethanol Across America is a non-profit, non-partisan education campaign of the Clean Fuels Foundation and is sponsored by industry, government, and private interests; U.S. Senators Ben Nelson (D-NE) and Richard Lugar (R-IN), Co-Chairmen. For more information, log on to www.ethanolacrossamerica.net
4641 Montgomery Avenue, Suite 350, Bethesda, MD 20814 * p: 301-718-0077 * f: 301-718-0606 * www.ethanolacrossamerica.net | <urn:uuid:709241b7-380c-4226-b6f8-9d92d8a28cba> | CC-MAIN-2017-13 | http://cleanfuelsdc.org/pubs/documents/SanMarcosFFVAwareness.pdf | 2017-03-27T10:42:43Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00365-ip-10-233-31-227.ec2.internal.warc.gz | 73,320,028 | 1,816 | eng_Latn | eng_Latn | 0.994407 | eng_Latn | 0.9957 | [
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Water Qualiy Report Lakeview WaterCompany-2019
We'repleasedtopresent to youthisyear'sAnnual Drinking WaterQuality Report. Thisreportis designed toinform you about thequality of the water and services we deliver to youeveryday. Ourconstant goal is to provide you withasafe and dependable supply of drinking water. We wantyou to understand theefforts wemake to continuallyimprove thewater treatment process andprotect our waterresources. We are committed to ensuring the quality of yourwater. Our watercomesfromwellsthatprovidegroundwater.
TheDrinkingWaterSourceProtectionPlanfor Lakeview Water Company isavailable for your review. Itcontainsinformation about sourceprotectionzones,potential contamination sources and management strategies to protect our drinking water. Potential contamination sources common inour protection areas are public roads in the subdivision. Oursource hasa lowlevel of susceptibilitytopotential contamination. We havealsodeveloped management strategies to further protect our sources from contamination. Please contact us if you have questions or concernsabout oursource protectionplan.
There are manyconnections to our water distribution system. When connections are properly installed and maintained, theconcernsare veryminimal. However, unapproved and improper piping changesorconnections canadversely affectnot onlythe availability, but alsothequality of the water. Acrossconnection may let polluted wateroreven chemicals mingle into the water supply system when not properly protected. This not only compromises thewater quality but can also affect your health. So, what can youdo? Do not make or allow improper connections at your homes. Even thatunprotected garden hose lying in the puddle next tothe driveway isa crossconnection. Theunprotected lawn sprinklersystem after youhave fertilized or sprayedis also a cross connection. When the cross connection is allowed to exist at your home, it will affect you and your family first. If you'd like to learn moreabout helping to protect the quality ofour water, call us for further information about waysyoucanhelp.
I'm pleased to report that our drinking water meets federal and state requirements.
If you have any questions about this report or concerning your water utility, please contact SpencerKing (801)745-2639 or visit our webpage www.lakeviewwatercorp.com. We want ourvalued customers tobeinformedabouttheir water utility.Ifyou wantto email@example.com> e, please attend anyof ourregularly scheduled meetings.They areheldas needed.
Lakeview Water Company routinely monitors for constituents in our drinking water in accordance withthe Federal and UtahStatelaws.Thefollowing tableshowstheresults of our monitoring for the period of January 1St to December 31St 2019. All drinking water, including bottleddrinkingwater, may bereasonablyexpected to contain at leastsmallamounts of some constituents. It's important to remember that the presence of these constituents does not necessarilyposeahealth risk.
In thefollowing table you will findmanyterms and abbreviations youmight not be familiar with.Tohelpyou better understandthesetermswe'veprovidedthefollowing definitions:
hon-Detects (ND) - laboratory analysis indicates that the constituent is not present. ND7Low - High - For water systems that have multiple sources of water, the Utah Division of Drinking Water has given water systems the option of listing the test results of the constituentsin one table, instead of multiple tables. To accomplish this, the lowest and highest values detected inthemultiple sources arerecorded inthe samespace in the report table.
Parts per million (ppm) or Milligrams per liter (mgl) - one part per million corresponds to one minute in two years or a single penny in $10,000.
Partsper billion (ppb) or Micrograms per liter (sg7l) - one part per billion corresponds to one minute in 2,000 years, or a single penny in $10,000,000.
Parts per trillion (ppt) or Nanograms per liter (nanogramsH)- one part per trillion corresponds to one minute in 2,000,000 years, or a single penny in $10,000,000,000.
Picocuries per liter (pCi7L) - picocuries per liter is a measure of the radioactivity in water.
Millirems per
year(mrem7yr) -
measure of
radiation absorbed by the
body.
Nephelometric Turbidity Unit (NTU) - nephelometric turbidity unit is a measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person.
Treatment Technique (TT) - A treatment technique is a required process intended to reduce the level of a contaminant in drinking water.
Action Level (AL ) - the concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
Maximum Contaminant Level (MCL ) - The "Maximum Allowed" (MCL) is the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
Maximum Contaminant Level Goal (MCLG) - The "Goal"(MCLG) is the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
Zlafe- Because of required sampling time frames i.e. yearly, 3 years, 4 years and 6 years, sampling dates may seem out-dated.
Thallium. Somepeople whodrink watercontainingthalliuminexcess of the MCLovermany years could experience hair loss, changes in their blood, or problems with their kidneys, intestines, or liver.
Certain minerals are radioactive and may emit a form of radiation knownas alpharadiation. Somepeople who drinkwatercontaining alpha emittersinexcess of the MCL overmanyyears mayhave an increased riskof gettingcancer.
If present, elevated levels of lead can cause serious health problems, especially for pregnant womenandyoung children. Lead in drinkingwater isprimarilyfrommaterials and components associated withservice linesandhomeplumbing. LakeviewWaterCompany isresponsible for providing high quality drinking water, but cannot control the variety of materials used in plumbingcomponents.When yourwater hasbeensittingforseveral hours,youcan minimizethe potential for lead exposure by flushing yourtapfor 30 seconds to 2minutes before using water for drinking or cooking. If youare concerned about lead in your water, you may wishto have yourwater tested. Information on leadindrinking water,testing methods,andsteps you cantake to minimize exposure is available from the safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead.
All sources of drinking water are subject to potential contamination by constituents that are naturally occurring or man-made. Those constituents can be microbes, organic or inorganic chemicals, orradioactivematerials.All drinking water,includingbottledwater,mayreasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants doesnot necessarilyindicatethatthe waterposesahealth risk.Moreinformation about contaminants andpotential health effects can be obtained bycalling the Environmental Protection Agency's Safe Drinking Water Hotline at 1-800-426-4791.
MCLs are set at very stringent levels. To understand the possible health effects described for many regulated constituents, a person would have to drink2liters ofwater everydayatthe MCL levelforalifetime to haveaone-in-a-million chance of having thedescribed health effect.
Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy,personswhohaveundergoneorgantransplants,peoplewithHIV/AIDS orother immunesystemdisorders,someelderly,andinfantscan be particularly at riskfrominfections. Thesepeopleshould seekadvice fromtheirhealth careproviders aboutdrinking water. EPA/CDC guidelineson appropriatemeans tolessentherisk ofinfectionbycryptosporidium andother microbiologicalcontaminants are available from theSafeDrinking Water Hotline (800-426-4791).
We at Lakeview Water Company work around the clock to provide top quality water to every tap. We ask that all our customers help us protect our water sources, which are the heart of our community, our way of life and our children's future. | <urn:uuid:1ff761ba-9656-46cd-9b9b-120cd190e388> | CC-MAIN-2021-04 | https://lakeviewwatercorp.com/documents/1123/2019_CCR.pdf | 2021-01-21T23:16:23+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00085.warc.gz | 439,051,072 | 1,770 | eng_Latn | eng_Latn | 0.990913 | eng_Latn | 0.991854 | [
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The Formative Assessment Process
The Smarter Balanced Assessment Consortium is an organization of member states committed to providing tools and resources that support teaching and learning. The three core components of the Smarter Balanced Assessment System are summative assessments, interim assessments, and formative assessment practices.
Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback used to adjust ongoing teaching and learning strategies to improve students' attainment of curricular learning targets/goals.
There are four attributes in the Formative Assessment Process, represented graphically as a clover:
- Clarify intended learning
- Interpret evidence
- Elicit evidence
- Act on evidence
Two important components of clarifying intended learning, the first attribute of the Formative Assessment Process, are learning goals and success criteria. Learning goals state what students will know by the end of the lesson. They describe "big ideas" or concepts that are transferable and reflect the intent of the Common Core State Standards. Learning goals are written in student-friendly language, beginning with, "I understand." Success criteria define the evidence that teachers and students use to determine how students are progressing toward the learning goals. They are also written in student-friendly language, but begin with "I can."
The second attribute of the Formative Assessment Process, eliciting evidence, provides the information teachers and students need to determine where students are in their progress toward the intended learning. The evidence should be tightly aligned to the learning goals and is defined by the success criteria. Experts suggest that teachers and students consider student needs, interests, and learning styles when deciding how to elicit evidence so that students have a choice of different ways to meet the success criteria. It's also important to use multiple sources of evidence to draw accurate conclusions about student learning.
Teachers and students interpret the evidence they collect to determine where students are in relation to the learning goals and success criteria, identifying what students understand and don't yet understand. Students can independently analyze evidence of their own learning, though they benefit from sharing and discussing their interpretations with teachers and peers. Through careful analysis of the evidence, teachers and peers are able to provide actionable feedback. It is important to note that interpreting evidence is not a single event. Rather, evidence is interpreted in the Formative Assessment Process on an ongoing basis throughout instruction.
In the Formative Assessment Process, acting on evidence comes after teachers and students have clarified the learning and elicited and interpreted evidence of the learning. Once the evidence is interpreted, teachers and students use actionable feedback to determine next steps to continue to move learning forward. The steps may not be the same for all students and must take into consideration each student's readiness, interests, and learning preferences.
Learn More Visit the Smarter Balanced website: Follow us on Twitter: @SmarterBalanced
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South Dakota
445 East Capitol Avenue
Department of Revenue
Pierre, South Dakota 57501
This fact sheet explains to grocers, those associated with the grocery business and other related businesses how food stamps and WIC sales are treated for sales tax purposes. Since it's impossible to cover every conceivable situation, specific questions may be directed to 1-800-829-9188. The state sales tax rate is 4.5%, municipal tax may also apply.
***Food purchased with food stamps in South Dakota is exempt from the state sales tax.
The Food Stamp Exemption
Food stamp vouchers and debit cards are accepted like cash at most stores that sell food and may only be used for food and for plants and seeds to grow food for home consumption.
Food stamps cannot be used to buy:
Alcoholic beverages
Tobacco or cigarettes
Household supplies, soaps and paper products
Medicines or vitamins
Any other nonfood items
Food that will be eaten in the store
Hot foods that are ready to eat such as barbecued chicken
Pet foods
Discount Coupons
Food discount coupons, whether issued by national manufacturers or individual stores are frequently used by shoppers in making food purchases. Manufacturers' coupons are sales taxable; i.e. the dollar amount of the discount (not its minor cash equivalency value) is taxed. Store coupons which allow a true cash discount are not taxed.
Both types of coupons are solely an adjustment of the sales price and outside of the food stamp sales tax exemption.
Example
A food stamp recipient purchases $11 worth of eligible food, has $1 worth of manufacturer's discount coupons, and $10 in food stamps. Since the sales tax is imposed on the dollar amount of the coupon (and the sales tax is 6.5%), the recipient would pay $10.07 and would therefore have to supplement the food stamps with 7-cents in cash. If the amount is a store discount and not taxed, the recipient pays $10.
Food Stamps and WIC Purchases
J u n e 2 0 1 6
Returnable Containers
Food stamps can and should be accepted to cover the entire cost of items, such as drinks in returnable bottles, where the price includes a specific bottle deposit.
The WIC Program
The Special Supplemental Food Program for Women, Infants and Children (WIC) is a federally funded nutrition program for pregnant, postpartum, and breastfeeding women; infants; and children under the age of five. To be eligible, a client must meet certain specific financial requirements and be at "nutritional risk" as determined by qualified health professionals.
WIC's purpose is to supplement the participant's diet with specific nutritious foods during periods of critical growth and development and to provide on-going nutrition education.
The Retailer's Role in WIC
WIC participants receive "food vouchers" to exchange for foods at approved retail grocers. The food voucher has a prescription for specific kinds and amounts of food listed on the front. The retail clerk helps fill the prescription by making sure the participant receives exactly what is prescribed. Since the WIC "food prescriptions" can only provide nutritional help if the correct foods are purchased, the retailer must ensure that participants receive only the correct type and quantity of food prescribed.
Recordkeeping Requirements
Records such as purchase and sales invoices, bills of lading, books of all receipts and sales, cash register receipts, and other pertinent papers and documents are required to be kept for at least three years and be available for inspection during business hours. Also, sales made to exempt organizations must be documented by maintaining the exemption certificate presented at the time of purchase. Other exempt sales should be documented in the normal books of account.
Talk to Us!
If you have a tax problem or question, call the South Dakota Department of Revenue toll-free at 1-800-829-9188. Visit us on the web at http://dor.sd.gov, email us at email@example.com or write us:
South Dakota Department of Revenue 445 East Capitol Ave. Pierre, SD 57501
Aberdeen
14 South Main, Suite 1-C
Aberdeen, SD 57401
Mitchell
417 N. Main, Suite 112
Mitchell, SD 57301
Rapid City
1520 Haines Avenue, Suite 3
Rapid City, SD 57701
Sioux Falls
300 S. Sycamore, Suite 102
Sioux Falls, SD 57110
Watertown
715 S Maple
Watertown, SD 57201
Yankton
1900 Summit Street
Yankton, SD 57078
2 | <urn:uuid:022ee824-cf0a-4d2e-a1b5-c91d1595820f> | CC-MAIN-2017-13 | http://dor.sd.gov/Taxes/Business_Taxes/Publications/PDFs/Tax%20Facts/Food%20Stamps.pdf | 2017-03-27T10:35:08Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00367-ip-10-233-31-227.ec2.internal.warc.gz | 110,574,896 | 979 | eng_Latn | eng_Latn | 0.820379 | eng_Latn | 0.995954 | [
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Prayer Can Stop Mountains From Moving
by Fr. John S. Rausch
With storm clouds changing the sky by patterns of various lights and darkness, 75 people gathered last September on Pine Mountain near Whitesburg, Kentucky, to pray. The ecumenical gathering called "The Cross in the Mountains" (check YouTube ) prayed for a renewal of Appalachian communities on a four acre prayer site that looked onto Black Mountain where strip mining was eating away part of Kentucky's highest ridge.
People of faith revert to public prayer to remind themselves about putting everyday life in the hands of God. Fishing fleets get blessed before sailing for the season's catch, and pets with their owners come for a blessing on the feast of St. Francis. The faithful also pray publically when social, economic or environmental forces overwhelm the vulnerable. At the outbreak of war, after natural disasters, or prior to an execution they frequently gather for candlelight vigils.
As public prayer, "The Cross in the Mountains" emphasized that every community depends on the natural habitat surrounding it, so the prayer combined gratitude for creation while it sought forgiveness for its abuse. It promoted prayer with a holistic view of community: a healthy environment for children, safety for miners, sustainable jobs for the unemployed, healthy forests, clean water and security from flooding and property damage caused by the aggressive mining practice known as mountaintop removal (MTR).
For some time Appalachian religious leaders have sought to cast MTR in an ethical and religious context and public prayer offered an appropriate forum. The mining practice lops the tops off mountains by enormous blasts that loosen the ground above the coal seam and pushes the overburden (the loosen earth) into the valleys filling the streams and creeks. The coal is then easily, and most cheaply, scooped up by front-end loaders. The price paid by the local residents: flooding exacerbated by denuded mountains, cracked foundations from blasting and water polluted by mine drainage. The local ecosystem stands utterly destroyed.
A major religious concern stems from the powerlessness of the people and the Church's fundamental option for the poor. Both America magazine (October 4, 2010) and Sojourners (June, 2010) have addressed MTR from an ethical perspective, citing corporate greed and cheap energy as the culprits for this assault on God's creation and human community. More than 500 mountains and 1.2 million acres of hardwood forests (about the size of Delaware) have fallen to MTR.
Proponents of MTR emphasize the jobs created, but mining employment has dropped 60 percent between 1979 and 2006 in Kentucky and West Virginia mainly due to more surface mining. Alternative energy jobs, conversely, have increased, and total wind-energy jobs now surpass those in coal mining.
Public prayer calms and leads to conversion, especially for the participants. Using the Way of the Cross as a format, participants paused at each Station to reflect on a particular community issue. At the Eighth Station ("Jesus Consoles the Women of Jerusalem") the folks recalled that "Mothers and spouses weep over the death of miners," sparking a meditation about mine safety and corporate indifference. At the Eleventh Station ("Jesus is Nailed to the Cross") they remembered that "Drug and alcohol addiction nail many, especially the young, to a cross for life."
The event had participants carrying white crosses with sins against creation written on them: "Water Pollution," "Methane in Water Wells," "Mud Slides and Flooding." Slowly, reverently, the facts and figures about the region's problems began to penetrate like a steady spring rain, and the faithful grew more aware and, with God's help, more determined to make a difference. | <urn:uuid:26416567-0230-447f-8d3c-026641451f4c> | CC-MAIN-2017-13 | http://www.ccappal.org/wp-content/uploads/2011/04/Microsoft-Word-Prayer-Can-Stop-Mountains-From-Moving.pdf | 2017-03-27T10:31:36Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00367-ip-10-233-31-227.ec2.internal.warc.gz | 455,228,897 | 768 | eng_Latn | eng_Latn | 0.998335 | eng_Latn | 0.998016 | [
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Marine Debris Impacts on Marine Animals and Wildlife
What is harmful marine debris?
Harmful marine debris consists of plastic garbage washed or blown from land into the sea, fishing gear abandoned by recreational and commercial fishers, and solid non-biodegradable floating materials (such as plastics) disposed of by ships at sea.
Under the International Convention for the Prevention of Pollution from Ships, overboard disposal of food, paper, glass, metal and crockery (but not plastics) is permitted from vessels more than 12 nautical miles from land. Plastic materials are defined as: bags, bottles, strapping bands, sheeting, synthetic ropes, synthetic fishing nets, floats, fibreglass, piping, insulation, paints and adhesives.
Entanglement
Entanglement in marine debris can cause restricted mobility, starvation, infection, amputation, drowning and smothering. Turtles, whales and sea birds may be severely injured and even die after entanglement with fishing lines, fragments of trawl netting or plastic packing straps. Seabirds caught up in marine debris may lose their ability to move quickly through the water, reducing their ability to catch prey and avoid predators; or they may suffer constricted circulation, leading to asphyxiation and death. Fishing line debris, nets and ropes cut into the skin of whales or turtles, leading to infection or the slow and painful amputation of flippers, tails or flukes.
Ingestion
Marine species confuse plastic bags, rubber, balloons and confectionery wrappers with prey and ingest them. The debris usually causes a physical blockage in the digestive system, leading to painful internal injuries. Turtles frequently eat plastic bags, confusing them with jellyfish, their common prey. Sea birds eat polystyrene balls and plastic buoys, confusing them with fish eggs and crustaceans, and the Humpback, Southern Right and Blue Whales eat plastic debris. Autopsies performed on marine species such as Grey Nurse Sharks have found that swallowed hooks have punctured the stomach, pericardial cavity and oesophagus causing infection and death.
Which species are particularly affected by ingesting or entanglement in marine debris?
The following endangered and vulnerable species listed under the Environment Protection and Biodiversity Conservation Act 1999 are adversely affected by the threatening process:
Endangered species
- Loggerhead Turtle
- Southern Right Whale
- Blue Whale
- Tristan Albatross
- Northern Royal Albatross
- Gould's Petrel
Vulnerable species
- Leatherback Turtle
- Hawksbill Turtle
- Flatback Turtle
- Green Turtle
- Wandering Albatross
- Humpback Whale
- Antipodean Albatross
- Gibson's Albatross
- Southern Royal Albatross
- Indian Yellow-nosed Albatross
- Grey Nurse Shark
- Grey-headed Albatross
- Blue Petrel
Source: Department of Environment & Heritage
Seals and sea lions are also particularly affected by derelict fishing gear and nets, and six pack rings, probably due to their very inquisitive nature. Entanglement rates in these animals of up to 7.9% of a population have been recorded.
An estimated 58% of seal and sea lion species are known to have been affected by entanglement including the Hawaiian monk seal, Australian sea lions, New Zealand fur seals and species in the Southern Ocean.
Source: Debris in the World's Oceans, Greenpeace Report | <urn:uuid:a73035f7-f95d-44f3-92d2-34cc42f2bfbd> | CC-MAIN-2017-13 | http://kab.org.au/wp-content/uploads/2012/06/4.-Marine-Debris-Impacts-on-Marine-Animals-and-Wildlife.pdf | 2017-03-27T10:35:57Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00368-ip-10-233-31-227.ec2.internal.warc.gz | 196,886,590 | 720 | eng_Latn | eng_Latn | 0.986064 | eng_Latn | 0.989646 | [
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The purpose of special education is to minimize the impact of the disability and maximize the opportunity for the student to be successful in school.
Do you know of a child who has a disability?
Dove Science Academy provides programs for all children who qualify for special education and related services. If you suspect your child may have a disability, or if you would like more information about special education services at Dove Science Academy, please contact Ms. Christina Lamare at (918) 8343936.
¿Conoce usted a un niño que tiene una discapacidad?
Dove Science Academy ofrece programas para todos los niños que califican para educación especial y servicios relacionados. Si usted sospecha que su hijo puede tener una discapacidad, o si desea obtener más información acerca de los servicios de educación especial en Dove Science Academy, por favor comunicarse con la Sra. Christina Lamare at (918) 834-3936.
CHILD FIND INFORMATION
This notice is to inform you that Dove Science Academy is maintaining an ongoing Child Find search to locate, identify and evaluate any child age 3-21 with an established or suspected disability. Child Find efforts include all individuals age 3-21 not enrolled in school as well as those who attend public and private schools, Head Start, state institutions, and other child care or treatment facilities.
Dove Science Academy has established and maintains a comprehensive screening and multidisciplinary referral, evaluation, and eligibility process for the identification of children with suspected disabilities. Child Find activities contain a mandate for public awareness of contact, location, and established screening procedures. Information regarding evaluation procedures can be obtained by contacting Ms. Christina Lamare, Dove Science Academy, Special Education Services, 280 S.Memorial Dr. Tulsa, Oklahoma 74112 (918) 834-3936.
As mandated by the Oklahoma State Department of Education, Dove Science Academy is required to fully inform parents that personally identify information is maintained on all children who are referred and evaluated under the provisions of Child Find. The types of information sought may include but not limited to: parent concerns, developmental, adaptive behavior, socio-cultural, health/medical, vision, hearing, motor, perceptual/processing, behavior, psychological, vocational and information gained through observations in the classroom and other environments.
It is the responsibility of Dove Science Academy to inform parents/guardians of their rights under the Family Education Rights and Privacy Act (FERPA) and their rights under the Individuals with Disabilities Education Act (IDEA) Procedural Safeguards. | <urn:uuid:4add1fbc-16d2-4717-b8ac-753ab1f2f349> | CC-MAIN-2017-13 | http://www.dsatulsa.org/Downloads/Child%20Find-FY13-DSA-2012-10-8.pdf | 2017-03-27T10:39:53Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00368-ip-10-233-31-227.ec2.internal.warc.gz | 494,917,441 | 516 | eng_Latn | eng_Latn | 0.955781 | eng_Latn | 0.955781 | [
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INSTITUTE BRIEF
Volume 17, Number 17 June 2010
What is My Role as a Citizen?
by Jennifer L. Crull
What does it mean to be an American? This is a question that everyone believes they know the answer to when they are celebrating the 4 th of July, but do we really know and understand what the expectations of our Founding Fathers were? The Founding Fathers made it clear the role government is supposed to play in our Constitution. The Constitution lays out the powers of all branches of government as well as the individual states, which most people would not argue with. Yet there is another role that is laid out by our Constitution and the Bill of Rights. This role falls to every citizen in our great nation. No other country has our amazing form of govern ment even with our problems. But at least with our problems, we have the ability to have a say.
When we, the citizens of this great nation, look back upon our history and remind ourselves as to the one most important inalienable right that we, as Americans, possess, but few exercise, this one right that sums up our very existence as a nation is our individual right to VOTE. By exer cising this right, we, as Americans, stand above all other nations because we have the choice to select the leaders of this nation. Unlike many other nations we are not told who we have to vote for. The candidates are not limited to the one and only name of the individual that the rest of the government chooses. I find it sad that many American citizens choose not to exercise this right. It is appalling to think of the thousands of Americans before us who have fought and died to pro tect this right. Those individuals, who fail to exercise this right to VOTE, are in essence refusing to honor their sacrifices.
The voter turnout for the 2008 elections was 61.7 percent for the United States and 70.0 percent for Iowa. 1 These results were for a presidential election and were slightly higher than for the election in 2004, in which the turnout was 60.1 percent for the United States and 69.9 percent for Iowa. 2 Then when we look at the midterm elections, the turnout just shocks me. The turnout for the 2006 midterm election was 40.4 percent for the United States and 48.1 percent for Iowa. 3 Granted this is a better turnout than the 2002 midterm elections of 39.5 percent for the United States and 47.9 percent for Iowa, but this is shameful for our country. 4 There is only one word to describe this level of voter turnout, pathetic. How can the few decide for the majority?
Now is the time that you, as a citizen of this great nation, should look at all levels of government and take stock in what it is our leaders are doing. Do you agree with what they are doing? Do you disagree with what they are doing? Only you, as the backbone of this Nation, have the pow er to change the direction of where we are going as a Nation. Imagine that you are the captain of a great ship. You are the one who must make the correct decisions to ensure its safe passage to port. The seas are rough and the journey is difficult, but it is you and only you who can bring it home safely. This is your responsibility as a citizen and a voter in this nation. Without studying the issues and making the right choices that YOU believe and feel are the best choices to ensure our Nation's safe passage to the future, you will fail in your role as a citizen.
Phone: 319-385-3462 Fax: 319-385-3799
Volume 17, Number 17 June 2010
Whether you agree with the status quo or you believe that it is time for a change, either way it involves you getting out and voting. So, now is your time to learn about your candidates for all offices and decide who can represent you the best. Then get out and help spread their message. For if you can't stand up for what you believe in, how passionate are you about it? Encourage people to get informed about the candidates and learn the issues that will be shaping their lives over the next couple of years. The Gallup Poll in April of 2010 reported that the approval rating of Congress was 23 percent, which is up from March when its approval rating was at 16 percent. 5 How many of us would keep our jobs if our boss was only 16 to 23 percent satisfied with the job we were doing?
Until the tide turns and the majority votes in all elections, our form of government is at risk. Abraham Lincoln stated in the Gettysburg Address "that this nation shall have a new birth of freedom; and that this government of the people, by the people, for the people, shall not perish from the earth." 6 While he was referencing the sacrifice of our citizen soldiers at the Battle of Gettysburg, this issue has not changed today, for our form of government is in jeopardy. We are being told that the government knows what is best for us and making decisions based on that ideology. As Ronald Reagan once stated, "Government exists to protect us from each other. Where government has gone beyond its limits is in deciding to protect us from ourselves." 7 Now is when you have to exercise your power as a voter. Get informed, help your friends understand what is happening, and let's lead the change. Think how our elected officials would feel if this midterm election had the highest turnout ever and over 50 percent voted in the election. They thought we wanted "HOPE" in 2008, and in 2010 we want "CHANGE." So, now let us unite and send a message to all the members of Congress and our state officials that the time of the minority speaking for the majority is over and take back control of "the government of the people, by the people, for the people." 8 Celebrate this 4 th of July with renewed patriotic feelings and know that you can make a difference by exercising your right to vote in November.
(Endnotes)
22004 General Election Turnout Rates, United States Elections Project, October 3, 2008, <http://elections.gmu.edu/ Turnout_2004G.html> (May 10, 2010).
12008 General Election Turnout Rates, United States Elections Project, March 31, 2010, <http://elections.gmu.edu/ Turnout_2008G.html> (May 10, 2010).
32006 General Election Turnout Rates, United States Elections Project, December 23, 2009, <http://elections.gmu. edu/Turnout_2006G.html> (May 10, 2010).
5"Congress' Job Approval Rating Improves, but Still Low," GALLUP, April 13, 2010, <http://www.gallup.com/ poll/127343/congress-job-approval-rating-improves-low.aspx> (May 7, 2010).
42002 General Election Turnout Rates, United States Elections Project, October 3, 2008, <http://elections.gmu.edu/ Turnout_2002G.html> (May 10, 2010).
6Abraham Lincoln, "The Gettysburg Address," <http://www.gettysburgfoundation.org/lincoln-address.htm> (May 7, 2010).
8Abraham Lincoln, "The Gettysburg Address," <http://www.gettysburgfoundation.org/lincoln-address.htm> (May 7, 2010).
7Ronald Reagan, Ronald Reagan Quotes, <http://www.brainyquote.com/quotes/quotes/r/ronaldreag393026.html> (May 10, 2010).
Jennifer L. Crull is an IT Specialist with the Public Interest Institute, Mount Pleasant, Iowa.
Permission to reprint or copy in whole or part is granted, provided a version of this credit line is used: "Reprinted by permission from INSTITUTE BRIEF, a publication of Public Interest Institute." The views expressed in this publication are those of the author and not necessarily those of Public Interest Institute. They are brought to you in the interest of a better-informed citizenry. | <urn:uuid:8e834a4b-11d9-4ee0-bec2-380a83d9b97d> | CC-MAIN-2017-13 | http://limitedgovernment.org/publications/pubs/briefs/pdfs/brf17-17.pdf | 2017-03-27T10:40:28Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00367-ip-10-233-31-227.ec2.internal.warc.gz | 216,712,341 | 1,778 | eng_Latn | eng_Latn | 0.997203 | eng_Latn | 0.997988 | [
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Publication DASC-65P
Enterobacter spp.: A practical summary for controlling mastitis
Turner Swartz, Ph.D. Student, Dairy Science, Virginia Tech Christina S. Petersson-Wolfe, Dairy Specialist, Virginia Cooperative Extension
Enterobacter spp. are environmental, mastitiscausing pathogens and are the least commonly isolated coliform from milk cultures. Enterobacter spp. are Gram-negative and similar in structure to other coliform mastitis pathogens. When grown on blood agar, Enterobacter spp. have been found to have a fecal odor.
Information in this publication was summarized from the National Mastitis Council's Laboratory Handbook on Bovine Mastitis (Hogan et al. 1999).
for this mastitis-causing pathogen. The pre-milking teat disinfect-ant should remain on the teats for 30 seconds prior to removal with either a paper towel or a single-use, clean and dry cloth towel. Following these guidelines, the time from start of manual stimulation (forestrip or wipe) to unit attachment should be in the range of 60 to 120 seconds. This will allow the appropriate time for milk letdown.
Where are these organisms found?
Reservoirs of Enterobacter spp. are manure, bedding, and soil. Other sources include muddy lots or corrals, marshy or swampy areas, and pools of standing water.
How does Enterobacter spp. spread to the mammary gland?
The spread of Enterobacter spp. occurs primarily through environmental contact, particularly when teats come in contact with manure or contaminated bedding.
How can you prevent and control mastitis caused by Enterobacter spp.?
The primary way to prevent infection by Enterobacter spp. is by keeping cows clean and dry to decrease exposure and by employing proper teat sanitation prior to milking.
After unit detachment, an effective and proven postmilking teat disinfectant should be applied with coverage over at least two-thirds of the teat barrel. In herds with a particular environmental mastitis problem, the use of a barrier teat dip is recommended.
Using inorganic bedding such as sand, frequently cleaning stalls, reducing overcrowding, and preventing access to wet areas will help to prevent and control Enterobacter spp. mastitis. Immunization of cows with a coliform mastitis vaccine, such as J5, can reduce the severity of Enterobacter spp. mastitis. Please consult your herd veterinarian before implementing a vaccination protocol.
When are Enterobacter spp. mastitis infections most likely to occur?
New infections can occur at any time during lactation. Cows in early lactation are at an increased risk for new infections due to the increased stress and immune suppression associated with the postpartum period.
Proper milking procedures, including the use of effective pre-milking teat disinfectants and the practice of thoroughly drying teats prior to milking, will help to reduce the number of new infections. Following forestripping, the use of an effective and proven premilking teat disinfect-ant is particularly important
How likely is Enterobacter spp. to be cured?
Enterobacter spp. typically do not respond well to antibiotic therapy. Therefore, emphasis needs to be placed on prevention.
VT/0316/DASC-65P
Quick Notes
* Enterobacter spp. are environmental, mastitiscausing pathogens that originate from manure, bedding, and soil.
* Keeping cows clean and dry, frequently cleaning stalls, reducing overcrowding, and using in-organic bedding can prevent infection.
* Using an effective pre-dip and thoroughly drying teats prior to milking is important in preventing new infections.
* Enterobacter spp. do not respond well to antibiotic therapy; thus, prevention is key.
References
Hogan, J. S., R. N. Gonzalez, R. J. Harmon, S. C. Nickerson, S. P. Oliver, J. W. Pankey, and K. L. Smith. (1999). Laboratory Handbook on Bovine Mastitis. Madison, WI: National Mastitis Council.
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2016-2017 Harmony School of Excellence- District Wellness Policy
Harmony Public Schools - Houston School of Excellence District shall follow nutrition guidelines that advance student health and reduce childhood obesity and shall promote the general wellness of all students through nutrition education, physical activity, and other school based activities.
Nutrition Education
The school shall implement, in accordance with law, a coordinated health program with nutrition education component and shall use health course curriculum that emphasizes the importance of proper nutrition.
In addition, the district establishes the following goals for nutrition education.
1- Students will receive nutrition education that fosters the adoption and maintenance of healthy eating behaviors.
2- Nutrition education will be a district wide priority and will be integrated into other areas of the curriculum, as appropriate.
3- Staff responsible for nutrition education will be adequately prepared and will participate in professional development activities to effectively deliver the program as planned.
4- The Child Nutrition staff, teachers, and other school personnel will coordinate the promotion of nutrition messages in the cafeteria, the classroom, and other appropriate settings.
5- Educational nutrition information will be shared with families and the general public to positively influence the health of students and community members.
Physical Activity
The district shall implement, in accordance with law, a coordinated health program with physical education and physical activity components and shall offer at least the required amount of physical activity for all grades.
In addition, the district establishes the following goals for physical activity:
1- The district will provide an environment that fosters safe and enjoyable fitness activities for all students, including those who are not participating in competitive sports.
2. Physical education classes will regularly emphasize moderate to vigorous activity.
3. The district will encourage teachers to integrate physical activity into the academic curriculum where appropriate.
4. The district will encourage parents to support their children's participation, to be active role models, and to include physical activity in family events.
School Based Activities
The district shall create an environment conducive to healthy eating and physical activity through implementation of the following policies.
- Students shall be allowed sufficient time to eat meals.
- The lunchroom facilities shall be safe, clean, and visually promote a message of healthy eating and wellness.
- Students shall have access to free potable water during mealtimes. The water may be provided through water fountains inside or directly adjacent to the cafeteria, water dispenser, or water pitcher and cups.
- Nutrition and physical activity shall be promoted to students and their families at suitable school sponsored events.
Nutrition Guidelines for All Foods Available
The nutrition guidelines for foods served by the district during the school day shall be adequate to advance students health and reduce childhood obesity and shall meet or exceed federal regulations and guidance, and that all foods available on each campus are in accordance with Texas Department of Agriculture policy and school‐established standards.
Fundraising Days
Exempt Days:
TDA policy allow for 6 days per school year for fundraising events that are exempt from the USDA Smart Snack Guidelines. These 6 days will be designated independently by the school principals and published in the school website.
1. October 21 &28, 2016
2. December 16, 2016
3. March 10, 2017
4. April 13, 2017
5. May 25, 2017
Fundraising Events Other Than Exempt Days:
Fundraising events other than exempt days must be in compliance with USDA Smart Snack Guidelines and Texas Department of Agriculture regulations. The dates for non-exempt fundraising events will be designated by school principals. These non-exempt fundraising events may occur one Friday per month from September to May.
Guidelines for Reimbursable Meals
The district shall ensure that nutrition guidelines for reimbursable school meals shall be at least as restrictive as federal regulations and guidance and that all foods available on each campus are in accordance with the Texas Department of Agriculture regulations.
Negative Balance Policy
All students in the district are allowed to carry a negative balance up to $10 in their lunch and breakfast accounts. Until each student reaches that dollar amount, he or she will continue to get regular lunch and breakfast service.
Measuring Implementation
The Superintendent or designee shall oversee the implementation of this policy and shall develop administrative procedures for periodically measuring the implementation of the wellness policy. The Wellness Committee will conduct a yearly review of implementation, with the results published on the schools' websites.
Revisions and Updating the Policy
The District Health Committee will update or modify the district wellness policy based on the results of the annual progress reports and triennial assessments, and/or as district policies and priorities change; community needs change; wellness goals are met; and new Federal or State guidance or standards are issued. The wellness policy will be assessed and updated as indicated at least every three years, following the triennial assessment.
Committee Members
The district shall also seek to involve parents, students, representatives of the school food authority, the Board, administrators, physical education teachers, school health professionals, and the public in the continued development and implementation of this school wellness policy.
2015-16 LOCAL WELLNESS POLICY END OF YEAR REVIEW MEETING
Meeting Minutes
Campus Name: 101858-001 HARMONY SCHOOL OF EXCELLENCE-HOUSTON
Date: 05/27/2016
ASSESSMENT OF LOCAL WELLNESS POLICY 2015-16
o District provided Boosterthon Fun Run activity that images a program wrapping Fitness, Leadership, and Character together in an unforgettable experience tailored for our school's campus.
o "Girls on the Run" activity was used to inspire and motivate girls, encourage lifelong health and fitness, and build confidence through accomplishment.
o Schools took K-5 grades outside for recess after lunch.
o The lunchroom facilities were safe, clean and visually promoted a message of healthy eating.
o Nutrition and physical activity was promoted to students and their families at suitable school sponsored events.
o District implemented 6 exempt fundraising days.
o Fundraising events other than exempt days were in compliance with USDA Smart Snack Guidelines and Texas Department of Agriculture regulations.
o The district ensured that guidelines for Reimbursable Meals were met.
o Negative balance policy worked very well district wide.
o The nutrition guidelines for foods served by district during the school day were adequate to advance student health and reduce childhood obesity, and met or exceeded federal regulations and guidance. All foods available on each campus were in accordance with Texas Department of Agriculture policy and schoolestablished standard.
GOALS FOR 2016-2017
o Invite a medical professional to speak with students about healthy lifestyle.
o Host a nutrition festival and art contest.
o PE Teachers shall instruct students about healthy eating habits. They will also do more physical activity.
o Advertise National Breakfast and Lunch Program in schools to increase participation.
o E-mail teachers to encourage them to incorporate physical activity into classroom time.
o Check smart snacks for future fundraising events.
o Use the School Bucks Program to bring down student meal balances.
o Communicate with Caterer for their best service.
o Parents will be informed about the school wellness policy by using school websites and Wednesday mails. | <urn:uuid:87e8ef2a-3ddc-4cbf-a3e3-dd30c09e121f> | CC-MAIN-2017-13 | https://hsehouston.org/webshare/web/wellness_policy.pdf | 2017-03-27T10:39:30Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00365-ip-10-233-31-227.ec2.internal.warc.gz | 814,876,505 | 1,436 | eng_Latn | eng_Latn | 0.992592 | eng_Latn | 0.995348 | [
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RoboCupJunior 2012 Dance Interview Score Sheet
Team name………………………………………….. Secondary/Primary Judges Initials…………………
Robot Design & Construction: The appearance and construction of the robot shows… (13 marks)
Robots are designed and constructed by the students as opposed to using standard kits
Commercial robot (eg. AIBO) = 0; Commercial kit (eg. LEGO) = 1‐2; Using existing instructions = 3; Own design and hand‐built = 4‐5.
Note: Significant mentor involvement will cause points reduction.
/5
Gearing, linkages, pivots, motors (other non‐basic features) are used in design and drive mechanisms
Reward design forcomplexity IF it aids robot movement.
/5
Reliable and robust construction and problems of robot balance have been addressed
(eg. What have you done to prevent your robot(s) from falling over or breaking if they fall?, How did you stop x from becoming
loose during the performance? Have you taken risks with the construction? etc.)
/3
Sub‐Total /13
Programming (12 marks) Teams must bring a printed copy of all programs used to the technical interview
Students can explain, describe and understand their program thoroughly
(eg. What does this section of program tell the robot to do? If I changed this part/instruction to become x, what effect would that
have on the robot?)
/4
They are able to explain connections between the program and music selected
(eg: How do you get your robot to synchronize to music ? If your robot(s) performs in a Theatre style, how is the robot
programming related to the music? Limited programming so that robot is vaguely in time with music = 1; Robot programmed in
full sync. with the music/performance = 3.)
/3
Complex, innovative or original programming used appropriate to age and level of expertise
(eg. Simple commands = 1; Use of jumps/lands, loops, nested sections, creation of own icons or sequences = 2‐3; Use of multiple
languages/assembleranduse of interrupts = 4, innovative programming = 5)
/5
Sub‐Total /12
Electronics Hardware & Devices: Boards, Sensors & Other Technologies… (14 marks)
Understanding of electronics used and design and construction of own electronics
Use of kits such as NXT but understanding of its operation (inputs, outputs, power, memory and processor etc.) = 1‐2; Some home
built circuitry used alongside kits = 2; Teams build owns board and can describe their operation = 3. What is the function of each
board? How are the voltages regulated? How are motor speed/direction controlled (hardware)? What type of batteries are used?
/3
Effective use of sensors that aid the performance
(eg. What types of sensors are on the robot? How do they function? How does the robot know its direction? Is the robot
programmed to respond to sensors? Are sensors used to trigger next part of performance. How is the robot programmed to keep within the stage boundaries? How did the robot avoid obstacles or another robot? How effective are the sensors used? How did
you place your sensors? Did you encounter interference when the sensors were used? etc.)
/5
Innovative use of other technologies to aid performance
(e.g. communication between robots (using IR, Ultrasonic waves or other means) to trigger events, keeping in sync with other robots, novel use of technologies such as RFID, digital camera, built‐in timer to monitor duration of performance, construction and
control of non‐kitservo motors/sensors, etc.)
/6
Sub‐Total /14
Team Work and Evidence of Authenticity (6 marks)
Evidence of authenticity and evolution
Teams should bring the A4 summary sheet to the interview to provide a general summary of their robots plus documentation including photographs of different stages of development. Logbook, journal, photographic record or similar documents should be
presented to convey ideas tried and discarded, progressive evolution of students' design and original ideas.
/3
They shared the work and collaborated as a team
(eg: How did you work as a team? Share the tasks? How did you make decisions? How many were really active in
building/programming the robot? How did they solve problems as a team? Did they have sub‐teams? Ask how the team has
managed to complete multiple tasks. Did they get any help/support from adults or/and friends? If yes, ask what/how.)
/3
Sub‐Total
/6
Note:Significant mentor involvement will cause points reduction.
Keep this team in mind for an award for:
Programming Construction Use of Sensors
Choreography Costume
Entertainment Value
Electronics
TOTALSCORE /45 | <urn:uuid:e7196066-3519-4b71-a72f-4953264d57e3> | CC-MAIN-2017-13 | http://rcj.robocup.org/rcj2012/dance_interview_scoresheet_2012.pdf | 2017-03-27T10:47:01Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00366-ip-10-233-31-227.ec2.internal.warc.gz | 305,288,761 | 1,658 | eng_Latn | eng_Latn | 0.995784 | eng_Latn | 0.995784 | [
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IDENTIFYING WORKPLACE BULLYING
There are lots of useful resources which provide comprehensive information on workplace bullying, notably: WorkSafe NZ Preventing and Responding to Workplace Bullying Best Practice Guidelines (2014). This online resource includes information on what bullying is and isn't, flowcharts, advice for employers, process steps for managing complaints, tools, examples and case studies.
These guidelines provide a summary of what workplace bullying is and isn't, and include links to useful resources for further information.
What are bullying behaviours?
Bullying is formally defined in the policy. Some bullying behaviours are more obvious, like personal attacks and put downs (called personal or "direct" bullying behaviours). Some are more subtle and are more task related (called task-related or "indirect" bullying behaviours) which attempt to undermine credibility, performance and/or confidence. Examples are available in section 01, Table 1 in the WorkSafe NZ guidelines.
Bullying behaviour is ongoing and repeated. A single isolated incident of unreasonable behaviour is not considered workplace bullying.
Am I being bullied?
You don't like what's happening to you at work – but is it bullying?
WorkSafe NZ has a specific flowchart and an online questionnaire: Am I Being Bullied? to help you explore this issue and answer that question.
-
The WorkSafe NZ 'Am I being bullied' flow chart notes: Calling it bullying at the start is likely to make resolution difficult. If you are wrong, your credibility could suffer, so work through the initial identifying stage carefully – if it really is bullying, that will emerge. Describing the behaviour should be enough.
What is NOT bullying behaviour?
It is the job of your people leader to direct your work and manage your performance, so the nature of that relationship means they will be assigning you work and giving you direction and feedback. Reasonable instructions or actions taken by an employer are not bullying. You might not want to do the piece of work or agree with your leader's feedback or decision, but if it is reasonable, then it is not bullying.
Generally one instance of unpleasant or unreasonable behaviour, is not bullying. It is not bullying if the behaviour does not affect you, or has no negative impact, or doesn't create a health and safety risk.
Who could be a bully?
While a bully will commonly be in a position of authority or power over the victim, that is not always the case. Bullying may occur between individuals at every level in an organisation, including between colleagues, and employees bullying a leader. Workplace bullying can be directed at an individual or group, and be carried out by one or more people. The bullying may be conscious or the person may be unaware their behaviour could constitute bullying.
What if I witness bullying?
If you witness behaviour which you believe is inappropriate and could constitute bullying, you should raise your concerns with the person demonstrating the behaviour, if you feel comfortable doing so. This proactive approach may stop the behaviour being repeated or becoming more serious.
If the behaviour is serious, or you don't feel you can raise it directly, you can use the reporting wrongdoing online form. (internal link to form)
What options do I have to address bullying behaviour? See the 'Making a complaint' guidelines. (Topic ) | <urn:uuid:72277c5a-ecda-4583-b680-54282b4522a4> | CC-MAIN-2017-13 | http://ssc.govt.nz/sites/all/files/Identfying%20workplace%20bullying.pdf | 2017-03-27T10:53:20Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00367-ip-10-233-31-227.ec2.internal.warc.gz | 340,941,976 | 670 | eng_Latn | eng_Latn | 0.998707 | eng_Latn | 0.998802 | [
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Media Update
18 March 2015
PRESS RELEASE
AS WORLD REMEMBERS TRAGIC ANNIVERSARIES, NEW TECHNOLOGY WILL AID SAFE SCHOOLS MOVEMENT IN PAKISTAN
** On four-year anniversary of Syria conflict, near one-year anniversary of Nigerian mass abduction of 200 girls and three-month anniversary of Pakistan school atrocity, latest Safe School initiative is launched
** New technology pilot will cover 1,000 schools in Islamabad and capital regions of all four provinces with safe schools assessment
** Cutting-edge techniques to simulate classroom attacks and make recommendations for improvements to school building infrastructure and emergency plans
** Partnership brings together United Nations, UNICEF, Pakistan Government, Global Business Coalition for Education's technology firm Predictify.Me and local NGOs
As the world remembers millions of children trying to get an education against a backdrop of war and terrorism, a new innovative partnership, which will deliver state-of-the-art technology to promote Safe Schools in Pakistan, has been announced today (Wednesday).
The announcement, at UN headquarters in New York, comes just three months after the school massacre in Peshawar and follows an agreement with Pakistan Prime Minister Nawaz Sharif to support a national Safe Schools campaign.
With more than 10,000 attacks on schools over the past five years, the Pakistan project is part of a larger Safe Schools effort championed by UN Special Education Envoy Gordon Brown covering programs in northern Nigeria as well as in Lebanon for Syrian refugees.
Spearheaded by a pro-bono technology contribution from Predictify.Me, a US-based data sciences and predictive analytics firm, the Pakistan Safe Schools initiative will introduce the use of simulation software to assess the level of risk preparedness of schools and generate recommendations for school and community safety plans.
Each participating school will receive a report providing a designation on the degree of risk, specific recommendations for improving the school's set-up to become safer and recommendations for community preparedness measures and ongoing risk forecasts. UNICEF will
join in the initiative and integrate the work with disaster risk reduction programming for child friendly and safe school schools in Pakistan.
In the past five years, more than 1,000 schools have been destroyed in the Khyber-Pakhtunkhwa province, which includes Peshawar, where the latest and deadliest attack took place in December.
If successful, the program has ambitions to be scaled up to cover all 200,000 schools in Pakistan through the national Safe Schools Initiative.
Safe Schools is expanding rapidly. In Nigeria, the initiative, catalyzed by an initial investment by Global Business Coalition for Education corporate leaders, has mobilized more than $30million for the protection of schools. International support has come from the United States, the United Kingdom, Norway, Germany and the African Development Bank.
And in Lebanon, efforts are underway to support a Safe Schools plan for education for nearly 500,000 Syrian refugees now living in the region through partnership efforts between the government of Lebanon, UN agencies and the international community.
Earlier this year A World at School launched a 15-point plan for the Pakistan Safe Schools Initiative backed fully by Prime Minister Sharif and Mr Brown. The effort aims to attract multimillion-dollar investments from the global community for girls' and boys' education. The plan is accompanied by an appeal to donor governments, foundations and the business sector to finance the initiative. Prime Minister Sharif said at the time: "I am personally committed to making this initiative a success."
On Wednesday, speaking from Islamabad, Prime Minister Sharif said:
"The Government of Pakistan is committed to rooting out terrorism and extremism from the country. Security of the educational institutions is at the core of the national agenda of the Government. We appreciate technological assistance from friends as terrorism has no boundaries and terrorists have no religion. Pakistan has been at the forefront of international efforts to counter terrorism and has rendered great sacrifices in this regard. We value the support and cooperation extended by Rt Hon Gordon Brown and all other partner organizations to make the Pakistani schools safe and secure and to improve the standard of education in the country."
The technologies - SecureSim and Soothsayer - are based on seven years of research and development and are designed to simulate the impact of an explosion and develop safety recommendations in a school. The software technology establishes ideal security protocols to minimize the impact and is further used to appropriate local emergency response planning and provide ongoing security forecasts.
Former UK Prime Minister Mr Brown said:
"I am thankful to the Global Business Coalition for Education and the team at Predictify.Me for agreeing to support our efforts to ensure safe schools for every child in Pakistan. In my discussion with the Prime Minister we have agreed to do everything we can to ensure every girl and boy in Pakistan is able to go to school and learn. This initiative is a vital part of these efforts."
The technology that will be used in the new program was developed by Dr Zeeshan-ul-hassan Usmani, Co-Founder and Chief Data Scientist at Predictify.Me. Dr Usmani is a Pakistani Fulbright
Scholar and Eisenhower Fellow and a scientist with expertise in simulation and modeling of blast waves in open and confined spaces.
As the youngest of 14 brother and sisters, from humble beginnings in the small town of Sukkur, Dr. Usmani said: "I know firsthand the benefit of education and I am very pleased to work with the United Nations, the Prime Minister and our other partners to ensure every child in Pakistan has the right to go to school safely."
The CEO of the company and Eisenhower Fellow, Rob Burns said: "We are thrilled to use our core assets of data sciences and predictive analytics to support the Safe Schools Initiative in Pakistan. We have joined the Global Business Coalition for Education and agreed to donate this technology worth several million dollars because we believe we should do all we can to ensure the safety of children who want to learn."
As part of ongoing advocacy efforts, an appeal will be made to the international community to support the Safe Schools Initiative in Pakistan.
Ends
**The Global Business Coalition for Education (GBC-Education) is a registered 501-c-3 organization in the U.S. bringing the business community together to accelerate progress in delivering quality education for all of the world's children and youth.
**Predictify.me is a private company and co-founded by Dr Zeeshan-ul-hassan Usmani and Mr. Robert Burns. The company is based in North Carolina specializes in data sciences and predictive analytics in security, insurance, healthcare and retail. Predictify.Me is a member of the Global Business Coalition for Education network.
**A World at School is a global mobilization aimed at ensuring every child has the right to go to school and learn. A World at School launched a 15-point plan for a Pakistan Safe Schools Initiative earlier this year and worked with the Global Business Coalition for Education to develop the first Safe Schools Initiative in Nigeria in 2014.
For more information contact: email@example.com
*** | <urn:uuid:f45cd404-58f0-4b25-9737-38fad8f8d6a9> | CC-MAIN-2017-13 | http://unic.org.pk/files/2014/03/MU-18-Mar-2015.pdf | 2017-03-27T10:43:59Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00366-ip-10-233-31-227.ec2.internal.warc.gz | 376,362,699 | 1,406 | eng_Latn | eng_Latn | 0.997613 | eng_Latn | 0.998181 | [
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‐
‐
‐
‐
Huh. So 'Modern' art is now a century old
Michael Morain, email@example.com 11:07 p.m. CST March 7, 2015
For something so hard to pin down, Modern art has a surprisingly definite starting point.
"In America, it probably began on February 17th, 1913," said Connecticut filmmaker Michael Maglaras.
That's when thousands of people pushed their way into a New York art show with the sort of rowdy enthusiasm we associate nowadays with Black Friday. The first annual International Exhibition of Modern Art was the talk of the town and, for most visitors, their first chance to see work by the likes of Pablo Picasso and Marcel Duchamp.
The makeshift galleries in the massive armory displayed more than 1,000 works, and many of them were shocking.
"People saw the 'Blue Nude' by Matisse and thought, 'What the hell is that?' " the filmmaker said. "They began to scratch their heads and question whether they were being stupid or naive or whatever. But you know what? They were being provoked."
Maglaras documented the whole scandalous spectacle in a new film called "The Great Confusion: The 1913 Armory Show." He'll discuss it at a screening on March 26 at the Des Moines Art Center, which this Friday opens "Antique Abstraction," a related exhibition about the 100th birthday of abstract art.
But first: a crash course in art-history "isms." When photography came around in the mid-1800s, it was more realistic than anything anyone could draw or paint. Some artists responded by switching to a new way to express themselves, called Impressionism, which emphasized the feeling of a particular moment rather than its realistic details.
And when they outgrew Impressionism, by 1900 or so, they stretched it into brainy Cubism, which broke down objects into their basic lines and shapes, and its moody sister, Fauvism, which used bold colors to express various emotions.
When Cubism and Fauvism ran their course, many artists abandoned realism altogether and ventured into abstraction. Wassily Kandinsky led the charge in Europe, but Americans like Arthur Dove and Georgia O'Keeffe weren't far behind.
The public may have laughed at the 1913 Armory Show, but "it was a kick in the pants to the American art scene," said Art Center curator Laura Burkhalter.
For the upcoming show, Burkhalter pulled about 20 works from the museum's permanent collection — mostly European, all made within 10 years of 1915 — to re-trace those first forays into abstraction.
Some of the works on aging paper are rarely displayed.
One highlight is a delicate 1911 print, a still life by Picasso, that shows some of the artist's earliest Cubist doodles — the broken outline of a bottle of wine, a playing card, maybe a wine glass, too.
A 1905 watercolor by Andre Derain bursts with bright Fauvist reds and greens. The central figures are up for debate — men? women? — but the moment's lively joy is as clear as day. And it's easy to see how the scene could melt into abstraction, without any hints of the spotted trees or picket fence.
That is, it's easy now. But it wasn't back then.
Modern art "is hard to digest because many artists have made it hard to digest," said Maglaras, the filmmaker. "These guys were in your face, saying 'I don't care what you think is on this canvas. I don't care whether it makes sense to you. This is my point, and I'm going to confront you with it.'
"It's all about the confrontation," he said.
Burkhalter recalled that someone (the German writer Otto Ludwig) once said that it takes 100 years to discover a good idea and another 100 to understand it.
"I love that," she said. "I love that abstraction is a 100-year-old idea and it's still challenging people — but we're almost there."
'Antique Abstraction'
* WHEN: Friday through Sept. 13. Visiting hours are 11 a.m.-4 p.m. Tuesday and Wednesday, 11 a.m.-9 p.m. Thursday, 10 a.m.-4 p.m. Saturday, and noon-4 p.m. Sunday.
* WHERE:
Des Moines Art Center, 4700 Grand Ave.
* ADMISSION:
Free
* INFO: www.desmoinesartcenter.org
RELATED EVENTS:
* 6 p.m. March 26: Filmmaker Michael Maglaras presents his documentary about the 1913 Armory Show.
* 6:30 p.m. April 23: Music historian and NPR host Michael Lasser returns to discuss corresponding developments in early 20th century music.
6:30 p.m. June 18: Curator Laura Burkhalter leads a guided talk through the gallery. | <urn:uuid:0e3d1199-0099-4b09-aa8a-00837cafd414> | CC-MAIN-2017-13 | http://www.two17films.com/pdf/DesMoinesRegister3815.pdf | 2017-03-27T10:41:43Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00366-ip-10-233-31-227.ec2.internal.warc.gz | 736,899,506 | 1,049 | eng_Latn | eng_Latn | 0.998757 | eng_Latn | 0.999267 | [
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SNOW RURAL COMMUNITY DEVELOPMENT ORGANIZATION (SRCDO) ORGANIZATION INFORMATION
Vision Empowering the local communities to promote health, literacy, sustainable agriculture, peace awareness and conflict resolution and environmental conservation. Mission To merge efforts aiming at increasing education access at all levels, poverty alleviation, sustainable agricultural practices, prevention of violence and conserving the nature around the community.
HISTORY
Snow Rural Community Development is a Community Based Organization that was started by Bwamwithaghe Moses in 2006 after realizing that Kasese communities have remained poor due to poor health, illiteracy, environmental degradation, poor agricultural practices and political conflicts. Bwamwithaghe with other community members started the organization with a vision of empowering the local communities to promote health, education, environmental conservation, practicing sustainable agriculture and peace building. The organization is currently operating in 3 Subcounties of Kyondo, Kisinga and Kyarumba in Kasese district. Its offices are located in Kagando Parish, Kisinga Subcounty, Kasese District.
With funding from the Us Embassy in Uganda, the organization supplied 120 mature goats to People living with HIV/AIDS, orphans and vulnerable children. The organization raise funds for implementing its programs internally through membership subscriptions, sale of coffee, cocoa and assorted and grafted trees seedlings. The organization is also involved in maize growing on a large scale which they sell and raise funds to support program implementation.
PROGRAMS
HIV/AIDS – the organization is involved in awareness and prevention activities in the local community. It conducts counseling for people living with HIV/AIDS and links them to health facilities for treatment and other support services.
Education – The organization provides scholastic materials to orphans and children with special needs. It also supports out of school females youth with training in making hand crafts for sale.
Health under this program the organization implements activities under reproductive health, water and sanitation and Malaria prevention.
Small business development under this program the organization is implementing 3 projects:
Bee keeping - The organization has established 69 bee hives producing honey for medicine of people living with HIV/AIDS and the surplus is sold to the rest of the community members for income generation.
Nursery bed - seedlings for coffee, grafted mangoes, oranges, cocoa, acacia, and greveria are raised and sold to the community at subsidized prices. Communities are planting the seedlings to conserve the environment.
Village savings and credit Associations (VSLAs) – The organizations members are involved in savings and revolving fund among themselves. The savings are borrowed as loans and are used to establish small businesses to eradicate poverty.
CHALLENGES
Low man power. There is high demand for the services offered by the organization in the community. The organization is sometimes not able to respond to the demand due to low numbers in staff to implement the day to day activities.
Limited funding sources. This affects the implementation of some activities as planned. The organization need to be supported to research and access information about potential donors.
Limited skill in planning and implementation The organization staff and volunteers lack skills in planning and implementation of projects.
Limited skills in resource mobilization. The Board and staff lack adequate skills in resource mobilization, fundraising techniques and grant writing. If acquired, the organization can be in position to acquire more external funding and be able to implement activities effectively.
ACHIEVMENTS
Different trainings were carried out to the target group as a strategy to empower them with relevant knowledge in the respective fields of health, agriculture, nature conservation, economic empowerment among others.
The organization mobilized the youth in the sub counties of Kyondo and Kyarumba to form 4 groups with a membership of 50 youth each. The youth groups were supported with balls to engage them in sports after school to protect them from engaging in drug abuse and other negative peer pressures. The sports bring the youth together and create a platform for them to be involved in development initiatives.
69 bee hives were supplied to the farmers among who were the youth to create a sustainable income to the community and the organization as well .These apiaries acts as model places and are also used for learning purposes.
These model farmers only bring a commission to the organization after sale of the honey each season for project sustainability support.
The organization supplied maize seeds and fertilizers to 42 farmers after being trained in agro and post-harvest handling practices of maize. The farms of the 42 farmers were used as demonstrations of good agro and post-harvest handling practices which other farmers learnt from. The yields were good and the 42 farmers paid a commission of the sales to the organization for the project sustainability. The farmers have continued to apply the good practices of
maize planting and harvesting.
The organization established three nursery beds in which it raises grafted mangoes, oranges, coffee seedlings, cocoa and acacia .These have high demand in the community and are availed to them at subsidized prices. The income from the nursery beds has helped the organization to manage some of its expenses such as payment of staff salaries, transport, purchase of stationary, payment of office rent and facilitating extension services on a local basis among others.
11 orphans were supported with scholastic materials.
50 people living with HIV/AIDS and 70 orphans and vulnerable each received a mature goat through a grant from the American Embassy in Uganda. Some goats multiplied and the kids were passed on to other organization members. The organization has so far linked 50 people living with HIV/AIDS to the neighboring health facilities to get medical support. The 50 people are now accessing ARV treatment.
The organization has strengthened its corporation with other local development partners like Kasese District Development Network, Alpha Women Empowerment Initiative and Kasese District community Development office. This local linkage helps in experience and information sharing which eventually leads to efficient implementation and thus causing development to the community. | <urn:uuid:7751ff0c-c07b-4669-989f-beffa3c9695b> | CC-MAIN-2017-13 | http://internationalcommunitydevelopment.org/sites/default/files/how_we_do_it/SNOW_RURAL_COMMUNITY_DEVELOPMENT_ORGANIZATION.pdf | 2017-03-27T10:43:44Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00366-ip-10-233-31-227.ec2.internal.warc.gz | 183,969,368 | 1,194 | eng_Latn | eng_Latn | 0.994824 | eng_Latn | 0.996875 | [
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Satsang with Swami Dayananda Saraswati
Arsha Vidya Gurukulam
Reshaping the Mind 1
Question
Swamiji, what are some ways to reshape a mind that is judgmental and critical, a mind that you have referred to as a proofreader's mind?
Answer
The problem here is that everyone wants to operate in a controlled situation. We want to have every situation under control so that it is easy for us to operate. To control a situation is to make things predictable. Only then do we feel we can operate. If we think we have no control, we cannot act and we panic. This is a psychological problem for many people.
For such people, every situation has to be edited and controlled, even love. And once that control is gone, they cannot operate. If their plans are disturbed, they become panicky because they do not know how to operate without some kind of framework. This is due to a childhood problem and causes them to deal with everyone in a judgmental way.
When we judge people, it is easier to deal with them. Thus, the saying "Call a man a dog and then kick him." We operate from a standpoint of judgment. We can always relate to a judgment. But if we do not judge people, dealing with them becomes very difficult because we remain open, a situation that makes us feel very vulnerable and therefore uncomfortable. Because we always want to be very sure, we judge people, categorize them, label them. Then it is easy to deal with them.
In everyday situations, we may sometimes have to do this. But fundamentally, if we judge and then label people, we have a problem. A judgmental person is a person who is not very sure about how to handle people as they are and finds it very difficult to do so.
Those who are judgmental are also highly judgmental about themselves. Therefore, they judge others and then behave accordingly. They usually fulfill their own projections and then project their opinions, their judgments, upon others. People who judge others are always very sure that they are correct, which is another problem because they will not revise their opinions. They fall in love with their own judgments, as it were, and therefore do not want to revise them. Only in this way they feel secure. Those who keep revising their judgments are not judgmental, really speaking.
In certain situations where you have to do something, you act, but you do not judge the person for good. This means you are open. To people who are judgmental, this openness is vulnerability. So they keep on judging.
Being critical of others is a problem caused by some kind of jealousy, some kind of intolerance. The whole problem is based on a particular way of looking at oneself. If I am very insecure with myself, then I always seek secure situations outside, some framework within which to operate. Criticizing others amounts to low self-esteem.
How do I correct this problem? By looking into my self-esteem. Why do I have such a low self-esteem? What is it that I don't' have? In this way, we have to conduct an inquiry on self-esteem itself. Instead of trying to improve the selfesteem, we ask ourselves, "What is this low self-esteem?"
There are certain things, of course, which will help develop self-esteem, but first we must question the low self-esteem, "What is esteem, and on what basis do I estimate myself?" Upon analysis, the low self-esteem will simply fall apart. Therefore, this analysis must be done constantly. We can also begin to give the benefit of doubt to the other person and to allow that person to be what he or she is. A person is a dynamic person and, therefore, can always change. Also, our perception may be wrong. More often than not, it is our own projection. We simply project and judge from our own standpoint. We have definite ideas about what is right and wrong and these we project upon other people.
If we understand these things, we have a certain basis upon which to deal with people as they are. People are not always the same; they are continually changing. If we are ready for surprises, we will not be surprised. Nor will we be disappointed.
The proofreading mind is one that is always trying to find some defect in the other person. This is what is meant by criticism. The other person may have some virtues, but the one who criticizes always tries to find his or her defects. In fact, one who criticizes finds only the defects. To correct this, we should look only for the virtues and then any criticism that arises is more balanced.
There is no necessity whatsoever to criticize. Criticism is nothing but intolerance, stemming from our own problems.
__________________
1 Published in Arsha Vidya Gurukulam 3rd anniversary souvenir, 1989. | <urn:uuid:0b3b5458-1c5d-4738-86c8-ebe83f8d8363> | CC-MAIN-2017-13 | http://avgsatsang.org/hhpsds/pdf/mind.pdf | 2017-03-27T10:38:56Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00366-ip-10-233-31-227.ec2.internal.warc.gz | 31,970,833 | 1,037 | eng_Latn | eng_Latn | 0.999165 | eng_Latn | 0.999397 | [
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STAGE 8: "IT'S IN MY BLOOD" (ACTIVE FOR LIFE)
The SIXTH stage in South Africa's LTPD program is, "IT'S IN MY BLOOD" (ACTIVE FOR LIFE). There is no specific age bracket for this parNcular stage; it includes all ages. Providing opportuniNes for athletes to remain acNve in skaNng for life not only helps promote general health and wellness, but acts as a base from which to draw volunteers and officials.
ParNcipants can enter this stage at essenNally any age. If children have been introduced to acNvity and sport through the AcNve Start, Fundamentals and Learn to Train programs, they will have developed the necessary motor and movement skills to be confident to remain AcNve for Life. They may consider conNnuing in the sport on the recreaNonal or non‐naNonal level, or they may become involved in the sport as an official or coach.
PHILOSOPHY: The ACTIVE FOR LIFE stage is entirely focused on providing opportunity for lifelong participation in skating. Social, mental and physical developments are enhanced through involvement. Participants should understand the concept of physical literacy and experience gains in health, wellness and functionality.
General Objec,ves
*To welcome parNcipaNon at any level.
*To promote a long‐term, physically acNve and healthy lifestyle through the sport of figure skaNng.
* To create a seamless system that allows a member at any stage of development to be integrated into the club programming.
The Sensi,ve Period
In this stage the windows of trainability, or the 5 Ss, are always trainable and individually specified with reference to physiological tesNng, health issues and constant monitoring.
Guiding Principles
In order to allow athletes to develop and acquire the skills outlined, the ACTIVE FOR LIFE stage must:
Provide a fun. Safe, supporNve and cooperaNve environment from which all parNcipants can learn, progress and improve their skaNng
ConNnue to train the 5 Ss (stamina, strength, speed, suppleness and skills)
Provide sound informaNon to promote safe skill development.
Promote the concept of personal achievement and success. ParNcipaNon is a significant achievement and must be recognized. The acquisiNon of a skill, test or placement in a compeNNon should be rewarded.
MISSION OF THE COACH - ACTIVE FOR LIFE -
The mission of the coach is to facilitate life‐long participation in the sport for the PLEASURE and WELLNESS derived. Coaches must be knowledgeable on adult development and be aware of the individual needs of skaters as well as program requirements at the grassroots levels through to more competitive adult members. Coaches in the "It's in my Blood" stage, must have the ability to recognize the physical and cognitive needs of the general public entering out programs.
In addition, coaches must have the tools to recognize deficiencies and develop a plan of action to enhance the physical and cognitive development of the participant, thus making the learning process easier and more productive.
ALL AGES
SPORT SPECIFIC SKILLS:
Skill developme coach driven a nt and achievement covers basic skills to complex skills. Development will be athlete and nd assessed. Progression must be based on individual needs, understanding, safety and abiliJes.
ALL AGES
General Skills
General skills (i.e physi iological, psychological and social) are developed through involvement in the sport, and determines the overall development of the individual.
ALL AGES
O On Ice Training
Private lessons should Learn to Skate athlete d be at the discreJon of th es should be in a group sc le he parJcipant and can be combined into group instrucJon. cenario as much as possible but one which is suited to their evel and goals.
Off Ice Training
ParNcipants considered in the ACTIVE FOR LIFE stage should be encouraged to parNcipate in off‐ ice training 52 weeks per year. This will give them a fitness plan for life which not only keeps them healthy and fit, but will enhance their sport acNviNes. Generally, three to five hours per week of various acNviNes which enhance stamina, strength, speed and suppleness is adequate. The specific types of acNviNes will vary upon socio‐cultural context, parNcipant interest, instructor availability etc. Some examples of potenNal exercises include resistance training, yoga, tai chi, core condiNoning, walking, running, swimming, dance and movement classes etc.
Proper warm is and cool down techniques should be established. Enforced and pracNced. This should involve heart rate elevaNon, muscle stretching, heart rate recovery etc for all on‐ice and off‐ice acNviNes.
Compe,,on
Given the mulNple levels included in the ACTIVE FOR LIFE stage, there will be different criteria for which reflects the stages of development of the parNcipant. For athletes at the LEARN TO SKATE and TRAIN TO SKATE stage, the focus should be on presentaNon of skills. As skaters advance. Choreographed programs can be introduced to individuals appropriate to their level of compeNNon. | <urn:uuid:6e028e3f-a2cb-4df2-93f1-7770acaf56a8> | CC-MAIN-2017-13 | http://safsa.org.za/LTPDP/stage-8.pdf | 2017-03-27T10:42:21Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00371-ip-10-233-31-227.ec2.internal.warc.gz | 315,787,709 | 1,890 | eng_Latn | eng_Latn | 0.991099 | eng_Latn | 0.995731 | [
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COURSE INSTRUCTOR: Robert Fuerst, CAWP 2937A, Tel: 604-822-0034, E-mail: email@example.com
OVERVIEW:
This course in CAD/CAM is directed towards students preparing to work as technical professionals and managers of wood product processing operations. The course will cover:
- How CNC machines function, including the major mechanical and control components.
- The development and future of CNC machining.
- How CNC machines are operated and used.
Much of the learning will result from "hands-on" experience operating and programming CNC controlled routers using commercially available CAD and CAM software. An emphasis will be placed on the synthesis of the skills, information, and ideas required for managerial decision making.
LEARNING OBJECTIVES:
Upon successful completion of the course, the student will be able to:
- Summarize the history of CNC machining
- Describe the major mechanical and control components of a CNC machine and their functions.
- Safely operate a CNC router
- Describe the design and function of common CNC routers
- Program a CNC router machine and edit programs using common G and M code commands
- Create a CNC routing program from an AutoCAD drawing using a CAM program
- Choose and design an appropriate clamping mechanism for CNC routing
- Create a machining program using several typical commercially available programs
- Design parts suitable for CNC machining
- Choose appropriate cutting tools
- Define and manage the operational changes needed to integrate a CNC into a manufacturing operation
- Know the links between CNC machining tools and Just-In-Time manufacturing.
- Create a budget for the purchase, operation, and maintenance of a CNC machine and calculate financial feasibility.
CLASS LOCATION:
Lectures Monday, Wednesday, Friday, 15:00 to 16:00 Rm: (Case room # 2916 CAWP)
Sect. 1 Tuesday, 09:00 to 12:00
Rm: (Comp Lab, # 2942 CAWP)
Sect. 2 Thursday, 09:00 to 12:00
Rm: (Comp Lab, # 2942 CAWP)
GRADING POLICY:
- Mid Term,
30%
- Labs
30%
- Final
35%
- Participation
5%(See below)
The passing mark in MECH 492 is 50%. All labs must be attendant and successfully completed to pass the lab section of this course.
TEXTBOOK:
No text assigned.
References:
- Lin, S.C. Jonathon and Shiue, F.C. Tony, Mastercam Version 7, Scholar's International Publishing Corp. Ann Arbor, Michigan, 1998.
- McMahon, C. and Brown, J., CAD/CAM Principles, Practices and Manufacturing Management, 2 nd ed., Addison-Wesley, Harlow, England, 1998.
- Lee, K., Principles of CAD/CAM/CAE Systems, Addison-Wesley, Reading, Massachusetts, 1999.
- Susnjara, K., Furniture Manufacturing in the New Millennium, 1 st ed., Thermwood Corp., Dale, Indiana, 1998.
- Susnjara, K., Three Dimensional Trimming and Machining; The Five Axis CNC Router, 1 st ed., Thermwood Corp., Dale, Indiana, 1999.
- Susnjara, K., The Furniture Network, A New Furniture Industry, Thermwood Corp., Dale, Indiana. (A free copy can be downloaded from: http://www.thermwood.com/Books_and_Multimedia/The%20Furniture%20Network%20Book.pdf)
- Utz, J, and Cox, W. Robert, Inside Pro/ENG; The Professional Users Guide to Designing with Pro/ENGINEER, 4 th ed., OnWord Press, Santa Fe, NM. 1997
LABS: Labs will be conducted using the CNC routers in the machine shop at the Centre for Advanced Wood Processing as well as 2-D and 3D CAD programs, and AutoCAD.
READING ASSIGNMENTS:
Reading assignments will be given to reinforce lecture topics and promote classroom discussion. 10 PERCENT PER DAY WILL BE DEDUCTED FOR LATE ASSIGNMENTS. No assignment will be accepted more than one week after the due date.
STUDY GROUPS:
Labs will be done in assigned study groups. Students will be strongly encouraged to setup and participate in informal study groups to complete other assignments. Unless otherwise specified, one lab report will be submitted per group. All group members attending the lab will receive the same grade for the report. Students not attending the lab will not receive credit for the report. All students will be expected to master the learning objectives of each lab and all labs must be completed to pass the course.
SAFETY:
Students shall learn and demonstrate knowledge of safe and proficient machine operation before they operate any of the CNC machines. A policy of zero tolerance for safety infractions will be strictly enforced and students found operating the machines in an unsafe manner will be denied operating privileges which will automatically mean failing the course. If any issues of safety arise students will be able to ask for clarification or further instruction without penalty. | <urn:uuid:abcd755a-7521-49d3-a75a-c67f76e05f64> | CC-MAIN-2017-13 | http://mech2.sites.olt.ubc.ca/files/2015/03/Course-Syllabus-492-2013.pdf | 2017-03-27T10:40:55Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00369-ip-10-233-31-227.ec2.internal.warc.gz | 227,822,020 | 1,067 | eng_Latn | eng_Latn | 0.98478 | eng_Latn | 0.985803 | [
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Spatterdock, American Lotus, Yellow Lotus, Water Chinquapin, Grains à Volée (Nuphar species), Sacred Lotus (Nelumbo nucifera)
Spatterdock grows in open water along the edges of bayous, ponds, and lakes and produces alkaloids poisonous to grazers. Throughout its distribution in temperate areas of North America, Europe, and Asia, there are 10-12 species of spatterdock. Recent comparisons of spatterdock DNA samples suggest that there are probably eight species of Nuphar in North America.
Spatterdock leaves occur in three positions relative to the water surface: floating, submerged at the base of the plant, and (in some species) elevated out of the water. The large submerged leaves are thin like those of Divers. The flat, valentine-shaped, floating and raised leaf blades have shiny, waxed surfaces that shed water. Plant snorkeling (or pressurized ventilation) was first discovered in spatterdock leaves.
The single yellow spatterdock flowers reach above the water on peduncles that can be almost two meters (six feet) long. The center of each young flower contains a red-rimmed, greenish-yellow pod that resembles a bathroom shower head turned upward. Dozens of yellow, pollen-filled stamens surround the pod. The flowers are pollinated by several types of insects, after which, a many-seeded fruit develops above the surface of the water. As the seedpods mature and grow larger, they turn to the east and crook like a bishop's staff. By winter, the grape-sized seeds rattle inside the dark brown, woody pods and poke out of holes in the top.
Grains à volée, which means "flying seeds," is the French name for spatterdock. Despite the name, the seeds are too heavy for wind to carry them. Perhaps the name refers to seeds flying in the faces of boaters who run into the ripe pods. The colonies of many thousands of plants amassed in lakes and quiet waters may be the remnants of abandoned Native American spatterdock farms. The nutty-flavored flesh inside the hard covered seeds is a nutritious food source.
The lemon-yellow flowers of spatterdock, and the pale pink flowers of sacred lotus are the largest and most spectacular of any water plant. Sacred lotus can heat its flowers to 30°C (86°F) for as long as four days, which can be as much as 20°C (36°F) higher than air temperature. Heating releases a scent from flowers that attracts insect pollinators. On the first morning, petals of the warmed flowers open slightly to expose the stigmas and tips of stamens. Pollinators may bring pollen from other flowers to cross-pollinate. That night the petals close, trapping the pollinators inside, and the stamens shed pollen into the bowl-shaped base of the flower to feed the pollinators. The next morning, the flower opens wider. Pollinators are freed, covered with pollen, to visit other flowers or to self-pollinate the same flower. The flower remains open that day, available for self- and cross-pollination of any unfertilized eggs. Seedpods develop above the water surface.
Native to India, sacred lotus is widely cultivated. Buried seeds of sacred lotus found in Manchuria were able to germinate after 200 years, and seeds may survive hundreds or even a thousand years. | <urn:uuid:f13c86dd-c84d-4393-a814-2c3e8ac1a936> | CC-MAIN-2017-13 | http://www.pinyon-publishing.com/Spatterdock%20and%20Lotus.pdf | 2017-03-27T10:34:57Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00370-ip-10-233-31-227.ec2.internal.warc.gz | 618,827,429 | 715 | eng_Latn | eng_Latn | 0.99765 | eng_Latn | 0.998067 | [
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Policy Brief: Family Literacy and Federal Child Nutrition Programs
Introduction
Family literacy program administrators often have questions about how their family literacy programs and the Federal nutrition programs relate. Low-income participants served by family literacy programs may be eligible for the Federal child nutrition programs that provide participants with nutritious meals and snacks at free or reduced prices under the National School Lunch Program, the School Breakfast Program, the Child and Adult Care Food Program and the Summer Food Service Program. Additionally, in some cases, family literacy programs may be eligible sponsors of these programs. The Food and Nutrition Service of the U.S. Department of Agriculture (USDA) is responsible for administering the Federal nutrition programs, including the child nutrition programs. In most States, the State education agency or State health department is responsible for administering the programs in their State. The programs operate locally through agreements with the State agency.
Federal Child Nutrition Programs
* The National School Lunch Program and the School Breakfast Program are authorized by the Richard B. Russell National School Lunch Act and the Child Nutrition Act of 1966, respectively. The programs offer free and low cost lunches and breakfasts to schoolchildren who are enrolled in an educational unit of high school grade and under in participating schools. Children of families whose incomes are between 130 percent and 185 percent of the Federal poverty line are eligible for reduced priced meals. Children of families whose incomes are at or less than 130 percent of the Federal poverty line are eligible for free meals. Children of families receiving food stamps or Temporary Assistance for Needy Families (TANF) are automatically eligible for free meals. All public and non-profit private schools of high school grade and under, recognized as part of the education system in the State, are eligible program sponsors. The programs may also operate in residential child care institutions. The National School Lunch Program also offers snacks to children through age 18 in after school educational or enrichment programs at sites that meet eligibility requirements.
* The Summer Food Service Program authorized by the Richard B. Russell National School Lunch Act was created in 1968 to serve meals and snacks to children 18 years and younger in low-income areas when school is not in session. Public and non-profit private schools, as well as units of local, State, or tribal governments, and other public or non-profit private organizations are eligible program sponsors. States designate feeding sites as either "open" or "enrolled" sites. Open sites operate in low-income areas where at least 50 percent of the children in the program's area qualify for free or reduced price school meals. All meals are served free to any child at the open site. Enrolled sites provide free meals to children enrolled in an activity program at the site where at least half the children are eligible for free and reduced price meals.
* The Child and Adult Care Food Program authorized by the Richard B. Russell National School Lunch Act was created in 1968 to provide meals and snacks in child and adult day centers, family and group day care homes, and after school programs. Public and nonprofit organizations and some for-profit centers may be eligible sponsors. Day care homes must always participate through a sponsoring organization. Meals served to children 12 and under
11-12 Administrator's Guide to Center-based FACE
33
may be claimed for reimbursement in day care centers and homes. Meals served to older children may be eligible for reimbursement if participants are children of migrant workers, or if they are participating in an after school care program.
Sponsor Eligibility
The challenge to family literacy programs is meeting the program sponsorship requirements and being recognized as meeting those requirements. Family literacy programs should contact the State Child Nutrition Director for sponsorship information. However, in most cases, the family literacy program will be operating in a school, institution, or child care center that is already a sponsor of one or more of the Child nutrition programs and the children in the family literacy program will receive the benefits of the Child nutrition programs through that sponsoring organization.
Participant Eligibility
Children enrolled in a family literacy program attending a school, institution or child care center that participates in one or more of the child nutrition programs are eligible for meals and snacks under the same criteria as other children. Additionally, children who have not entered kindergarten and are enrolled as participants in the Even Start program are automatically eligible for benefits under the National School Lunch Program, School Breakfast Program, Child and Adult Care Food Program and enrolled sites in the Summer Food Service Program when (1) the school or institution is participating in the National School Lunch Program, School Breakfast Program, Child and Adult Care Food Program or Summer Food Service Program, (2) the children are enrolled as participants in a federally funded Even Start Family Literacy Program, and (3) the children are at the prekindergarten level. Automatically eligibility does not extend to other family members. The FNS has issued instructions on adult participants.
Individuals in GED programs or regular high school completion programs which operate during regular school hours in an eligible school may participate in the meal service. Reimbursement may be claimed for meals served to the students attending such programs in accordance with program regulations. (FNS Instruction 776-7)
Conclusion
The child nutrition programs are administered at the local level through State governments. Family literacy program administrators are encouraged to contact the State agency that administers the child nutrition programs for sponsorship and general information. These contacts can be found at http://www.fns.usda.gov/cnd/Contacts/StateDirectory.htm.
For more information on Federal nutrition programs, visit the USDA's Food and Nutrition Service Web site at www.fns.usda.gov/fns.
34
11-12 Administrator's Guide to Center-based FACE | <urn:uuid:5ab50f86-b718-4cce-bb57-3c4e0aaf04d2> | CC-MAIN-2017-13 | http://faceresources.org/index.php?mact=Uploads,md109a,getfile,1&md109aupload_id=919&md109areturnid=59&page=59 | 2017-03-27T10:42:00Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00374-ip-10-233-31-227.ec2.internal.warc.gz | 120,033,714 | 1,135 | eng_Latn | eng_Latn | 0.995884 | eng_Latn | 0.996149 | [
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Project
The X-Cross Project has been designed to be implemented in alignment with the social cohesion aspect in attaining the Millennium Development Goals by 2015 and in particular reinforcing the importance of the teaching and school administration fields in order to improve the quality of education.
Moving the Millennium commitments from the global to local level, the project helps to identify easily the achievements, challenges or obstacles encountered in attaining these "Goals" in partner cities:
- Free Hanseatic City of Bremen, Germany (Co-ordinator),
- City of Segrate, Italy,
- City of Miraflores, Peru,
- City of Pirai, Brazil,
- City of Vitoria, Brazil.
The X-Cross Project provides preliminary indicators for cross-curricular competencies in science at secondary schools, improving the quality of education in two different continents, contributing to deepening and developing bi-regional links and encouraging mutual participation in research programmes. The project aims to increase the participation of small and medium-sized cities on the international chess-board. These cities will apply specific strategies to improve the capacity building of educational and computing technology leaders, directors, teachers, educators and students/pupils.
In order to integrate multimedia and broadband technologies into the local science agenda of 15 secondary schools (6 European and 9 Latin American) of the participating cities, the city administrations will work out common strategies to improve the capacity building in using ICT tools for fostering cross-curricular learning of 15 and 17-year-old students/pupils over both and between the two continents (Latin America and Europe), also implementing distance learning due to the time lag, helping these young people to face the new challenges of the labour market.
Furthermore, X-Cross will introduce new teaching styles as specific unit of lesson given by the pupils from a higher to a lower grade and the training programmes of "teachers teaching teachers" and "teachers teaching pupils teaching", knowing that the appropriate use of ICT can help to accelerate the development and acquisition of some crosscurricular and also subject-specific competencies.
Due to the fact that ICT are suitable for use in differentiated learning environments, X Cross will reinforce the education level in which pupils are expected to take responsibility for the building and transmission of their learning.
The main objectives of X-Cross are:
To develop the capacity of the local authorities management as well as the educational and technological leadership by training their staff (administrative and teachers) and the media literacy of the students
The incorporation of e-learning, communications and information technology into school programmes
Using effective digital audio and video components in a converged learning environment
Offering media rich teaching and learning experiences
Encouraging the use of innovative technology to shape and transform teaching styles (teachers teaching teachers, teachers teaching students, students -higher grade-, teaching students -lower grade-).
Expected results
Target groups: For the administrative staff, this project will permit an opening to new horizon and to learn on the way how new technologies should be integrated into smart classrooms as well as to pave the way for useful discussion on this hot topic. Moreover the technical and management capacities of the target groups will be improved, increased and optimised via the training sessions, the exchange of information, the working sessions and by learning by doing.
The project will provide a high number of publications and other outputs, such as: internal reviews, action and infrastructure plan, all reports on intermediate stages of the project; conception and development of the e-platform; press releases, editing the web page; guideline of the project.
Multiplier effects: Once established the know-how get from preparing the e-platform, using the platform and from adapting it will be given towards the colleagues and furthermore from the colleagues to the working place, from the involved schools to new ones and from the involved administrations other departments that may profit from these skills.
Short- and long-term impact:
The financial aspect: Cities invest at long term for their educational institutions and therefore this aspect is a non critical one regarding the European cities. For both continents the time after X-Cross "only | <urn:uuid:a319bcc1-c049-47c5-8563-ee5af3602a77> | CC-MAIN-2017-13 | http://www.centrourbal.com/sicat2/documentos/01_2009723621_R13P11-06A-dt1-eng.pdf | 2017-03-27T10:47:11Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00373-ip-10-233-31-227.ec2.internal.warc.gz | 444,406,684 | 808 | eng_Latn | eng_Latn | 0.998008 | eng_Latn | 0.997814 | [
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Dr. Dean Mooney Non-Verbal Learning Disabilities School Interventions:
Research (B.P. Rourke) has shown that 99%, or virtually all, of the individuals diagnosed with Turner Syndrome exhibit the strengths and weaknesses seen in individuals diagnosed with a Nonverbal Learning Disability.
Nonverbal Learning Disability is a term used to describe a specific learning profile. It is characterized by a number of cognitive strengths and challenges that impact a child's success in the academic and social settings.
What is accomplished in the resource room as the result of appropriate, and specialized instruction is nothing short of magic. Having the right list of strategies and instructional interventions is the key to working this magic.
The ability to verbalize ideas is the primary strength for the student with NLD. The difficulty occurs when the student is asked to translate these verbal ideas into a written product. Either the student feels overwhelmed by the ideas circulating in his or her head and cannot even begin the task, or they start immediately and are left with a jumble of ideas that have little continuity.
The student with NLD, however, cannot avoid the need to put ideas into a written format. The role of the special educator at this point is to put a structure in place for the child so that he or she can see that written discourse can closely parallel verbal thought.
The intervention strategy for written language begins by verbalizing and outlining what the final product will look like. The special educator begins by teaching the components of a sentence, a paragraph and then an essay. At times, using a math-like algorithm, a topic sentence + specific supporting details + a concluding sentence = a paragraph, gives the student with NLD the teacher's expectations up front. It is important to allow the student with NLD to understand the structure first so that, following this structure, a response can be formulated mentally.
While students with NLD are notorious reading decoders, the depth of their understanding of what they read can vary greatly. Fiction writing, where characters interact, can be very confusing for the student with NLD. Understanding personal interactions that play out in front of them is confusing enough. Extracting meaning from interactions that occur in text is even more difficult. Nonfiction writing, where fact upon fact is presented, can overwhelm the NLD student as they weigh what is the key concept and what are supporting details. If a number of photographs or charts are thrown in to support the material, such as in a history or math text, they can become visually distracted. Again the student with NLD needs to see the underlying steps that when put together, allows an individual to understand what has been read.
The special educator's job is both to get the information in and out, and also give the student an understanding of how his or her brain works and how to become an independent learner.
Of all the academic areas, mathematics can be the most challenging for the student with NLD. Math relies on the visual mode to communicate a large quantity of ideas in a limited amount of space. The more the task can be made into a verbal process, the greater the chance that the student with NLD will incorporate the ideas.
Often a variety of applications will be required of the student in a mathematical task. The student is asked to use visual information to determine which system or procedure to use.
When deciding which materials or texts will be used for math, choose those resources that develop the awareness of the concept prior to introducing the algorithm. A greater focus on language is used for these programs, allowing the student with NLD to verbally understand the idea before being presented with the system of how to complete the problem. The more language that is available to understand the underlying principals of an idea, the greater the probability of understanding for this student.
The thread that holds all of the coursework together is how the student brings his or her ideas together in an organized framework. The special educator cannot trust that the student with NLD will independently develop a system of organization that has the level of structure that is needed. Just as verbal thoughts are organized cognitively before they go from pen to paper; materials need to have a set location for storing and a system for retrieval. Once in place, the student has the confidence of knowing how to record information in class, store materials collected in class, set academic priorities once in the resource room, and keep completed work for class submission.
For the student with NLD, the binder system, while simple, meets the need for external structure. The method is not overwhelming as there are only three places to put materials; however, the sections allow for greater efficiency for taking in material and for returning the work completed to the teacher. After the student becomes comfortable with the system, efforts should be made to personalize the approach to meet specific needs.
Through specialized instruction, the student with NLD can become aware of his or her academic potential. With strategies and new skills in place, the student sees that the ideas that have been circulating in his or her mind can be translated to a format that others can appreciate and teachers can evaluate.
While the specialized instruction needs of the student with NLD may appear extreme, having the right balance of time for one-on-one instruction and access to the regular curriculum is important. The student with NLD has a need to be with age peers to access his or her verbal skills in class discussion, gain further knowledge, and practice socialization skills. However, these students also need time with the special educator to develop skills and to interpret the general curriculum. Establishing the right balance can be challenging, but neither environment can be short-changed by the other.
*This article contains excerpts from: Nonverbal Learning Disabilities: A Guide to School Success (Middle/High) by Dr. Dean Mooney et al. (2006) and Nonverbal Learning Disabilities: A Guide to School Success (The Teacher's Manual) by Dr. Dean Mooney and Sherry Newberry. | <urn:uuid:8b9b8ab3-3902-48bb-8de5-1888db2d2838> | CC-MAIN-2017-13 | https://www.turnersyndromefoundation.org/cushyUploads/nvld_4_3457189923.pdf | 2017-03-27T10:34:09Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00371-ip-10-233-31-227.ec2.internal.warc.gz | 997,620,890 | 1,213 | eng_Latn | eng_Latn | 0.998445 | eng_Latn | 0.998768 | [
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Statement from Fraternite Notre Dame
Eradication of Poverty
Fraternite Notre Dame, founded by His Excellency Bishop Jean Marie Roger Kozik, requests the attention of the Commission for Social Development on an aggravation of world poverty in every field.
The cries of these poor go up unceasingly towards heaven, worsened by the fact that our planet is sick, the environment disintegrates, and natural disasters occur in rapid succession. Thus, some peoples that were self-sufficient some time ago, now become dependent on external help and the cycle of poverty keep on growing, which currently causes wars and revolutions.
This is not a new revelation. Everyone knows that the world experiences a crisis which is serious, terrible, and surely never seen before. As Catholic Missionaries working at the service of the most destitute people in the world, the Religious Members of Fraternite Notre Dame and lay volunteers working with them, are in direct contact with all kinds of misery, affecting either the street children in Mongolia, the orphans of Niger, or the homeless people in the big cities …
Together with this worsening of poverty, unfortunately, other facts become obvious: people's abdication in front of required humanitarian efforts; a lack of mutual aid; a will not to care for others.
However, we all have a duty, which is to fight against poverty. In Haiti, Fraternite Notre Dame operates a mission in the mountains above Port-au-Prince. Thanks to its partnership with the World Food programme (WFP), following the large-scale food distribution carried out after the earthquake of January 2010, a first project called Food and Cash for Work was implemented. This project made it possible to build and open a road of 7,3 km (4.5 miles) in the mountains; then, two other projects were carried out: their goal was supporting the poorest households and families and protecting the grounds. Consequently, during these two projects, approximately 10,000 people received a daily food ration and 15,000 meters (16,400 yards) of channels were dug, as well as a great number of walls, mattresses and plantations of trees.
Dedicating oneself to a cause without expecting to be paid in return; giving oneself and choosing to be helpful to others become increasingly uncommon. And many of those that own ways to help others, pretend they have been hardly hit by the economic crisis, precisely to avoid having to help. They claim that their situation has deteriorated; that they must think of themselves first, rather than of others. Thus, the poor become even poorer.
The purpose of these works is to slow down the speed of streaming rainwater, thus decreasing erosion, which in turn will foster agriculture, the sole resource available in this rural area. Opening the road made it possible for the women to gain better access to the markets using small trucks, in order to sell their harvests and thus better provide for their household.
Here is a striking example of how an active, fruitful mutual aid, coupled with humanitarian assistance intervenes for a common good; such collective and self-less action, can truly make a difference, by improving the life of a whole community.
Then, a pilot project was launched by Fraternite Notre Dame in partnership with Food for the Poor, in order to distribute hen-houses to most resourceless families. The distribution, supervised by an agronomist, provides the necessary feed, so that the chicks can reach their mature state. This makes it possible for these people to start a small, basic business, supplying some means of living, not just for bare survival, but also contributing to restore their human dignity. Other similar projects have been initiated.
We wish that instead of growing discouraged in front of the disturbing worldwide crisis, people of goodwill may rise up and help their brothers, whomever they can be, in order to act efficiently against poverty, each on his own level.
[ End of the Statement from Fraternite Notre Dame ]
Fraternite Notre Dame - 502 N Central Ave Chicago, IL 60644 - USA
firstname.lastname@example.org - www.FraterniteNotreDame.org
Fraternite Notre Dame - 2290 1st Avenue New York, NY 10035 - USA | <urn:uuid:792fcdfd-7b27-405c-b922-efdbf3e7d1e3> | CC-MAIN-2017-13 | http://www.fraternitenotredame.com/2011_2_0/PDF-Documents/UN%20Poverty%20Eradication%20Jan2012%20EN.pdf | 2017-03-27T10:42:40Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00372-ip-10-233-31-227.ec2.internal.warc.gz | 512,682,668 | 870 | eng_Latn | eng_Latn | 0.997592 | eng_Latn | 0.997592 | [
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Where are We?
By Rabbi Mark Elber
As I walk out my door and see the red, orange, and yellow leaves it's obvious that we're in the thick of autumn. Personally that always means that the most intense time of the Jewish calendar during which the High Holidays of Rosh Hashana (the Jewish New Year) and Yom Kippur (the Day of Atonement) occur, has just passed. That ten day period encompassing the High Holidays is seen as a time of taking an accounting of one's self and one's soul. What kind of person am I and what kind of person do I want to be? What kind of world do we live in and what kind of world do we want to live in? The New Year is a time of sober reflection and self-evaluation. It fits well with the season. We see the stunning beauty of autumn's colors, but we know that winter looms just beyond it.
Recently I saw a wonderful production at Bristol Community College of Les Miserables. I was very impressed with the abundance of local talent. One of the major themes in the musical is the plight of the underprivileged, of the poor, and the injustice in society which was true in France in the early to mid 1800's and probably remains true of most, if not all, societies. What kind of society do we want to live in? What are our values and do we live up to them?
Though injustice remains ineradicable to some degree in virtually every society, the foundation of our society (and others') retains the ideal of institutionalizing means to overcome the inequalities that exist. One of those institutions is free elections. Truly free elections depend on a lot of things. First of all they depend on an informed electorate that exercises its right to vote. That's not as easy an achievement as it sounds. To a large extent today the public is exposed to, or bombarded by, sound bites that evade addressing issues with depth, but rather try to appeal emotionally to voters in order to sway them. The most susceptible to these type of ads will always be those who don't have, or don't make, the time to examine the issues more thoroughly. These types of campaign ads also are greatly determined by those who can fund them – there's not an even playing field – finances call the shots. But despite our limitations, we have an enormous amount for which to be grateful.
There are freedoms and values of our society that we may take for granted, but which many other societies lack. If you recall those amazing, eloquent, and revolutionary words of our Declaration of Independence you will immediately be struck with the recognition that in today's world many societies live far from these ideals: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness."
Freedom of the press, freedom of religion, separation of church and state, the rights of the individual – all of these are clearly not universally honored. The rights of the individual always have to be balanced with the responsibilities of the individual towards society. Keeping a balance between one's individual rights and responsibilities towards society is again, crucial, but not always a given. It's obvious that our society has struggled for centuries with the concept that all "men" or better yet, all "people," are created equal.
With the fall season and the Jewish holidays that occur this time of year, approximately two weeks after Yom Kippur we celebrate Simkhat Torah (The Rejoicing over the Torah) during which we both finish the yearly cycle of reading the Five Books of Moses and begin it anew. So we have just read the sections on the creation of the universe and the creation of Adam (whose name means "Human") and Eve (whose name means "Life"). I always like to remind people that these stories are not meant to be history, but rather attempt to teach a much deeper truth than history. The claim that Adam (i.e. humans) are created in G!d's image and that we all descend from one couple implies within it that all people are created equal. A little further in the story, after Adam and Eve have eaten from the Tree of the Knowledge of Good and Evil, they try to hide from the Divine. G!d is depicted as asking Adam the perennial question "Ayeka" (Where are you?) – a question we must always ask ourselves. Where are we in our lives? Are we living according to values that honor life, the earth, and its inhabitants? Are we creating and protecting the kind of world we want our descendents to inherit? | <urn:uuid:fdef0444-b420-4154-a2e8-8f585785ff7c> | CC-MAIN-2017-13 | http://frtemplebethel.org/Where%20are%20we.pdf | 2017-03-27T10:38:08Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00373-ip-10-233-31-227.ec2.internal.warc.gz | 138,152,464 | 991 | eng_Latn | eng_Latn | 0.999041 | eng_Latn | 0.999212 | [
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National Park Service
U.S. Department of the Interior
Camping on snow is allowed almost anywhere in the park once snow depth has reached 5 feet at Paradise and 2 feet elsewhere in the park. A snow depth of 8 feet is recommended before constructing snow caves at Paradise. In selecting your campsite, choose a location that is a minimum of 300 feet from plowed roads and parking areas (to avoid being buried by snowplows), marked routes, trails, and buildings and at least 100 feet from water. Maximum group size is up to 12 people.
Group Campsites
Camping in the Backcountry
Regulations
Food Storage
Parking for Winter Camping
Groups over 12 people may snow camp only at Paradise. Groups must camp in the designated group camping areas, and are required to use restrooms to dispose of human waste. Maximum group size is 80. Due to limited group sites in winter it is required that groups of 13 or more make reservations. For reservations call (360) 569-6575, Monday - Friday, 9 a.m. - 4 p.m., at least two weeks in advance.
Blue bags, for human waste, can be obtained from the ranger station or visitor center. Using blue bags keeps water clean, protects fragile vegetation from digging and allows more people to use the area without leaving impacts. A blue bag barrel is available in the tunnel to the restrooms in the upper parking lot for disposal of used blue bags. Please dispose of bags properly.
Backcountry permits are required year-round. If you plan to winter camp in the backcountry, permits are available at the Longmire Information Center (open daily 9:00 a.m. - 4:30 p.m. , closed for lunch) on the day of arrival. Pick up permits at the Paradise Visitor Center December 21 - January 1, during
Leashed pets are permitted only in picnic areas, campgrounds, parking lots, and along roads currently open to public vehicles. Ensure pets have adequate ventilation when left in vehicles in winter.
Remember to pack out all trash. Trash left behind melts out in early summer.
To protect the park's resources and visitor facilities,
Proper food storage is required at all times when camping. Hang your food, garbage and scented items to keep them out of reach of wildlife, or secure them in an approved hard-sided container (5-gallon plastic buckets with tight-fitting lids, or manufactured wildlife-resistant food containers). Containers are
Vehicles must be parked in the overnight parking areas at Paradise, Narada Falls or Longmire. If designated areas are full, contact a park ranger. Parking outside these areas impedes snow removal operations. If possible, avoid setting your parking brake––it may freeze and become unable to release.
The road between Longmire and Paradise closes nightly in winter and reopens per the following schedule once the road has been plowed:
* Nov. 12 - Dec. 21: Thurs. through Mon. 9:00 a.m. - 5:00 p.m. Uphill gate closes at 4:00 p.m. The gate
EXPERIENCE YOUR AMERICA
the holiday closure of the Longmire Information Center. In selecting your campsite, choose a location that is a minimum of 300 feet from plowed roads and parking areas, marked routes, trails and buildings, and at least 100 feet from water.
the following are prohibited:
* Cutting vegetation (tree boughs, etc.).
* Collecting or gathering of wood, rocks, plants or other park resources.
* Campfires of any type. Stoves are permitted.
* Drying clothing and gear in restrooms or the visitor center.
* Camping or cooking in any building or in the restroom tunnel.
REQUIRED in all Paradise area winter camping zones (Paradise, Mazama Ridge, Reflection Lakes, Tatoosh). Wildlife-resistant food containers are available for loan––ask a ranger when obtaining your camping permit.
will not open on Tuesdays and Wednesdays.
* Beginning Dec. 22: 9:00 a.m. - 5:00 p.m. daily.
The road may close early or remain closed during the entire day due to poor road conditions or severe weather. It is unsafe to drive downhill from Paradise until morning snowplow operations are complete. Plows routinely operate on the wrong side of the road when it is closed. A sign at Paradise and radio 1610-AM will indicate when the road is open and safe for travel. Or call 360-569-2211 for information on road opening times and weather conditions.
Winter "10 ESSENTIALS"
Paradi se
Winter
1. Shovel (avalanche rescue)
Recreatio
7. Avalanche Transceiver
2. Full Length Insulated
Sleeping Pad
8. Avalanche Probe
9. Reliable Weather &
3. Stove & Fuel (melt water)
Avalanche Forecasts
4. Heat Packs
10. Map, Compass, & GPS
n
National Park Service
U.S. Department of the Interior
Mount Rainier National Park | <urn:uuid:6276cb17-2da5-467c-9a9c-414cae7ed308> | CC-MAIN-2017-13 | https://www.nps.gov/mora/planyourvisit/upload/Winter-Camping-Nov13-Wmap.pdf | 2017-03-27T11:26:25Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00371-ip-10-233-31-227.ec2.internal.warc.gz | 949,529,950 | 1,068 | eng_Latn | eng_Latn | 0.745091 | eng_Latn | 0.99811 | [
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Greenock Cut Centre
Opening Hours
Visitor Centre Café April – September Weekends only 11am – 4pm
Trails
Open every day all year.
Toilets
Open daily.
Cornalees Bridge near Inverkip PA16 9LX tel 01475 521 458
Dogs can harm wildlife
Keep them under proper control to minimise disturbance to wildlife, livestock and other users.
Footprints only
The narrow path is on a Scheduled Monument and is therefore not suitable for horse riding or motorised vehicles
Wildlife Watching
In spring, listen for the cry of the curlew and the skylark song. Watch out for a passing ravens or hen harriers hunting low over the moorland.
Look out for sundew and butterwort, these plants trap and digest insects on their sticky leaves to survive on poor soil. Look out for Tiger Beetles. 0616
The Park for People
Enjoy a healthy family fun day out or exciting outdoor activities in Scotland's largest Regional Park. From high heather moors and woodland glens to freshwater lochs and coastal shores the Park has something for everyone.
Our friendly staff are more than happy to answer any questions you might have about access to the countryside.
Events & Activities
There is lots going on, look out for our 'What's On' guides or online.
Other Park Sites
Castle Semple Centre
in Lochwinnoch is popular for lochshore and woodland walks, coffee, outdoor activity courses plus bike hire. Lochlip Road PA12 4EA tel 01505 842 882
Lunderston Bay near Gourock has a sandy beach, a coastal walk and a children's play area. Cloch Road PA16 9LX tel 01475 521 458
Muirshiel Centre near Lochwinnoch provides easy access to 'great walking country' including the family friendly 'Windy Hill'.
Calder Glen PA12 4LB tel 01505 842 803
Barnbrock.
is 4 miles south of Kilmacolm with picnic site and group use camp area Nr Kilbarchan PA10 2PZ Tel 01505 614 791
Greenock Cut Visitor Centre The Kelly Cut Walk
[x] 10km Linear Walk
[x] Historic Feature
[x] Fantastic Views
[x] Access from Greenock Cut
Visitor Centre
[x] Free Car Parking
Kelly Cut Walk
The Kelly Cut is 6.5 km (4 miles) in length, giving a return walk of 13 km (8 miles) or it is a 9.6 km (6 mile) linear walk from the Greenock Cut Visitor Centre to the railway station at Wemyss Bay.
Views overlook the Clyde towards Dunoon and the Argyll mountains and the Isles of Bute and Arran.
Habitat Native broadleaved woodlands flank the Kip Water in Shielhill Glen. Scrub birch woods lead to open heather moorland for much of the walk.
Peat Large areas of peat overlay old lava flows up to 1km thick. Scottish peat is a massive carbon store, holding up to 90% of all carbon stored in soils, plants and forests in the UK. A hectare of active peat bog also stores 250kg of carbon every year. Conservation and enhancement of peatlands is a major action to combat climate change.
Why the name the 'Kelly Cut'?
[x] Late in the 15 th Century, James III granted the lands of Kelly to the Bannatyne family, who went on to hold this land for almost 300 years.
[x] They built the original Kelly Castle next to the Kelly Burn, it was destroyed by fire in 1740 and never rebuilt.
[x] The Kelly aqueduct (or Cut) was built in 1845, to supplement the water supply for the Greenock Cut.
[x] It has an elevation of 500 ft above sea level.
© Crown Copyright. All rights reserved Renfrewshire
Council 100023417
Above the Cornalees, against the sky– a paraglider balanced on a crag; he leans out into space and lays himself upon the breathing of the wind so that he drifts over the frozen waters of Loch Thom towards the ancient Celtic lands of Kelly and the silvered sea of the Clyde.
Silence is his music. He glides to its rhythms flying with the buzzard like a great blue bird of happiness into the softened face of winter for sunlight suffuses the powdered hills with gold and illuminates Blood Moss to glowing copper red.
He sees the Earth has healed her wounds – the reservoirs her jewels now, the cuts a shine of inlaid metal thread. Stone dykes hang like necklaces around her shoulders where summer stonechats chatter and the roe deer stray; birch and rowan trees dress the empty hallows in winter grey.
And tiny people walk her pathways far below him listening, listening to the music of the silence, watching a blue bird of happiness soaring above their heads. | <urn:uuid:0ccb2dba-1150-48f7-9052-c56377929f95> | CC-MAIN-2017-13 | http://clydemuirshiel.co.uk/wp-content/uploads/2016/05/Kelly-Cut.pdf | 2017-03-27T10:43:30Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00373-ip-10-233-31-227.ec2.internal.warc.gz | 70,190,125 | 1,057 | eng_Latn | eng_Latn | 0.996765 | eng_Latn | 0.997183 | [
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What is copyright?
Copyright
Exclusive rights
Copyright is a set of exclusive rights granted by the Government to protect the particular form, way or manner in which information or concepts are expressed. Copyright is administered and enforced domestically, and while there is a great deal of harmonisation between countries it is important to check the laws in the country (or countries) in which you wish to protect your copyright.
Copyright does not protect the information but the original form of expression. It protects the further copying of that form of expression. Copyright protection is generally "works" or "other subject matter". A "work" includes:
* Literary works: that is the written word, irrespective of any literary quality; for example, books, articles, warranty terms, instruction manuals, reports, computer programs, directories and databases.
* Artistic works: including paintings, drawings, sculptures, diagrams, plans, photographs and maps (again, irrespective of any artistic quality).
* Dramatic works: including choreography (dance), screenplays, plays and mime pieces.
* Musical works: including music itself, separately from any lyrics or recording.
Other subject matter covers sound recordings, films, and TV and radio broadcasts.
Generally, authors have the right to control the work, subject to various exceptions.
Criteria for protection
Original work is automatically granted copyright protection, so registration is not required. Original does not mean that the information is novel, or has never been expressed before. It means that it has not been copied from another source.
The owner of copyright in "works" has the exclusive right to do each of the following:
* reproduce the work (including copying, filming and recording)
* make the work public for the first time
* communicate the work to the public (including online)
* make an adaptation of the work
Owners of copyright in literary, dramatic and musical works have two additional exclusive rights: to perform the work in public (this includes performing a work live, or playing a recording or sharing a film containing the work); and the right to make an adaptation of the work (for example a translation or dramatised version of a literary work, a translation or "non-dramatic" version of a dramatic work, or an arrangement or transcription of a musical work).
Duration of copyright protection
Generally speaking (and for most published works) copyright lasts for the life of the author plus 70 years. This is the case even when the author never owned the copyright.
Who owns copyright?
The general rule is that the first owner of copyright is the creator of the work, or the person responsible for making the sound recordings, film, broadcast or published edition.
There are some important exceptions to this general rule. Both the general rule and the exceptions can be excluded or varied by agreement.
* Employees: where a work is made by an employee (rather than a contractor) as part of that person's employment, the employer may own the copyright.
* Contractors generally: Contractors usually own copyright in their creations.
* Contract photographers, engravers and people doing portraits: Generally, the photographer owns copyright unless the photograph was commissioned for a private or domestic purpose. A person who pays for the making of an engraving or portrait usually owns the copyright.
The first owner of copyright in a film is the producer or the person who paid for it to be made or controls the master. In some cases, performers recorded on sound recordings (in the absence of agreement to the contrary) also own a share of the copyright in those sound recordings.
Infringement of copyright
Copyright is infringed when a person does (or authorises) any one of the rights exclusively controlled by the copyright owner without the (express or implied) permission of the copyright owner, and where no defence or exception to infringement applies.
A "substantial part" is not about the amount of the work copied, but the nature of what is copied. It is irrelevant that more or less than 50% of the work is copied or more than 10% has been changed. If what is copied is, qualitatively, important or essential to the form of expression, a substantial part will have been copied. There must be actual copying.
A person may also infringe copyright by selling, distributing or importing infringing copies of copyright material in Australia.
Defences to infringement
There are a number of defences or exceptions to infringement that allow certain users of copyright material to use the material without permission. These include fair use (eg United States) or where the use is a fair dealing for the purposes of criticism or review, research or study or reporting news (eg Australia). A reasonable portion only must be used and the use of that portion (and the dealing) must be "fair".
The most common infringement of literary and artistic works is reproduction of a substantial part of a copyright work.
There are also special provisions for copying by libraries, educational institutions and governments.
This fact sheet is only for information purposes, and to assist you in understanding your legal rights and obligations in a general sense. It is not tailored to any particular fact, situation or specific requirements, and must not be relied on as legal advice.
This Fact Sheet was prepared independently by the Australian Centre for Intellectual Property in Agriculture (ACIPA).
Further Fact are available on the ACIPA website http://acipa.edu.au/fact-sheets.html. | <urn:uuid:3194be99-c4e9-4d19-bf64-1bd7da9951db> | CC-MAIN-2017-13 | http://acipa.edu.au/pdfs/factsheets/Aus-04What-is-Copyright-Fact-Sheet.pdf | 2017-03-27T10:48:43Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00372-ip-10-233-31-227.ec2.internal.warc.gz | 9,059,005 | 1,074 | eng_Latn | eng_Latn | 0.998394 | eng_Latn | 0.998428 | [
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MECH 473 Heating, Ventilating and Air Conditioning
3 Credits [3-0-1]
Instructor
: Professor Steve Rogak Phone 604-822-4149 firstname.lastname@example.org
Office hours (Rusty Hut 103) Wednesday 5-6 (+ additional to be announced)
Lectures: MWF 9-10 Dempster 301
Tutorial: W 6-7pm FSC1221
Prerequisite: MECH 375 (and fluid mechanics and thermodynamics)
Course Description
This course introduces students to the basics of heating, ventilating and air conditioning (HVAC) for buildings. The HVAC engineer's job is to keep the building occupants healthy and comfortable, so students must learn about the temperature, humidity, and air quality requirements. The environmental factors that must be include temperature, humidity, winds, and sunlight- which are dealt with by HVAC engineers in a simplified but technical manner. Students must learn about the way that building envelope structure mediates between indoor and outdoor conditions – mostly as a transient heat transfer and storage medium, but also as a barrier to mass transfer. Finally, if the building cannot provide good indoor conditions passively (and it usually cannot), it is necessary to provide mechanical equipment to heat, cool or ventilate the space.
Specific Learning Objectives
1. Identify (in a schematic and in real life) principle components of an HVAC system.
2. Apply ASHRAE 62 (indoor air quality) in a design setting
3. Apply ASHRAE 55 (thermal comfort) in a design setting
4. Calculate thermal resistance of a building envelope
5. Compute solar gains for different fenestrations.
6. Calculate peak heating loads for a simple building
7. Calculate peak cooling loads for a simple building
8. Calculate annual energy consumption for a simple building.
9. Using psychrometric chart, design processes to obtain a desired T, RH condition.
10. Specify reasonable HVAC system components (fans, ducts, dampers, control systems)
Course Delivery
All students should join ASHRAE and get the ASHRAE Handbook 2013 Fundamentals. The package will cost less than a regular textbook, so you will still have money left over to attend some of the excellent ASHRAE dinner meetings and tours.
The ASHRAE Handbooks, like all handbooks, don't provide many examples and problems. These will be supplied as past homework sets, test problems and selected problems from textbooks. Assignments and exams are described below under grading policy. There will be a field trip and several guest lectures to increase the `real world` content of the course.
Grading Policy
Suggested problems will be distributed in class, including numerical answers.
* A multipart (total 40% of course) will follow the basics of building design through from specifying design conditions to calculation of peak loads and energy consumption.
* Midterm (20% of course)
* Final (40% of course)
You must have a passing average on the midterm and final to pass the course.
Project
We will do simplified modelling of the prototype AYO Smarthomes building just north of Pharmacy. This is a simple building suitable for the level of modelling planned, and it is also a REAL building that we can visit. You will model this building for 2 sets of climate data: 1) Vancouver and 2) Beijing
Overall, we must size the HVAC equipment for this building, estimate annual energy consumption for a typical year, and discuss the best options for system design. You may also recommend changes to the architectural design that would reduce the overall HVAC costs. The major parts of this project, due at different times as given in the lecture schedule, are given below (further details to come).
1. Ventilation (5%, January 29) Occupancy schedules will be given; determine the required ventilation based on CO2.
2. Comfort and RH (5%, Feb 12) Compute RH in the building and estimate % satisfaction.
3. Heating load (5 %, Feb 26) Determine heating load for this building using a "design day" using "hand" calculations and using CWEC files and the MATLAB model; assume steady state analysis, neglect solar and internal gains.
4. Transient energy analysis (10%, Mar 18) Calculate cooling loads using the Matlab model considering transient effects, solar gain and internal gains
5. System Design (15%, April 6) Layout and justify 2 HVAC system alternatives. Include ducts and fans for ventilation (7%). | <urn:uuid:28c57638-4d0c-44d9-9eb6-b10f3816fad9> | CC-MAIN-2017-13 | http://mech2.sites.olt.ubc.ca/files/2014/12/MECH-473.pdf | 2017-03-27T10:41:09Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00374-ip-10-233-31-227.ec2.internal.warc.gz | 224,962,451 | 945 | eng_Latn | eng_Latn | 0.993054 | eng_Latn | 0.994957 | [
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Name______________________________________ Date_______________ Period_________
SOLVE BY SQUARE ROOT WORKSHEET
Solve the equations below using the square root method.
:
Example
5
2
x
x
2
20
4
2
20
5
x
2
4
2
x
x
5. 2 4 4 10 x x
8. 2 9(2 3) 8 449 y
1. 2 16 41 x
2. 2 9 4 3 x
3. 2 10 80 x
6. 2 3( 4) 15 x
9. 2 4(6 1) 5 223 w
4. 2 3 7 x
7. 2 2 5 19 x
10.
4 12
2
2
3
x
Application Problems:
11. The equation 2 0.019 h s gives the height h (in feet) of the largest ocean waves when the wind speed is s knots. How fast is the wind blowing if the largest waves are 12 feet high?
12. The area A in square feet of a projected picture on a movie screen is given by 2 0.16 A d , where d is the distance from the projector to the screen in feet. At what distance will the projected picture have an area of 100 square feet?
13. The product of two positive numbers is 140. Determine the numbers if the larger is 5.6 times the smaller.
14. The area of a rectangle is 30 square meters. Find the length and width if the length is 1.45 times the width.
15. From 1970 to 1990, the average cost of a new car, C, can be approximated by the model 2 30.5 4192, C t where t is the number of years since 1970.
a. What was the average cost of a car in 1987?
b. During which year was the average cost of a new car $7242? | <urn:uuid:73a20d23-bf04-48da-87d3-5ae21fa6a756> | CC-MAIN-2017-13 | http://rpdp.net/admin/images/uploads/resource_11568.pdf | 2017-03-27T10:42:10Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00374-ip-10-233-31-227.ec2.internal.warc.gz | 302,489,014 | 558 | eng_Latn | eng_Latn | 0.899872 | eng_Latn | 0.984762 | [
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Society of Civil War Families of Indiana Rules of Evidence
1. The dates of service must be between 12 April 1861 [The Confederate firing on Fort Sumter] and 18 April 1865 [The surrender of Confederate General Joseph E. Johnston to Union General William T. Sherman at Durham Station, NC.]
2. The nature and extent of the evidence submitted must be sufficient to show that the applicant is a direct descendant of the person who performed for the Union. Documentation must differentiate between any two persons of the same name.
3. Each document submitted, primary or secondary, must include a full citation with volume and page number [As: Marriage Records, Allen County, Indiana, Vol. 1, Page 33] Copies of vital records must be from the appropriate government agency.
4. In the absence of a vital record, two secondary proofs are required, as a newspaper entry, contemporary county history, or family Bible record.
5. Proof of Military Service must be from official sources, as enlistment, discharge, pension, or other government documents.
6. Documents, either alone or with other acceptable materials, must actually state the fact to be proved. Assumed relationships, unnamed individuals, and generic terms are not acceptable as proof.
7. Female ancestors must be identified by their maiden names, and, if married, their marriages proved. Each legal name change must be documented.
8. Tombstone photographs may be acceptable if the inscription is legible and the stone is contemporary with the inscription. Cemetery burial records and funeral home records are acceptable.
9. Bible records must include a photocopy of the title page, the publication date, and the current owner's name and address.
10. Secondary evidence used, such as census pages, newspaper articles, county histories, must include full citations. These materials must be used in supporting roles only and must be combined in ways to convincingly support the relationship being documented.
11. Documents presented in a foreign language must be accompanied by a full translation, certified as true by an impartial translator.
12. Old letters, diaries, or family records can only be accepted as documentation for the facts the writer could know first hand. The writer must be sufficiently identified.
13. Printed or manuscript genealogies, family group sheets and charts, personal pedigree charts, family reunion records and similar compiled materials will not be considered as documentation. Lineage papers from other patriotic or hereditary societies will not be considered as documentation.
14. The judgment of the SCWFI Evaluation Committee as regards sufficient and proper evidence will be final. The Committee will notify applicants regarding which relationships are insufficiently proven, and applicants will be allowed to correct errors and submit additional required documentation. | <urn:uuid:b083acad-f8b8-43ca-88e4-58cc2e57547c> | CC-MAIN-2017-13 | http://www.indgensoc.org/SCWFI/SCWFI_evidence_rules.pdf | 2017-03-27T10:41:36Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00373-ip-10-233-31-227.ec2.internal.warc.gz | 551,259,106 | 545 | eng_Latn | eng_Latn | 0.995529 | eng_Latn | 0.995529 | [
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Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 1. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
DRAWING EVALUATION FORM
PAINTING EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 2. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials and color |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
PHOTOGRAPHY EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 3. Weak 2. Fair 3. Average 4. Very Good 5. Excellent | RATING 1 2 3 4 5 |
|---|---|
| 1. Quality. Photo technically well done (Balance, proportion, focal point) | |
| 2. Project appropriate to the category entered or skill of participant | |
| 3. Creativity | |
| 4. Composition (Simplicity, used rule of thirds, good use of lines, good use of balance, minimal distraction from the focal point) | |
| 5. Overall neatness and presentation of finished project | |
| Comments: | |
| TOTAL SCORE: | |
____________________________________________________
ARTS AND CRAFTS EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 4. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge | <urn:uuid:c5587e11-6dbc-4324-b5d7-99c9d74cf01e> | CC-MAIN-2017-13 | http://fonddulac.uwex.edu/files/2011/08/Arts-score-sheets.pdf | 2017-03-27T10:40:26Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00372-ip-10-233-31-227.ec2.internal.warc.gz | 133,319,224 | 714 | eng_Latn | eng_Latn | 0.961627 | eng_Latn | 0.95212 | [
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http://www.northcountynews.com/lifestyles/ncn_lifestyles1.asp
From teaching to doing
By Abby Luby
"Dragonfly"
Retired Shrub Oak teacher embarks on artist's career with local exhibit
When Shrub Oak resident Linda Weinbaum retired from teaching in July, her dream of being an artist became a reality. The former New York City teacher started out teaching art 27 years ago, but as art budgets tightened, she began teaching second grade and special education.
"I've always dabbled in the arts; I'm very passionate about making things," Weinbaum said. Now, the fruits of her passion can now be seen on the walls of Club Fit in Jefferson Valley during the month of January.
Weinbaum's collages and assemblages are intriguing and fun. Using text and appropriated images, such as the Mona Lisa, her canvases and shadow boxes are both lyrical and contemplative. In her work, "Thinking Man," a young man's head is adorned by pleated leaves for hair which transform him into a tree replete with a hovering bird. Beneath him his body morphs into a series of gears, circular frames holding a composite of words and images.
In "Classical Triptych," your eye moves from left to right over three rectangular canvases catching a classic Greek structure to a woman gazing up and then to a compilation of photos and news text. All three canvases are thematically joined with simple but ornate swirls.
"Most of my collage has the image of the Mona Lisa," Weinbaum said. "To me, she is the image most connected to Leonard DaVinci who personifies the artist as a thinker. Mona Lisa is symbolic of that but also she is very mysterious."
In "Dragonfly," a delicately inked, giant black dragonfly dominates the frame, spreading from the cream colored center out to a thick orange border. Singular draftsman's lines and the number 45 contrast the organic wings and body of the insect. Tucked into the corner is a circle of staff music that sends the immediate message of the intrinsic connection between science and nature.
"Home" is chock-full of text and images within an elongated shape of a house. Dotted within the flatted structure are smaller pitched house roofs, an iconic columned door, a skeleton key and a small picture of Picasso. Centrally located is a quote: "The ornament of a house is the friends who frequent it."
"Most of my collages have something written on them and I use a lot of quotes," Weinbaum said. "I love the texture of combining specific text and images."
Weinbaum said that she is especially attracted to Asian images. She's been to China twice and has incorporated a keen sense of line and form of the Far East. In the assemblage entitled "Asia," a series of four small pieces encased in black reveal Oriental icons: a Kabuki master, a Geisha, the complex and beautiful Oriental text.
"It's called 'selective seeing,'" Weinbaum said. "That's what I use when
picking out objects for my work. I see things in the dollar store that I'm drawn to. There is potential art in almost anything."
A former bedroom of her adult son has become her art studio where Weinbaum says she is inundated with items destined to migrate into one of her a collage or assemblage. But some images end up on furniture as well, and photos of her hand-painted furniture are also on view at Club Fit.
"I paint on chairs I find that are being discarded," she said. "I sand and prime them and then put a famous painting on them." Weinbaum also enjoys decorating books, journals, cards and children's clothing.
Weinbaum's month-long show has already reaped the reaffirming benefits artists love. About four of her pieces sold in the first week.
"I'm really very new at this but also excited to be able to show my work," she said.
In a nutshell
What: "Assemblage and Collage," works by Linda Weinbaum
When: Month of January
Where: Club Fit Jefferson Valley 600 Bank Road | <urn:uuid:fbf43c28-c8c2-44ab-b19e-7075095517e7> | CC-MAIN-2017-13 | http://abbylu.com/pdfs/ART/teaching.pdf | 2017-03-27T10:36:11Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00373-ip-10-233-31-227.ec2.internal.warc.gz | 5,043,699 | 857 | eng_Latn | eng_Latn | 0.99957 | eng_Latn | 0.999672 | [
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The Bridge from Prayer to Action: How Do We Cross Over? Cantor Shoshana Brown
Most people outside the Jewish world do not know what a cantor (chazzan in Hebrew) does. A chazzan, a cantor, is a spiritual leader and teacher whose specialty is to lead the synagogue's prayers and to give the pray-ers uplift through the vehicles of music and song. Another name for the chazzan is sh'liach tzibbor, or "representative of the community." The sh'liach tzibbor's role is to "represent" the community to God…which is not to say that each Jew does not have the responsibility or the ability to speak to God on his or her own behalf, but rather that this person—ideally—is trained in the traditions of Jewish prayer and is charged with keeping him/herself open as a clear vessel, a conduit, through which both petitions and blessings may flow. In the "Old Country," you would rarely find a cantor who offered prayers in the synagogue for a living; usually he (they were all men back then!) had another job, such as shoemaker, butcher, or occasionally as a teacher of Jewish children. In the New World, with the prospering of the Jewish community, synagogues could afford to hire cantors to simply be cantors, and they began to train in a more professional and academic way than their Old World counterparts had done. They began "performing" complicated, showy musical settings of prayers, sometimes drawing even non-Jews to the synagogue to hear something akin to opera. Often they had the additional role of conducting a choir, and going to synagogue became, for many Jews, less of an opportunity to "talk to God," and more like attending a concert. Of course concerts, or the opera, can be moving, but they do not require active participation on the part of the attendee. Congregations became audiences, and, alas, the typical worshiper became less engaged, disempowered to make the words of prayer his or her own.
The other title for a cantor, however, chazzan, is thought to be related linguistically to the Hebrew word chazon—vision. Having recently seen the magnificent and powerful film Selma, I have been thinking about this role. The Rev. King was certainly a visionary—not just for one congregation, but for a whole nation. One close colleague of the Rev. Martin Luther King was the Rabbi Abraham Joshua Heschel (1907-1972), a teacher at the Jewish Theological Seminary, and refugee from the Hasidic Old World, the only member of his family to escape from the Nazis. Although there was no attempt to depict Heschel in Selma, Heschel was famous for his support of Dr. King and civil rights: he walked with King from Selma to Montgomery, and many civil rights workers were said to have been carrying copies of his book The Prophets in their coat pockets as they marched. Fortunately for Heschel, he was not the rabbi of a congregation, but rather an academic, and so, although many in the administration of the Jewish Theological Seminary looked askance at Heschel's actions, he did not lose his livelihood on account of his visionary activities (although he very well could have lost his life). Although not a cantor, Heschel was earnestly concerned with the role of the cantor, and of prayer, in the American synagogue. In 1970 he wrote an article for the journal Conservative Judaism entitled "On Prayer," in which he pleaded:
"Prayer is either exceedingly urgent, exceedingly relevant, or inane and useless…Prayer as an episode, as a cursory incident, will not establish a home in the land of oblivion. Prayer must pervade as a climate of living, and all our acts must be carried out as variations on the theme of prayer…Prayer must not be dissonant with the rest of living. The mercifulness, gentleness, which pervades us in moments of prayer is but a ruse on a bluff if it is inconsistent with the way we live at other moments. The divorce of liturgy and living, of prayer and practice, is more than a scandal, it is a disaster. A word uttered in prayer is a promise, an earnest, a commitment. If the promise is not kept, we are guilty of violating a promise… Prayer is meaningless unless it is subversive, unless it seeks to overthrow and to ruin the pyramids of callousness, hatred, opportunism, falsehoods. The liturgical movement must become a revolutionary movement, seeking to overthrow the forces that continue to destroy the promise, the hope, the vision."
Heschel's words help me, as a cantor, to find the bridge between prayer and vision, prayer and action—and inspire me to help congregants make their prayers their own, rather than a libretto that they "follow" while someone on a stage sings out a story that is entertainment, makebelieve. Without vision, we cannot reach for a better world for all creation. Without rolling up our sleeves and getting our hands dirty in the real world, we cannot pray with sincerity, we dare not approach God. I am grateful for the legacy of both King and Heschel. May we all be equal to the task of carrying out their words, their visions—the songs of their lives.
Cantor Shoshana Brown is the co-spiritual leader and music director of Temple Beth El, Fall River. | <urn:uuid:ddb3882f-3333-4cf6-b085-b4dc59a5b2c7> | CC-MAIN-2017-13 | http://frtemplebethel.org/Bridge%20from%20Prayer.pdf | 2017-03-27T10:43:01Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00375-ip-10-233-31-227.ec2.internal.warc.gz | 137,822,336 | 1,153 | eng_Latn | eng_Latn | 0.995938 | eng_Latn | 0.997774 | [
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PEST CONTROL ADVICE SHEET TEXTILE PESTS
INTRODUCTION
There are a number of pests which will attack clothing and furnishings in the home. They fall into two basic categories: moths and beetles.
Due to the industrial mothproofing of carpets, the threat of damage by moths has reduced markedly, but they can still be found in older houses where carpets have not been treated. However, the incidence of beetle varieties has increased due to the installation of central heating and wall-to-wall carpeting in many modern houses.
There are many species of textile pest, but we shall concentrate on the most common types: clothes moth, the varied carpet beetle and the fur beetle.
WHAT DAMAGE DO THEY DO?
Textile pests can cause a considerable amount of damage to many fabrics. The adult insect does not feed, but the larvae will chew their way through the fibres of carpets and clothing causing clean irregular holes. In feeding they show a preference for textiles of an animal origin including carpet, woollens, skins and furs. However, they will damage other fabrics by simply biting through and discarding the fibres without consuming them.
In all cases it is not the adult, but the larval form that causes the damage. It is therefore appropriate to describe the appearance of both the adult and the larva.
WHERE TO LOOK FOR TEXTILE PESTS
In a heavily infested home they may be found anywhere where there are carpets or woollens etc. The larvae are commonly found in dark undisturbed places such as beneath furniture, inside cupboards, in drawers and in airing cupboards. The adults are attracted to light and tend to be found on window sills and around lamp shades. Infestations of the varied carpet beetle and the fur beetle often originate from old birds' nests in a loft space and then spread through the home by following hot water pipes etc.
HOW TO TREAT AGAINST TEXTILE PESTS
The job of controlling textile pests is not an easy one as immediate results are rarely achieved and much perseverance and patience is required. Below is a suggested course of action:
1 Remove any birds' nests and carpets/fabric stored in the loft as these act as a reservoir of infestation.
2 Treat carpets and clothing with recognised mothproofer, carefully following the manufacturer's instructions.
3 Use an insecticidal dust to treat between the floorboards, around the skirting boards and in the loft if any nesting material is found.
4 In the case of the moth it may be necessary to remove the fabric from beneath upholstered furniture and spray with an insecticide suitable for the purpose.
As stated, textile pests can be persistent, and it is often best to contact a professional pest controller.
SAFETY ADVICE
Carefully follow the manufacturer's instructions when using insecticides. Care should be taken not to spray near uncovered food. Insecticides should be stored in a cool and dry place where children cannot reach, and always wash your hands after using an insecticide. | <urn:uuid:c4d7e36e-cb3d-4227-a6f2-dfe6b8e84718> | CC-MAIN-2017-13 | http://www.bracknell-forest.gov.uk/textile-pests-pest-control-advice-sheet.pdf | 2017-03-27T10:41:48Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00376-ip-10-233-31-227.ec2.internal.warc.gz | 431,114,621 | 609 | eng_Latn | eng_Latn | 0.997847 | eng_Latn | 0.999121 | [
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Part Science Part Art Part Observation Part Action
Keeping Bees Alive
The Science Part Know your bees
Races and their traits
Biology-the science of life or living matter in all its forms and phenomena, especially with reference to origin, growth, reproduction, structure, and behavior. – Dictionary.com
Physiology-a branch of biology that deals with the functions and activities of life.Merriam-Webster.com
DISEASES and VIRUSES
Brood diseasesAFB, EFB, Chalkbrood, Sacbrood
Viruses- Bee paralysis, IAPV, Deformed wing virus,
Nosema (fungi)apis, ceranae
Science
Know Your Bees Enemies
Diseases
TREATMENTS-
ACTION
DISEASE
TREATMENT
AFB
EFB
Chalkbrood,
Sacbrood,
Stonebrood
Virus
Nosema
Burn It
Terramycin??
Fumigillin
OBSERVATION
More On Treatments
Stay informed with current science via state universities, credentialed journals, State entomologists, State Apiarists
Varroa Mites-
Learn the life cycle
Break the life cycle Make splits Treat early(July/Aug)
IPM- include soft treatments e.g. Powdered sugar Screened bottom boards, Drone frames (v. trapping) Small cell foundation
ACTION & ART
Know Your Bees Enemies
Continued..
Pests
IPM Continued…
Varroa Treatments
Api Life Var- thymol
Mite Away Quick Strip- formic acid
Coumaphos, (CheckMite+) is no longer effective against v. destructor. Varroa has become resistant to it.
ACTION
Varroa
Virus vectored include:
Deformed Wing Virus
Israeli Acute Paralysis Virus (IAPV)
Chronic Bee Paralysis
v. weakens immune system, opens the door for bacteria as well.
OBSERVATION
More Enemies
Small Hive Beetle
Wax Moth
Genetically Modified/Engineered Crops (forage)
Poor Genetics in Queen
Pesticides, which includes insecticides, herbicides, fungicides. -Following slide shows how pesticides can interact with each other
OBSERVATION & ACTION
The Science of Pesticides
Assail
Nova
Insecticide applied to apples, blueberries and more
Rated benign for bee kill
Fungicide applied to similar crops as Assail
Rated benign for bee kill
Keep good variety of pollen available for your bees- no monoculture
Keep sufficient food reserves, bees love their own honey!
Use quality supplements-
Consider planting a bee pasture with year around forage possibilities
Clean feeders
Assail
90%
Lethal
Nova
2 Combined Benign Pesticides Produce Substantial Bee Kill
SCIENCE
ACTION
NUTRITION
Nectar and Pollen
NUTRITION
Pollen is protein for the honey bee. To give your bees quality protein --keep them off of GM crops
-use quality ingredients in pollen patties
-use pollen supplements (mixture of pollen substitute and 10-20% natural pollen) over pollen substitutes (replaces pollen completely with soy flour & brewer's yeast)
NUTRITION
NECTAR is carbohydrate, which are the sugars and sources of energy for bees.
Pollen and nectar combined make the perfect food for bees.
NUTRITION
A colony with good nutrition and high v. count are just as healthy as a colony with low v. count and poor nutrition.
Good nutrition gives bees the strength they need to overcome varroa, nosema, pesticide and viruses. (Z. Huang)
ART & OBSERVATION
Queen Quality
Desirable Traits in a Queen
Disease Resistance
Honey Production
Gentleness
Well mated=good brood
Overwinters well
SUMMARY
Know your science
Observe your coloniesnotes/journal entries are great
When it's time for action, act
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Pilgrimage prayers
These prayers are designed to be used during a short local pilgrimage. Explain that while we walk, we encourage people to use the time to focus on all they see around them. Pilgrimage can be a time of fellowship, of slowing down to appreciate the world around us, of prayer.
Aim to pause for prayer at particular spots, each time focusing on an appropriate issue. You can use the ideas below to help plan a walk that will take in a variety of places where you can stop and pray on specific topics, whether those below or your own. Our ideas are just a starting point – do share your ideas.
If you wish you can post photos and details of your pilgrimage on the People's Pilgrimage website to inspire others.
This prayer could be used at both the beginning and/or the end if appropriate:
Pilgrimage Prayer
Water
Water is such a blessing. We take it for granted that clean, safe water will come out of our taps at any time of night or day. We pray now for those people around the world who may only have water for an hour each day – and for those who have no taps in their home, just a pump or water source that may be far away and dangerous to reach. In many areas, access to water is at risk because of climate change. Climate change will bring increased risk of both droughts, which will dry up water sources, and of flooding, which may pollute existing water supplies. We pray for those whose water supplies may be affected and for all who are working to protect their supplies from such risks.
And we thank you for life giving water. May we never take it for granted.
Farmland
Farmers work very hard to produce the food we eat, coping with unpredictable weather and often battling with supermarkets that pay unfairly low prices. Climate change is already making weather patterns even more unpredictable, affecting people's ability to grow traditional crops. We pray for farmers – both in this country and around the world. Pray for protection against climate disaster.
And we pray for a fairer food system, which will pay farmers appropriate prices and enable them to earn a good living and which will support those on low incomes to access healthy food.
Butterflies and bees
Butterflies and bees are always a joy to see. fluttering around flowers and grassland or gathering pollen to make honey whenever the sun shines. They appear to be carefree, but actually life is quite tough for them. Indeed the UK's butterflies and bees are in trouble. Over two thirds of British butterflies have decreased in numbers in the past 10 years. A few migrants like Painted Ladies and Red Admirals appreciate the warming climate, but most species are suffering. And according to DEFRA, the UK has suffered the greatest decline in wild bees of anywhere in Europe, losing 20 species since 1900 with a further 35 under threat of extinction.
Lord, we thank you for the joy of watching butterflies and their beauty. We thank you for the busyness of bees, so vital for pollinating our crops. We thank you for the organisations working to preserve special areas and reserves. And we pray that we might do all we can by planting appropriate flowers in our gardens and leaving wildflower areas in our churchyards, verges and gardens.
Allotments or vegetable plots
'Growing your own' can be a very satisfying thing to do- though less satisfactory when slugs, mice, pigeons or caterpillars want to share the produce! It increases awareness of the challenges and the joys of growing food crops and helps connect us with God's gift of the natural world. Lord, we pray for all who work to grow the crops we eat. May they seek to work in harmony with nature, and to adjust to less predictable weather conditions.
Cemetery
Cemeteries remind us that life is short and precious. May we use our time well and be a blessing to others.
Cemeteries are increasingly sanctuaries - not only providing places for people to pause a while and pray for loved ones, but also for wildlife. We give thanks for the Caring for God's Acre charity and the support and inspiration it provides for churches wanting to develop their churchyards with nature in mind.
Churches and meeting places
It is a blessing to meet together in prayer and worship – and one for which we give thanks, aware that there are many people for whom meeting openly is not a possibility. We pray for them and for all our brothers and sisters in Christ around the world.
Churches also have a vital role to play in helping people to think how we live in right relationship with God, our neighbour and the planet. We give thanks for recent encouragements. Last year the Quakers led the way in announcing complete disinvestment from fossil fuels. The Methodist Conference voted overwhelmingly this July to divest from coal and tar sands by 2017. It also asked its ethical investment board to report back on possible further divestment in 2016. The Church of England's General Synod adopted the Ethical Investment Advisory Group's climate change policy, which calls for immediate divestment from coal and tar sands. And we give thanks that Synod also passed a motion saying that the church is "called to protect the earth now and for the future." But we also pray for more 'prophets' to stand up and speak out clearly and decisively within the churches, so that more and more believers are spurred to prayer and action.
A chemist
The World Health Organisation is very concerned about the impact of climate change on health. Older people and young children and babies are particularly vulnerable to times of very high temperatures. We're grateful to live in a country where we have access to cool water and ice creams during hot weather. But we pray for many countries around the world where recent searing high temperatures have resulted in many deaths. Over 2,500 died from heatstroke and related health issues during the Indian heat wave this summer.
Trees
Lord we give thanks for trees. Trees 'root us' as we reflect on their beauty, their age and the 'homes' they provide for wildlife. Scientists know of the many benefits that living near trees can bring, such as improving air quality and air moisture and providing shade. In the Bible trees are used as a symbol of well-being, faith and healing (Psalm 1:3, Jeremiah 17:8 and Rev 22:1-2). So let's give thanks for, appreciate and enjoy the trees in our area, learning more about their names and qualities and doing all we can to protect them and to plant new trees. And pray for people who are fighting logging that threatens some of the world's oldest and most diverse forests.
Playgroup/nursery
The impacts of climate change will increasingly affect the generations that follow us. Lord we pray for the babies and young children in our community. May we do all we can to preserve this beautiful world for them to inherit.
Viewpoint, park – or any attractive place
"How many are your works, Lord!
Psalm 104: 24, 31 and 33-34 (NIV)
In wisdom you made them all; the earth is full of your creatures.
May the glory of the Lord endure forever; may the Lord rejoice in his works.
I will sing to the Lord all my life; I will sing praise to my God as long as I live.
May my meditation be pleasing to him, as I rejoice in the Lord".
Café or restaurant
Lord, we thank you for the rich variety of foods that we can enjoy from all around the world. Thank you for the people who grow our food and those who prepare it. We pray for farmers who don't make enough money to feed themselves and their families, and ask your blessing on all who seek to help them. And we pray that you will make us conscious of the way our choices in food affect other people. Help us to eat in ways that are friendly to people and the planet. | <urn:uuid:6b071232-6974-4509-9928-da94083376fb> | CC-MAIN-2017-13 | http://www.prayandfastfortheclimate.org.uk/wp-content/uploads/2015/07/PAFFTC-pilgrimage-prayers-final.pdf | 2017-03-27T10:31:36Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00374-ip-10-233-31-227.ec2.internal.warc.gz | 662,177,909 | 1,647 | eng_Latn | eng_Latn | 0.998614 | eng_Latn | 0.998743 | [
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These are just a few of their quirkiest things Mining meaning in a Harvard exhibit of unrelated objects
By Sebastian Smee
Globe Staff / March 6, 2011
A Gutenberg Bible, a taxidermy giraffe, a collection of glass flowers, scads of great paintings by Van Gogh, Monet, and Picasso: Harvard's got them all, and the world knows it.
What they don't necessarily know is that there are millions of other, mostly forgotten objects in Harvard's voluminous holdings. Accumulated over four centuries, the majority of them spend their lives in darkness — in the drawers and cabinets and climate-controlled storage rooms of the university's nearly 50 distinct collections.
It's a pity, because some of these objects are more than just remarkable: They're downright charismatic.
Recognizing this, some experienced hands at Harvard recently embarked on an ambitious project to rescue more than 200 of them from obscurity. The result is "Tangible Things,'' a multivenue exhibition of some of the most fascinating, beguiling, and frankly bizarre things you will ever see.
In some cases, the things in question derive their charisma from their association with famous names (call these the "celebrity objects.'') The blue "commander-in-chief'' sash worn by George Washington, for instance. A painter's palette that belonged to John Singer Sargent. A microscope owned by Mark Twain (from when he was writing the "autobiography'' of a cholera germ). A bronze cast of a life mask of Abraham Lincoln. Or a turtle collected by Henry David Thoreau.
Others generate excitement because of their palpable connection to history. It's thrilling, for instance, to read the handwritten instructions given to Benjamin Franklin, Silas Deane, and Thomas Jefferson in advance of their mission to negotiate a treaty with France. (Jefferson, in the event, stayed home.)
Though the story is more circuitous, it's just as engaging to look at a group of glass bottles containing brightly colored chemicals, knowing that they were intended for the Medical College of Alabama but came to Boston when the ship carrying them was seized by a Union vessel during the Civil War.
And there are plenty of objects that relate to more recent history, including a silkscreen poster from 1972 — the height of the Women's Liberation movement — announcing "Women are not chicks.''
But many other objects have a charisma that's not so easy to pin down.
As if conscious of this, and of the fact that context can play a major role in the way we think about objects, the curators of "Tangible Things,''— Laurel Thatcher Ulrich and Ivan Gaskell, along with Sara Schechner and Sarah Anne Carter — decided to get creative with the display.
The core of the show can be found in the Putnam Gallery in the Science Center, just off Harvard Yard. At first, the display, which has been divided according to traditional curatorial categories, seems to follow a fairly predictable pattern.
There's "Books and Manuscripts,'' for instance, where you can see a copy of John Ashbery's seminal 1975 collection of poems, "Self-Portrait in a Convex Mirror'' dedicated to his poet friend, Elizabeth Bishop. You can also see a private letter written to "my dear sister Bessie'' in 1855, which is remarkable because the lines fill the page diagonally in both directions, forming a kind of calligraphic cross-hatching. (The idea, it seems, was not only to save on postage but to discourage casual reading of private correspondence.) | <urn:uuid:74075205-721c-469a-9d3c-c51d772f26bb> | CC-MAIN-2017-13 | http://chsi.harvard.edu/files/chsi/files/these_are_just_a_few_of_their_quirkiest_things.pdf | 2017-03-27T10:45:12Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00375-ip-10-233-31-227.ec2.internal.warc.gz | 65,240,026 | 732 | eng_Latn | eng_Latn | 0.998638 | eng_Latn | 0.998616 | [
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Dr. Dorothy F. Cotton
Public Speaker – Lecturer – Activist – Workshop Facilitator
From 1960 to 1968, *Dr. Dorothy Cotton was the Education Director for the Southern Christian Leadership Conference (SCLC). In that capacity, she worked closely with Dr. Martin Luther King, Jr. and other civil rights leaders, directing the Citizenship Education Program (CEP). The now famous CEP was designed to train and empower disenfranchised citizens while developing local leadership in the Deep South and promoting nonviolent social change. Later, Dr. Cotton served as the Vice President for Field Operations for the Martin Luther King, Jr. Center for Nonviolent Social Change in Atlanta, Georgia where she was a leader and senior trainer for the Center in areas nonviolence and empowerment for leadership. Under the Carter Administration, Dr. Cotton served as the Southeastern Regional Director of ACTION, the Federal Government's agency for volunteer programs from 1978 to 1981. From 1982 to May 1991, Dr. Cotton was the Director of Student Activities at Cornell University.
Dr. Cotton continues to work consultant to many organizations, schools and businesses, providing inspiration and guidance on a range of topics, including multiculturalism and diversity, human relations, race relations, nonviolent change, women's issues and the paths to personal and spiritual growth. "Nonviolence as a System for Social Change" and "Challenging Emerging Leaders" is special topic areas for Dr. Cotton. While at Cornell, Dr. Cotton co-wrote a white paper entitled "The New Citizenship" which presented the thesis that "government" cannot be reinvented without first refocusing and reinventing the concept of "citizenship". This special paper received broad acclaim and resulted in two White House meetings to explore strategies for Government/Citizen partnership in the ongoing quest to reinvent government.
In 1964, Dr. Cotton came to St. Augustine, Florida with SCLC. While there, she participated in the rallies and wade-ins. During a wade-in at St. Augustine Beach, she was beaten along with several other young ladies as they tried to integrate the "All White" beach. One of the young ladies with her, Cynthia Mitchell, nose was broken during the melee by some segregationists trying to prevent them from entering the water. Dr. Cotton said this about St. Augustine, "…this was one of the roughest cities we've had…in church every night…sang every night to get our courage…Klan always waiting for us…with the chains, and bricks, and bats, and things…Hoss Manucy and his gang…after we were attacked…we'd come back to the church…bleeding…singing, I love everybody…it was hard."
A powerful motivating speaker, teacher and workshop facilitator, Dr. Cotton often uses the "Songs of the Movement" to help her tell the story of America's struggle for civil rights. She accompanied Dr. King when he received the Nobel Prize for Peace in Norway. Since that time she has traveled extensively throughout the world, including visits to the former Soviet Union, The People's Republic of China, Switzerland, Africa, Vietnam, and Europe while participating in international workshops and discussions on a broad range of current social and humanitarian issues. Among the many honors received for her public work, Dr. Cotton has been awarded an Honorary Doctor of Humane Letters degree at the University of New England in 1982 at which time she gave the commencement address. On May 16, 1999 Dr. Cotton received the Honorary Doctor of Humane Letters from Spellman College in Atlanta, GA and in 1999 received the Honorary Doctorate Degree from the University of New Rochelle while also delivering the commencement address. Dr. Cotton is currently a freelance motivational speaker and trainer and is writing her first book on focusing on the major lessons of the Citizenship Education Training Program of the 1960s and applying those lessons to guide thought and action in today's world.
*Dr. Dorothy Cotton spoke at the 5 th Annual ACCORD Freedom Trail Luncheon: 47 th Anniversary of the Signing of the Landmark Civil Rights Act of 1964, which honors the Heroes and Sheroes of the St. Augustine Civil Rights Movement led by Drs. Robert B. Hayling and Martin Luther King, Jr., and SCLC. | <urn:uuid:31c87a2a-836d-408e-8e77-9c03f8b7820e> | CC-MAIN-2017-13 | http://accordfreedomtrail.org/Dr.%20dorothy%20f%20cotton%20biographical%20information%202011.pdf | 2017-03-27T10:36:54Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00377-ip-10-233-31-227.ec2.internal.warc.gz | 6,800,940 | 906 | eng_Latn | eng_Latn | 0.995422 | eng_Latn | 0.995422 | [
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The Lost Is Found
In February of 2015, East Koshkonong Lutheran Church, rural Cambridge, celebrated the 170th anniversary of the dedication of their first church building, the Log Church. In re-searching various documents, it was discovered that a silver altar chalice had been given as a gift to the Koshkonong congregations from the children of the late Bishop Sorenssen of Akershus Diocese in Christiania (Norway). The chalice was crafted in 1833 in Kongsberg, Norway and brought to America by the Rev. J. W. C. Dietrichson on his return from Norway to serve as their pastor. Rev. Dietrichson presented the altar chalice in the East Koshkonong Church on Sept. 28, 1846; and to the West Koshkonong Church on Oct. 4, 1846. The chalice was intended to serve the congregations on the Koshkonong Prairie as an altar chalice. It would have traveled with Rev. Dietrichson as he ministered to the people on the Koshkonong Prairie. The Rev. Dietrichson was instrumental in organizing many of the Norwegian Lutheran congregations in southern Wisconsin in the mid 1840s and 1850s.
One hundred years later, in the summer of 1956, this longforgotten silver chalice was found behind the altar of the West Koshkonong Church. In April of 1958 it was on display at the West Church and in good condition with the Latin inscription being quite legible. Sometime later, it was used in a celebration service by a neighboring congregation. After this specific use of the silver chalice, no one knew where the chalice was stored.
When the altar chalice could not be found in time for the 170th anniversary in February of 2015, help was later requested from area churches where Rev. Dietrichson would have conducted worship services in the mid-1850s. This included West Koshkonong (rural Stoughton), Christ Lutheran in DeForest, Norway Grove Memorial Church in rural DeForest, and Grace Lutheran Church in Cambridge. Lay people, staff and pastors searched storage areas and cup-boards and talked with older members of their congregations.
In August of 2015 … some 50 (plus) years of last being seen … the silver altar chalice was re-discovered! It was layered with dust and found in a dark corner of a lower cabinet. Thanks to a curious and persistent pastor … Pastor Richard Dowling … the lost has been found … and the silver chalice is once again on display at the West Koshkonong Lutheran Church, rural Stoughton, Wisconsin.
We would like to thank West Koshkonong Lutheran Church Council for sharing the silver chalice with us today at East Koshkonong Church, for worship and celebration.
-This article was compiled by Bonnie Ehrke; 2nd great granddaughter of Amund Anderson who was one of the founding settlers on the Koshkonong Prairie. The people of East Koshkonong first met in the barn of Amund Anderson on September 1, 1844 under the leadership of the Rev. J. W. C. Dietrichson. | <urn:uuid:a7a61640-8415-4fb4-ad99-86d35700fb66> | CC-MAIN-2017-13 | http://eastkoshkonong.org/Bulletins/April%2010_2016_The%20Lost%20Is%20Found_Insert.pdf | 2017-03-27T10:45:50Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00379-ip-10-233-31-227.ec2.internal.warc.gz | 103,723,683 | 676 | eng_Latn | eng_Latn | 0.995532 | eng_Latn | 0.995532 | [
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Use of the Pupil Premium in 2011/12 and plans for next academic year
We were allocated £24,250 Pupil Premium for the academic year 2011/2012. We received this money in regular instalments. These funds are paid in addition to the main school budget (the general annual grant). The Pupil Premium (PP) is allocated to children from low-income families who are currently known to be eligible for free school meals (FSM) in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months. Students who have received FSM in the last six years are also eligible to receive funding from PP.
The Government believes that the Pupil Premium, is the best way to address the current underlying inequalities between children eligible for free school meals and their wealthier peers by ensuring that funding to tackle disadvantage reaches the students who need it most.
Trips and Activities £4,446
Money was allocated to ensure students were able to participate in trips and activities including underachieving/raising boys achievement visit to Kingswood activity centre.
Bus Passes- £2,726
Monthly bus passes are provided to some students to ensure they can attend college.
Taxis – £374
A taxi service was provided for a vulnerable student who attended college on a part time timetable until alternative provision was secured.
Uniform and shoes- £6,912
Uniform and shoes were provided for some students. Blazers and ties were provided for all students in receipt of FSM.
Equipment and stationary - £584
Students were given a pencil case and a memory stick amongst other miscellaneous equipment.
Laptop and dongles – £908
Two students were provided with a lap top and a dongle. One of the students is also a young carer.
Ingredients for Food Technology – £1,152 + £200= £1,352
The technology department provided the ingredients required for the GCSE course. A further £200 was spent providing emergency food packages.
Academic Mentor costs £3,977
Schools are independently important for improving children's attainment and narrowing gaps. Evidence shows that the most effective schools achieve this through a combination of high quality teaching, strong leadership, a relevant and coherent curriculum, a culture of high expectations and targeted catch-up and enrichment activities. Intensive support (via one-to-one tuition or as a group) can enable children from disadvantaged backgrounds to catch up with their peers. One to one tuition /intervention in literacy and numeracy is in place to support students. Without an individualised approach it may be difficult for certain students to make the progress needed to achieve their full potential. One to one tuition has helped some of our students to improve their GCSE results. One to one tuition can have a beneficial impact on attainment.
* 72% of the pupils in this group achieved expected progress in English (18% more than the 2011 national average)
* 56% of the pupils in this group achieved expected progress in Maths (12% more than the 2011 national average)
* 22% of the pupils made more than expected progress in English
* 11% of the pupils made more than expected progress in Maths
* 100% of the pupils who were entered for the English Baccalaureate suite of subjects (English, Maths, Science, History/Geography and a Modern Foreign Language) gained their English Baccalaureate
* 83% of the pupils achieved at least 5 grade Cs or above in their GCSEs
* 33% of the pupils achieved at least 5 grade Cs or above including English and Maths (this hit the school target for this group)
* The group far exceeded the national average for Total Point Score for their qualifications and the Point Score for their best 8 grades including English and Maths. Shelley students achieved a score of 324.7 above a national average of 286.9.
* The groups' average Total Point Score (463.5) for all qualifications far exceeded the 2011 national average (383.6)
Additional department funding.
Miscellaneous funding for subject specific equipment was also met with PP money.
- Art £240
- Business £24
- English £2,934
- History £136
- MFL £235
- Science £661
- Social science £90
Resists
Students in receipt of FSM who were offered resists were reimbursed the costs to ensure they had the same opportunity as their peers.
Future Plans for Academic Year 2012 -13
1. Academic Mentor support will continue to try to ensure that PP money is allocated to students who would benefit from one to one / small group support to secure a C grade and above at GCSE.
2. Connexions/ Careers advice. Positive feedback from students who have received support and guidance from the connexions advisors in college. The Professional Futures talks have also proved popular and funding could be secured to support any setting up and running costs.
3. SEN students will be given additional support through the Student Support Centre as appropriate.
4. Dr. Stephen Peters and his team will work with cohorts of students to improve the outcomes at the end of KS4 using a mind management programme to develop confidence, success and happiness.
5. Raising Literacy rates - reading books, kindles ,ipads, revision books etc will be funded after consultation with students and staff to impact on raising the literacy skills amongst our students. | <urn:uuid:9eccba0a-f207-4bcc-854c-c894dee3e60a> | CC-MAIN-2017-13 | http://home.shelleycollege.org/media/pdfs/use-of-the-pupil-premium-in-20111.pdf | 2017-03-27T10:41:42Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00378-ip-10-233-31-227.ec2.internal.warc.gz | 161,736,879 | 1,118 | eng_Latn | eng_Latn | 0.998962 | eng_Latn | 0.99913 | [
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Insects:
* Now that it is getting colder, crickets, spiders, sow bugs, and stink bugs will be trying to get into your home. Keep them out by applying Summit Mosquito and Gnat Barrier Spray or Bonide Eight around the house. Also, fleas in the lawn can be controlled with these same products.
Amaryllis:
* Now is the time to shop for Dutch amaryllis. The best blooming amaryllis to buy are Orange Souvereign, Prince Carnival, Apple Blossom, Christmas Gift, and Susan. When planting a Dutch amaryllis, use a pot approximately 2" larger than the bulb. Use Bacto light potting soil, and water with luke warm water one time after potting. Keep the potted amaryllis in a warm place. Light is not important right after potting, but heat is.
* After the amaryllis' flower stem is 5" tall, resume watering the amaryllis. Every time you water the amaryllis, feed with Seamate. Use an electronic moisture meter to determine when to water the amaryllis. If you do not use a moisture meter, you will probably over water the plant because the watering needs to be done based on the moisture near the roots. The moisture at the top of the soil is a poor indicator of the root moisture.
* When the flower stem is 5" tall, it needs to be moved to a cooler, well lit place to display and enjoy your amaryllis' bloom.
Flower bulbs:
* An interesting fall blooming flower bulb is the winter aconite. Plant this bulb this month, and it will bloom later this fall with beautiful yellow flowers. This bulb will re-bloom every fall.
* To keep existing clumps of daffodils and newly planted bulbs strong enough to rebloom year after year, you need to fertilize them with Garden Trust Fertilizer this month or when planting new bulbs. Do not put GardenTrust in the planting hole. Place the Garden Trust on top of the bed after planting, and sprinkle the Garden Trust in areas that you believe bulbs have been previously planted.
* Do not rely on Bonemeal to feed your spring blooming Dutch flower bulbs. Cool soil temperatures do not allow organic fertilizers to be effective. Spring blooming bulbs need lots of fertilizer when rooting in the late fall and early spring to prepare for the spring bloom and subsequent years of re-blooming. Bonemeal is better used in spring as a supplemental fertilizer for the summer blooming flowers bulbs, like gladiolus or dahlias.
* Also check the pH with your luster leaf Ph tester when planting or growing flower bulbs. The average pH for spring flowering bulbs is 6.5. If the pH is too low add Bonide Hydrated Lime.
* Dutch flower bulbs are now available at your local garden center. Select medium to large bulbs from bulk/loose displays. Do not select pre-packaged bags of bulbs because they are usually smaller sized bulbs. For instance, 12+up cm size tulips are
* sold in bulk displays; 11-12cm sized bulbs are often sold in pre-packaged packages.
Trees:
* Deciduous trees and shrubs that drop their leaves in the fall should be fed with Plant Trust Professional Tree and Shrub Fertilizer one time in October/November, preferably as soon as possible. For pear trees, use 1/2 ounce of Plant Trust for every foot of the height of the tree. For apple trees, use 1 ounce of Plant Trust for every foot of the height of the tree. For the remaining fruit , shade, flowering trees, and shrubs use 2 ounces of Plant Trust for every foot of the height of the plants. Remember these trees and shrubs only need to be fed Plant Trust one time a year.
* White pine trees that are over 15 feet and look dull are probably dying because of overwatering from the excessive rain, non-draining clay soils, or sprinkling systems. These trees are at risk for secondary infections such as pine tree borers or nematodes. If you are seeing holes in the trunk of the tree, it is likely that the tree is infected with pine tree borers. You will not see the damage from the nematodes because they work below the ground, damaging the tree's root system.
* Arborvitae, pines, and cypress that show yellowing of the inner needles/foliage do not need treated if the yellowing is less than 50%. This is normal and these yellow needles/foliage will drop. If the yellowing is more than 50%, it is an indication that the plant has not grown enough because it was under fed. Feed all evergreens in early spring with Plant Trust Professional Tree and Shrub Fertilizer. | <urn:uuid:ff98beb9-ccda-4d45-a2ac-95a6000960b3> | CC-MAIN-2017-13 | http://radiogardensense.com/yahoo_site_admin/assets/docs/1010_2014_.282200622.pdf | 2017-03-27T10:40:45Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00379-ip-10-233-31-227.ec2.internal.warc.gz | 296,356,163 | 1,025 | eng_Latn | eng_Latn | 0.997272 | eng_Latn | 0.997462 | [
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Times Online
May 8, 2010
Bill Gates pays for 'artificial' clouds to beat greenhouse gases
Ben Webster, Environment Editor
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90 COMMENTS RECOMMEND? (18)
The first trials of controversial sunshielding technology are being planned after the United Nations failed to secure agreement on cutting greenhouse gases.
Bill Gates, the Microsoft billionaire, is funding research into machines to suck up ten tonnes of seawater every second and spray it upwards. This would seed vast banks of white clouds to reflect the Sun's rays away from Earth.
The British and American scientists involved do not intend to wait for international rules on technology that deliberately alters the climate. They believe that the weak outcome of December's climate summit in Copenhagen means that emissions will continue to rise unchecked and that the world urgently needs an alternative strategy to protect itself from global warming.
Many methods of cooling the planet, collectively known as geoengineering, have been proposed. They include rockets to deploy millions of mirrors in the stratosphere and artificial trees to suck carbon dioxide from the air. Most would be prohibitively expensive and could not be deployed for decades.
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However, a study last year calculated that a fleet of 1,900 ships costing £5 billion could arrest the rise in temperature by criss-crossing the oceans and spraying seawater from tall funnels to whiten clouds and increase their reflectivity.
MULTIMEDIA GRAPHIC: how cloud ships work
Silver Lining, a research body in San Francisco, has received $300,000 (£204,000) from Mr Gates. It will develop machines to convert seawater into microscopic particles capable of being blown up to the cloud level of 1,000 metres. This would whiten clouds by increasing the number of nuclei.
The trial would involve ten ships and 10,000sq km (3,800sq miles) of ocean. Armand Neukermanns, who is leading the research, said that whitening clouds was "the most benign form of engineering" because, while it might alter rainfall, the effects would cease soon after the machines were switched off.
Other types of geoengineering, such as mimicking volcanoes by using aircraft to spray reflective sulphate particles in the stratosphere, would have much longer effects on weather patterns.
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Stephen Salter, Emeritus Professor of Engineering Design at the University of Edinburgh, said that there was no need to wait for regulations because the trials would not add chemicals to the atmosphere. But Sir David King, former chief scientific adviser to the Government, said that experiments with potential consequences beyond national borders needed international l ti H t ld Th Ti "I d t
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Bill Gates pays for 'artificial' clouds to beat greenhouse gases - Times Online
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http://technology.timesonline.co.uk/tol/news/tech_and_web/article7120011.ece
5/13/2010
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http://technology.timesonline.co.uk/tol/news/tech_and_web/article7120011.ece
5/13/2010 | <urn:uuid:d2cef139-c4fb-4bce-a397-ed44200d1c86> | CC-MAIN-2017-13 | http://www.agriculturedefensecoalition.org/sites/default/files/file/geo_scheme_16/16GC_2010_Gates_Promotes_Use_of_Salt_Particles_to_Whiten_Clouds_Salt_Ruins_Soils_Drinking_Water_Supplies_Times_Online_News_May_8_2010.pdf | 2017-03-27T10:52:08Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00378-ip-10-233-31-227.ec2.internal.warc.gz | 391,574,969 | 1,169 | eng_Latn | eng_Latn | 0.947611 | eng_Latn | 0.994011 | [
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Tips and Troubleshooting
- Do not use a rain barrel for drinking water.
- A small amount of dish soap or vegetable oil in your barrel will prevent mosquitos.
- If you use your rain barrel to water your fruits and vegetables, rinse them with tap water before eating.
- Empty your barrel often
- Use at least a 10 foot hose on the overflow.
- Do not use a rain barrel with a roof that has been treated with moss killer.
- Use soaker hoses and watering cans with your rain barrel. There is not enough pressure to use a sprinkler.
About NJWSA
The New Jersey Water Supply Authority was formed in 1981 to manage Spruce Run and Round Valley Reservoirs, Manasquan Reservoir and the Delaware & Raritan Canal as drinking water supplies. The Watershed Protection Division was formed in 1999, and works with partners in the Raritan and Manasquan Basins to protect these water supplies.
For more information about rain barrels, please contact:
New Jersey Water Supply Authority
Heather Desko
1851 State Route 31
P.O. Box 5196
Clinton, NJ 08809 (908) 730-0270 x231
email@example.com www.raritanbasin.org
www.njriverfriendly.org
Native grass restoration at NJWSA Administration Facility
Benefits, Use, and Care of Rain Barrels
Keep the Rain from the Drain!
New Jersey Water Supply Authority Watershed Protection Programs
1851 State Route 31 P.O. Box 5196 Clinton, NJ 08809 (908) 730-0270 www.raritanbasin.org
Why Rain Barrels?
- Rain barrels are used to store rainwater collected from a roof that might otherwise carry pollution (like trash, pesticides, oil and other heavy metals) to the stream.
- Collecting rain water cuts down the volume of water that reaches the stream and can help prevent erosion.
- Rain barrels can help save money on water bills and stress on wells.
- Use rain barrels to water garden beds with a soaker hose.
- Use rain barrels for non-drinkable uses including:
- watering lawns and plants
- washing cars, dirty boots, lawn chairs, etc.
Rain Barrel Care
During the season (early April to mid-October)
- Empty your rain barrel regularly—do not let water sit for more than one week.
- Empty your rain barrel before big storms.
- Keep your gutters clean.
- Check for leaks or clogs.
- Attach a hose to your overflow (to keep water away from the house and to keep mosquitoes out).
- Place rain barrel on a stable surface, off of the ground. A full rain barrel can weigh more than 400 lbs.
Visit www.raritanbasin.org to learn more and to find out about Rain Barrel Workshops in your area
- Empty and rinse your rain barrel (use vinegar or other non-toxic cleaner). Scrub if needed.
- Disconnect your rain barrel from gutters to prevent ice and cracking.
- Store your rain barrel upsidedown (outside your house) or keep it inside your house, garage, or shed. | <urn:uuid:5522e03f-88a8-4706-9fb7-b5449d4edd76> | CC-MAIN-2017-13 | http://raritanbasin.org/Projects/rain_barrel/files/rainbarrels_benefits_use_2015.pdf | 2017-03-27T10:47:22Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00378-ip-10-233-31-227.ec2.internal.warc.gz | 291,979,316 | 659 | eng_Latn | eng_Latn | 0.986902 | eng_Latn | 0.994015 | [
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OptimalHealthSecrets.Com LIA Lifestyle Instruction Aid
abc10. Five Health Benefits of a Vacation Compiled by Dr. Victor Jean Ouellette Modified March 6, 2008
Go away, just for the health of it by Mel Borins
You know you need some time off, but you have a million excuses why you shouldn't indulge. But why not focus on the positive aspects of taking a vacation? Research has shown that holidays are just what the doctor ordered.
As a family doctor, I have known many patients who had physical and emotional illnesses that were transformed by holidays. Most of us know intuitively that taking a break is good for us but you may be surprised to know that a number of studies have confirmed the health-enhancing effects of vacations.
1. Live longer
Research done on 749 women aged 45-64 in Framingham, Mass. in the U.S. showed both homemakers and employed women who took fewer vacations had a significant increase of heart attacks. Homemakers who had a vacation once every six years or less had almost twice the risk of developing a heart attack as homemakers who took vacations two or more times per year.
2. Maintain brain cells
James Sands, from the South Coast Institute for Applied Gerontology, studied 112 women aged 65-92 and found there was a relationship between more stressful life events and a decline in intellectual functioning. However there was a positive relationship between vacations and intellectual functioning.
3. Increase life satisfaction
Linda Hoopes and John Lounsbury, researchers in the Department of Psychology at the University of Tennessee, surveyed 128 employees before and after a vacation. They found there was an increase in life satisfaction after a vacation.
4. Decrease burnout
External stresses and life events that challenge us at work and at home can make us feel overwhelmed or "burnt out." Symptoms can include feeling tired, discouraged, disinterested, unenthusiastic and even uncaring. Often when we retreat from the stresses we gain a renewed perspective on our life. Researchers in the Department of Psychology at Tel Aviv University, Mina Westman and Dov Eden, found that feelings of burnout in all 76 employees studied, decreased significantly during their vacations.
5. Improve family life
Reported in An experiment in leisure (Science Journal, 1968.), W.J. Kaiser analysed the responses of 390 steel workers to an extended paid vacation lasting 13 weeks. He found that vacations were strongly beneficial to family life. Workers reported more interactions and shared activities with their spouse and children. Twenty-five per cent of the respondents felt their work efficiency had increased and that their jobs were more interesting after their vacations.
There is something therapeutic about going away from the daily routines of life and being exposed to a different environment. Every vacation has unique merits. For some people even an organized one-week package holiday or a weekend away can have lasting benefits. Sometimes the journey is an inward exploration and people change the way they view themselves and their predicaments at home. Go away without delay. You owe it to your health.
Mel Borins is a family physician in private practice and a travel and health writer. He is an assistant professor in the department of family and community medicine at the University of Toronto and on staff at St. Joseph's Health Centre in Toronto, Ont. A fellow of the College of Family Physicians of Canada, Borins is the author of the books "Go Away Just for the Health of It" and "An Apple a Day- a Holistic Health Primer".
By MochaSofa, March 2002 | <urn:uuid:c618dcac-8312-4fa6-a8c1-805ea6e6415c> | CC-MAIN-2018-30 | http://optimalhealthsecrets.com/Library/Rest%20and%20Relaxation/abc10%20Five%20Health%20Benefits%20of%20a%20Vacation.pdf | 2018-07-16T14:34:19Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00009.warc.gz | 284,241,387 | 730 | eng_Latn | eng_Latn | 0.998788 | eng_Latn | 0.998762 | [
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Eight styles of Learning
| Likes to | Is good at |
|---|---|
| Read, write, tell stories | Memorizing names, dates, places, trivia |
| Conduct experiments, figure things out, work with numbers, ask questions, explore patterns and relationships | Math, reasoning, logic, problem solving |
| Draw, build, design and create daydream, look at pictures, watch movies play with machines | Imagine, sensing things, mazes and puzzles, reading maps and charts |
| Sing, hum tunes, listens to music, play an instrument, respond to music | Picking up sounds, remembering melodies, noticing pitches and rhythms, keeping time. |
| Move around, touch and talk, use body language | Physical activities, sports, dancing, acting, crafts |
| Have lots of friends, talk to people, join groups | Understanding people, leading others, organizing, communicating, manipulating, mediating conflicts |
| Work alone, pursue own interests | Understanding self, focusing inward on feelings and dreams, following instincts, pursuing interests and goals, being original |
| Physically experience nature, conduct observations, respond to patterning in nature | Exploring natural phenomena, seeing connections, seeing patterns, reflective thinking |
What is "Differentiated Instruction"?
Essentially, the aim of differentiation instruction is to maximize each student's growth by meeting each student where he or she is and helping the student to progress. In practice, it involves offering several different learning experiences in response to student's varied needs. Learning activities and materials may be varies by difficulty to challenge students at different readiness levels, by topic in response to students' preferred ways of learning or expressing themselves.
This is not the individual education program-IEP- approach where there are different experiences for all 20-30 students in the class. Typically two to four different learning experiences are offered by the teacher, or students are given opportunities to make their own choices. Teachers undertake differentiation in a variety of ways.
As a teacher, you can use numerous strategies and tools to differentiate instruction. Regardless of the specific combination of techniques you might choose, there are several key characteristics or elements that form the foundation of effective differentiated learning environments:
*
* Teachers and students accept and respect one another's similarities and differences.
Assessment is an ongoing diagnostic activity that guides instruction. Learning tasks are planned and adjusted based on assessment data.
* All students participate in respectful work-work that is challenging, meaningful, interesting, and engaging.
* The teacher is a coordinator of time, space, and activities rather than a provider of information. This helps students become self-reliant learners.
* Students and teachers collaborate in setting class and individual goals.
* Time is used flexibly in the sense that pacing is varied based on student needs.
* Students work in a variety of group configurations, as well as independently. Flexible grouping is evident.
* Students have choices about topics they wish to study, ways they want to work, and how they demonstrate their learning.
* Students are assessed in multiple ways, and each student's progress is measured at least in part from where that student begins.
* The teacher uses a variety of instructional strategies to help target instruction to student needs. | <urn:uuid:0a3a3f45-8062-4915-ab57-d0c2766caa57> | CC-MAIN-2018-30 | http://mercer-k12.wvnet.edu/bhs/wp-content/uploads/sites/6/2015/06/Lesson_10-20_Handout_5.pdf | 2018-07-16T14:05:09Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00011.warc.gz | 247,689,083 | 658 | eng_Latn | eng_Latn | 0.998035 | eng_Latn | 0.998035 | [
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!
BRAYS!!
C/Madre!Soledad!10,!39006!
Tel./Fax!942!332384!
BRAYS&A2&KET&COURSE&
&
Índice'
!
!
!
!
!
Brays A2 KET COURSE with exam practice
Este curso corresponde al nivel A2 del Marco Común Europeo y a KET de Cambridge. Posee ocho Unidades (Units) y cuatro Pruebas de Progreso (Progress Check). Los Recursos están agrupados en 7 categorías - 'Grammar Focus', 'Grammar Reference Unit', 'Vocabulary', 'Language Focus', 'Pronunciation', 'Listening' y 'Reading and Writing'. Más 30 ejercicios de preparación de examen KET.
Duración del Curso = aprox. 80 horas
UNIT 1
Making friends (21 items)
9 language exercises, 2 grammar reference units, 4 vocabulary activities, 2 listening activities, 2 English pronunciation activities and 2 KET exam preparation exercises that provide practice of the kind of language used to talk about yourself and others, and also practice of present tenses and possessives.
UNIT 2
Festivals (21 items)
8 language exercises, 2 grammar items, 3 vocabulary activities, 2 listening activities, 2 pronunciation activities, 1 game, 1 elementary language test and 2 ESOL KET exam preparation exercises that provide practice of the kind of language used to talk about making comparisons and giving advice. They also provide practice of the use of 'should' and gerunds.
Progress Check Units 1 and 2 (14 items)
3 language exercises, 4 listening activities, 4 KET vocabulary activities and 3 ESL elementary language tests providing additional practice of the language studied in Units 1 and 2.
UNIT 3
Past times (19 items)
5 language exercises, 5 English grammar items, 3 vocabulary activities, 2 listening activities, 2 pronunciation activities and 2 KET exam preparation exercises that provide practice of the kind of language used to talk about the past and they also provide practice of irregular verbs and the past simple and the past continuous.
UNIT 4
Soap (20 items)
4 English grammar items, 5 language exercises, 2 listening activities, 4 vocabulary activities, 2 pronunciation activities, 1 elementary language test and 2 KET exam preparation exercises that provide practice of the kind of language used to talk about the future, plus practice of 'going to' and the future simple.
!
!
Progress Check Units 3 and 4 (12 items)
6 language exercises, 3 vocabulary activities and 3 listening activities giving you additional practice in the kind of language you met in Units 3 and 4.
UNIT 5
Out and about (22 items
)
7 language exercises, 3 grammar items, 6 vocabulary activities, 2 listening activities, 2 pronunciation activities and 2 ESL Cambridge KET for schools exam preparation exercises that provide practice of the kind of language we use to talk about arrangements and restaurants. They also provide practice of the present continuous to talk about the future and countable and uncountable nouns.
UNIT 6
City life (20 items)
6 language exercises, 4 English grammar items, 4 vocabulary activities, 2 listening activities, 2 pronunciation activities and 2 Cambridge KET for schools exam preparation exercises that provide practice of the kind of language we use to talk about recent events and experiences, practice of the present perfect, 'too' and 'enough'.
Progress Check Units 5 and 6 (13 items)
6 language exercises, 3 vocabulary activities and 4 listening activities giving you additional practice in the language studied in Units 5 and 6.
UNIT 7
Wonderful world (21 items)
6 language exercises, 4 English grammar items, 5 vocabulary activities, 2 pronunciation activities, 2 listening activities and 2 Cambridge KET for schools exam preparation exercises that provide practice of the kind of language we use to talk about obligation and prohibition and expressing preferences, plus practice of 'must', 'have to', 'would like' and 'rather'.
UNIT 8
Moving images (19 items)
7 language exercises, 4 English grammar items, 4 vocabulary activities, 2 pronunciation activities and 2 KET for schools exam preparation exercises that provide practice of the kind of language we use to talk about processes, cause and effects, plus practice of conditional sentences and infinitives of purpose.
Progress Check Units 7 and 8 (9 items)
4 language exercises, 3 vocabulary activities and 2 language tests giving you more practice of the language studied in Units 7 and 8.
!
!
!
UNIT 9
KET Exam Practice 1 (10 items)
KET for Schools Paper 1 Part 1, KET for Schools Paper 1 Part 3, KET for Schools Paper 1 Part 4, KET for Schools Paper 1 Part 7, KET for Schools Paper 1 Part 8, KET for Schools Paper 2 Part 1, KET for Schools Paper 2 Part 2, KET for Schools Paper 2 Part 3, KET for Schools Paper 2 Part 4, KET for Schools Paper 2 Part 5.
KET Exam Practice 2 (10 items)
KET for Schools Paper 1 Part 1, KET for Schools Paper 1 Part 3, KET for Schools Paper 1 Part 7, KET for Schools Paper 2 Part 1, KET for Schools Paper 2 Part 2, KET for Schools Paper 2 Part 3, KET for Schools Paper 2 Part 4, KET for Schools Paper 1 Part 1, KET for Schools Paper 1 Part 3, KET for Schools Paper 2 Part 1.
KET Exam Practice 3 (5 items)
3 x KET for Schools Paper 1 Part 7, KET for Schools Paper 2 Part 1, KET for Schools Paper 2 Part 4.
UNIT 10
Playtime e-motion games (27 items)
Playtime multilevel games (3 items)
Playtime Word games (5 items)
! | <urn:uuid:5f2dc688-18dc-4155-a553-12fc0becbf3f> | CC-MAIN-2018-30 | http://brays.es/descargas/cursos_online/Brays-Cambridge-Exams-A2-KET.pdf | 2018-07-16T14:16:50Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00011.warc.gz | 58,472,382 | 1,292 | eng_Latn | eng_Latn | 0.62005 | eng_Latn | 0.868579 | [
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10 Reasons to Say NO to Animal "Gifts"
www.awfw.org/no-animal-gifts
Introduction & Summary
During the holiday season, popular gifts include donations to programs that send live farm animals as "gifts" to help alleviate hunger and poverty in low-income countries.
Our purpose here is to make the criticisms of these campaigns public and to encourage alternatives that are more effective and more compassionate.
We examine the flaws in concept and practice with animal-gifting groups in general, and with Heifer International in particular (since they are the largest and most well-known).
In short, we explain why animal gifting doesn't necessarily help, and sometimes harms, the recipients, and how these programs may be misleading to donors.
1. Most recipients are lactose intolerant and harmed by dairy…
Increased dairy production is frequently touted as one of the greatest successes of animal gifting programs. However, 75% of the world is lactose-intolerant, and 90% of Asian and African populations (toward whom dairy programs are aggressively targeted) are lactose intolerant.
Most mammals (including humans) become lactose intolerant after weaning. Mothers' milk is very specifically created for infants, not adults.
As such, both small- and large-scale dairy programs can negatively affect the health, well-being, and productivity of people in lactose intolerant populations. Widespread digestive ills include stomach pain, gas, bloating, cramps, diarrhea, and even vomiting. Consuming milk from other animals is also associated with allergies, asthma, and a host of autoimmune disorders.
While dairy is "a" source of calories, the resources used to produce it may be better spent on alternatives that provide a higher quality and quantity of calories, protein and calcium.
2. More farmed animals does not mean less hunger…
Pro-meat biases mean that sustainable plant crops that actually provide better nutrition and more income are often overlooked. Teff, for example, is one of Ethiopia's oldest grains. It is drought and heat tolerant, while also being packed with protein and calcium. In Food Choice and Sustainability (2013), Dr. Richard Oppenlander writes:
"In Ethiopia, over 40 percent of the population is considered hungry or starving, yet the country has 50 million cattle (one of the largest herds in the world), as well as almost 50 million sheep and goats, and 35 million chickens, unnecessarily consuming the food, land and water…. [P]oorly managed cattle grazing has caused severe overgrazing, deforestation, and then subsequent erosion and eventual desertification. Much of their resource use must be focused on these cattle.
Instead of using their food, water, topsoil, and massive amounts of land and energy to raise livestock, Ethiopia, for instance, could grow teff, an ancient and quite nutritious grain grown in that country for the past 20,000 to 30,000 years. Teff…is high in protein, with an excellent amino acid profile, is high in fiber and calcium, (1 cup of teff provides more calcium than a cup of milk), and is a rich source of boron, copper, phosphorus, zinc, and iron.
3. More farmed animals mean more mouths to feed…
Many recipients of animal gifts struggle to provide basic care to the animals they receive. Animals do not magically produce milk and meat or just "live off the land" by grazing. They must be given food and water in areas where these resources are already scarce.
Having another mouth to feed can significantly add to a family's burden, and the animals frequently suffer from neglect, malnutrition, dehydration, lack of veterinary care, and lack of shelter from temperature extremes.
4. Farmed animals do not just "live off the land"…
While it's tempting to believe, farmed animals do not just "live off the land" consuming only grass and scraps that don't compete with human consumption.
In response to criticism that promoting animal agriculture in regions already plagued by desertification and drought is irresponsible, Heifer International and other animal gifting organizations now have "zero-grazing" requirements. Zero-grazing means that animals are confined and must have food and water brought to them. This food and water can be in direct competition with human consumption.
Zero-grazing is not only bad for the animals who are confined, it is also bad for the people (often children) who must use their time, labor and resources to feed and water the animals.
5. Farmed animals use a great deal of water…
Raising animals requires up to 10 times more water than growing crops for direct consumption. Yet, organizations such as Heifer International promote inherently water-intensive animal farming, even in areas identified as water-scarce. This means that already limited freshwater supplies are diverted to animals for their hydration, sanitation, and the cultivation of the forage used to feed them.
These uses of water are in direct competition with the drinking water needs of local communities, as well as with the supply of water available to grow foods for direct human consumption.
Additionally, in many arid communities, water is only available from a communal well or reservoir, in which case hydrating animals is a labor-intensive process for adults and children who must travel by foot and can only carry limited amounts at a time.
6. Experts disapprove of animal gifting…
The World Land Trust calls animal gifting programs "madness… environmentally unsound and economically disastrous."
They conclude that "now that the grave consequences of introducing large numbers of goats and other domestic animals into fragile, arid environments is well documented, WLT considers it grossly irresponsible… to continue with these schemes … as a means of raising quick money for charities over the Christmas season."
Sean O'Neill of the Times of London explains that animal gifting organizations "are wooing the ethical shopper with pictures of cute goats wearing Christmas hats and promises of helping the poor in developing countries." But organizations such as the World Land Trust and Animal Aid deem that "it is 'madness' to send goats, cows and chickens to areas where they will add to the problems of drought and desertification."
7. Animal gifting programs mislead the public…
Heifer International and similar organizations spend exorbitant amounts of money on colorful, glossy catalogs depicting cute children hugging and kissing happy, healthy animals. From these catalogs, well-meaning donors choose which animal they would like to send as their giftdonation.
But in reality, donations may not go toward the purchase of the selected animal. Quoting from Heifer International, "monies from any… animal fund can be used where needed most."
Vegetarians and vegans especially beware: bee and tree gift-donations can support any animal program, fundraising, or overhead.
8. Animal gifting organizations may have questionable spending…
Concerns about the priorities and appropriate use of donations apply to all animal gifting programs, but Heifer International raises particular concerns because of their annual budget, which exceeds $250 million a year, and luxury spending such as on their headquarters.
Heifer International consistently spends more than a million dollars a year on professional fundraising fees. Those are just the "fees." The figure jumps to more than $20 million when printing, distribution, processing, and other fundraising-related costs are included.
According to Heifer International's 2012 taxes, they spent $20,328,394 on fundraising alone.
Former Indian minister for social welfare and animal protection, Maneka Gandhi, stated: "Nothing irritates me more than charities abroad that collect money and purport to give it to women or children or for animals in Asia or Africa. Very little reaches the country or the cause for which it is meant. Most of it goes toward their own 'infrastructure,' which means rent, staff, travel and 'investigation'… This is cynical exploitation of animals and poor people."
9. Some animal gifting programs raise concerns from charity raters…
GiveWell charity rating organization deemed in their evaluation of Heifer International that the organization lacked sufficient transparency and priority programming for a recommendation.
Quoted from the GiveWell website are concerns about animal gifting in general: "We have not found a livestock-distribution charity that has published either evidence of impact… or clear answers to these questions:
- Are the livestock in good health? Will they meet recipients' expectations, or will they die or underproduce, potentially causing people to make bad plans and investments?
- Do the recipients of livestock gifts have the ability, in terms of knowledge and resources, to take care of the livestock well?
- Are gifts successfully targeting those in need within a community? Is there a risk of fostering jealousy and/or economic instability?
- Might recipients benefit more from different valuable gifts, such as cash?"
10. There are better feeding & gift-donation programs…
Due to popular demand, we have created a special Plants-4-Hunger program to provide a compassionate and highly effective alternative to animal gifting: www.awfw.org/gifts.
We send 100% of your donation to four hand-picked groups with low overhead and proven successes in high need areas. These hunger relief projects provide both immediate assistance and long term community solutions that feed families without harming animals. | <urn:uuid:cfa393f2-bba0-4472-804a-2ccee4dd9ea0> | CC-MAIN-2018-30 | https://awfw.org/wp-content/uploads/SayNOtoAnimalGifts.pdf | 2018-07-16T14:18:55Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00009.warc.gz | 613,746,263 | 1,872 | eng_Latn | eng_Latn | 0.998309 | eng_Latn | 0.998338 | [
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Thousand Oaks Lancer Band
YOU'RE'IN'THE'BAND!!'
Now'we'need'to'determine'which'class'you'will'be'enrolled'
'
Tuesday, May 29, starting at 4 PM
Band Audition Requirements Brass/Woodwind:
!! 12 Major Scales as written.
!! Chromatic Scale (bottom of page 2 of your scales)
!! The prepared pieces (found on our website)
!! Sight Reading (to be given to you at the audition)
Band Audition Requirements Percussion
!! Mallet Percussion Piece
!! Snare Etudes
!! Timpani Etude
!! Marching Percussion Etudes (if in Marching Band)
Please show up 30 Minutes before your scheduled time.
Professional Musicians will be adjudicating your performance.
Bring any outstanding Orientation Form(s) to the check-in table.
Some of this music may look daunting.
Don't fret… TRY YOUR BEST.
'
Placement'Audition'Schedule!
(Posted!on!Band!Calendar!at!www.tohsband.org)!
!
A tentative schedule for YOUR AUDITION TIME will be posted in the "body" of the calendar event "Placement Audition Schedule" found on our website calendar (May 30 th Audition Event)
This schedule will be updated throughout the month of May. The final posting will be updated on Friday, May 26 th . Please be sure to check your time after May 26 th .
!
Look!for!your!assigned!audition!time.!!If!you!do!not!see!your!name!on!this!list!or!a! correction!is!needed,!please!contact!Mrs.!Martone!before!May!19 th !in!the!band!office!at! 495E7491,!x!6002,!email@example.com.!
If you miss your audition:
Wind Musicians: You will be enrolled as a member of the Symphonic Band, Period 3 Percussionists: You will be enrolled in the Percussion Techniques Class Period 7
Thousand Oaks High School Band / Audition Scoring Sheet
Student ________________________________________________________
_______________________________________________________________Instrument
| Tone quality is full, rich and characteristic of the tone quality of the instrument in all registers. | 9 | 10 |
|---|---|---|
| Tone quality is characteristic in most registers, but distorts in a few passages. (occasional lapses). | 7 | 8 |
| Tone quality exhibits some flaws in production. (i.e. slightly thin/unfocused or forced sound) | 5 | 6 |
| Tone quality has several flaws in basic production. (i.e. consistently thin/unfocused or forced sound) | 3 | 4 |
| Tone Production is of a quality that hinders the performance. | 1 | 2 |
| Intonation is accurate in all ranges and registers. | 9 | 10 |
|---|---|---|
| Intonation is mostly accurate; the student adjusts the few problem pitches to an acceptable standard. | 7 | 8 |
| Intonation is somewhat accurate but consistently includes out-of-tune notes; the student adjusts these pitches with fair success. | 5 | 6 |
| A basic sense of intonation is evident, yet major errors occur. The student makes little attempt to adjust problem pitches. | 3 | 4 |
| Rhythms are accurate and precise throughout the performance. | 9 | 10 |
|---|---|---|
| Rhythms are nearly accurate; occasionally, rhythms lack precise interpretation. | 7 | 8 |
| Most rhythm patterns are accurate, but errors in precision are present. (approximation of written rhythms) | 5 | 6 |
| Many rhythms performed incorrectly or inconsistently, major errors are present in the performance. | 3 | 4 |
| Rhythms are consistently performed incorrectly; clarity and precision are essentially nonexistent. | 1 | 2 |
Technique (Circle one number)
| Performance demonstrates complete mastery of the technical demands of the music, including precision, facility, and clarity of pitches and articulations. | 9 | 10 |
|---|---|---|
| Performance nearly demonstrates mastery of the technical demands of the music, minor inconsistencies in precision, facility, and clarity are isolated and rarely detract for the performance. | 7 | 8 |
| The majority of passages are handled with reasonable technical facility; some passages include incorrect or unclear pitches and/or articulations; precision and/or facility are questionable at times. | 5 | 6 |
| Performance demonstrates basic knowledge of the technical demands of the music; consistent, major errors are made in pitch, articulation, facility, and precision. | 3 | 4 |
| Lack of accuracy of pitch, articulation, facility, and precision seriously hinders the performance, the student's technique is not developed enough to attempt the solo passage. | 1 | 2 |
| Performance demonstrates full control of tempo, dynamics, phrasing, and expression in a dramatic performance consistent with the style of the solo. | 9 | 10 |
|---|---|---|
| Performance demonstrates good control of tempo, dynamics, phrasing, and expression in a performance often consistent with the style of the solo; the range of expression may be somewhat limited, but rarely detract from the performance. | 7 | 8 |
| Performance demonstrates basic control of tempo, dynamics, phrasing and expression; basic attempts at dramatic performance and basic knowledge of style are evident, limited/inconsistent range of expression prevails. | 5 | 6 |
| Major errors in control of tempo, dynamics, phrasing, and expression are present; the student demonstrates little attempt at dramatic performance; many stylistic inconsistencies are present. | 3 | 4 |
| Lack of control of tempo, dynamics, phrasing and expression hinders the performance; attempts at dramatic and/or stylistically correct performance are unsuccessful or nonexistent. | 1 | 2 |
Scales
Major / Minor
Scales:
Chromatic Scale:
Comments
Work to improve Tone quality
Tempo too slow
Intonation flaws
Did not play all notes
Uneven tempo
Limited pitch range
Scale not played slurred
Pitches played out of order
Work to improve Tone quality
Tempo too slow
Incorrect pitches
Too few octaves played
Uneven tempo
Intonation flaws
Incorrect articulation
Incorrect rhythm pattern
Played incorrect scale
Chromatic
F
Bb
Eb
Ab
Db
Gb
C
G
D
A
E
B
SIGHT-READING
Sub Total Page 2 (100):
Judge's signature
FINAL SCORE (140):
Score 1 - 10
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 5
Score 1 - 20
q
Major Scales
=96
C Major
Tuba
G Major
# # # # ### ###### # ####### ## # # # #
# # #( # #( $
!
Tuba
Middle School Thousand Oaks HS Audition Music
Required Scale Order:
F - B
GMEA All-State Band Etude 2018
b
- E
b
- A
b
ƒ | <urn:uuid:9ecef92b-654b-473a-905f-e5df1287add3> | CC-MAIN-2018-30 | http://www.tohsband.org/images/tohs_auditions/2018-2019/13_Tuba_Audition_Set_1.pdf | 2018-07-16T14:27:11Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00010.warc.gz | 553,828,012 | 1,655 | eng_Latn | eng_Latn | 0.461598 | eng_Latn | 0.967024 | [
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Executive Summary
HEALTH CARE NEEDS OF CHILDREN AND YOUTH
Course Title: IN THE CHILD WELFARE SYSTEM
Outline of Training:
Trainees will understand the complexities of health care issues and concerns for children and youth in the child welfare system, which include preventative healthcare, common health care problems, and timely referrals. Trainees will understand the statewide health care resources and how to access them for children and youth in the child welfare system. Trainees will work with case examples in small group activities to develop a foundational knowledge of foster care health needs.
Target Audience:
New Child Welfare workers as part of the California Common Core Curricula for Child Welfare Workers
Outcome Objectives for Participants:
K1. Trainees will be able to recognize the need for and their role in preventive health care, including periodicity of medical and dental exams, immunization schedules, and early intervention programs.
K2. Trainees will be able to identify common health care issues of children and youth involved in the child welfare system.
K3. Trainees will be able to identify resources available to promote health and wellness for children and youth involved in the child welfare system.
K4. Trainees will be able to explain the role of care providers and foster care public health nurses in the prevention, care, treatment, advocacy, and follow-up of health care needs for children and youth in their care.
K5. Trainees will verbalize an understanding of the purpose and duties involved in developing and maintaining the Health Passport.
K6. Trainees will explore a holistic approach to health care and understand the connection between mind, body, and spirit, and the ways this approach can promote children's wellbeing.
K7. Trainees will be able to recognize racial and ethnic disparities in health and access to health care, and how such disparities parallel fairness and equity issues in the child welfare system.
Values:
V1. Trainees will value that overall health and wellness involves the care of the mind, body, and spirit, and includes the integration of a family's cultural practices.
V2. Trainees will value working in partnership with Foster Care Public Health Nurses and other health care providers to promote well-being for children and youth
Ways that Supervisors can support the Transfer of Learning from the classroom to the job…
BEFORE the training
1. Review job duties as related to the task of monitoring and supervising the health care needs of youth in foster care.
2. Find and read the county protocols for children with special health needs.
3. Identify two or three cases from case load that need particular attention to health supervision. Have new child welfare worker begin to formulate a care plan for health needs and identify gaps in knowledge.
AFTER the training
1. Worker should meet with PHN's to hear first hand about the role of the PHN in their county and make a plan for how to work together effectively.
2. Use the same two or three cases identified before the training that need particular attention to health supervision. Review the cases with a PHN and discuss appropriate medical referrals and follow up including the role of the PHN and the role of the worker. | <urn:uuid:8c9bb879-5ddc-4998-a41d-093af83a745d> | CC-MAIN-2018-30 | http://bayareaacademy.org/wp-content/uploads/summaries/Health%20Care%20ES.pdf | 2018-07-16T14:23:05Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00012.warc.gz | 40,683,059 | 632 | eng_Latn | eng_Latn | 0.997519 | eng_Latn | 0.997613 | [
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How to Record EVP's
For many the best evidence of life after death is the EVP (electronic voice phenomenon). EVP is defined as a sound or voice that is recorded on audio or video recording devices. While not heard at the time of recording EVP's are only heard later at playback. We use three basic classifications for EVP's that help us to develop interpretations.
* Class A: Easily understood by almost anyone with little or no dispute. Th ese are also usually the loudest EVPs.
* Class B: Usually characterized by warping of the voice in certain syllab les. Lower in volume or more distant sounding than Class A. Class B is t he most common type of EVP.
* Class C: Characteriz ed by exc essive warping. They are the lowest in v olume (often whispering) and are the hardest to understand.
The protocols below are basic and will help you to establish contact with spirits.
EVP Protocols
The following rules should be followed to ensure the validity and accuracy of any anomalies discovered during playback.
- Use new name-brand audio tapes.
- Open and load all tapes in front witnesses.
- An external microphone is required for an alog recording dev ices. An external microphone is not required for digital record ers but the use of one will greatly aid in recording.
- Pop tabs on all cass ettes after recording to eliminate the chan ce of accidental over-recording.
- Only record on one s ide of the t ape to prevent bleed- through and never ov errecord on tapes.
- Obtain a s ample voic e print of t eam members and c lients at the beginning of recording.
- Record the date, time and location on the cassette label, as well as verbalize it at the beginning of recording.
- No distorting your voice during recording. This inclu des whispering which may be confused for EVP during playback.
- No whistling, deliberate rust ling of papers or clothing or creating any noises that might be c onfused fo r EVP d uring playbac k. Clearly and voc ally id entify any accidental noises to eliminate them as possible EVP during playback.
- EVP's will often be re corded during normal team conv ersation, so no shouting, abusive language, or inflammatory topics ar e allowed. Keep s ide converstations to a minimum.
- Vocalize to identify any background noises, including t he conversations of other team members.
- For Analog recorders, make a c opy of each cassette and store t he original in a safe climate controlled place. Copies may be used for repeated playback.
- For digital recorders, transfe r your recordings to your computer. This will a llow you to make copies as needed or to isolate certain portions.
- Ask permission of the spirits to record t heir voices and encourage them to speak into the microphone.
- Each time you move to a new location, verbalize the time, change of location and the names of persons present in the location.
.
- For EVP recordings, allow a quiet time of 15-20 second s between each question to allow th e spirit to answer. Record for 4 to 5 minutes before playback Playback is essential for spirit interaction.
Analog Recording Device
1) Always use fresh new tapes.
3) Only record on one side of the tape.
2) Only use name brand tapes.
4) Always use an external microphone.
6) Label tape with location, date and time.
5) Always pull tabs on tapes following recording.
7) Store original tape in a safe place and make a copy for playback.
Digital Recording Device
1) Always use an external microphone.
3) Use free audio recording software such as Audacity to isolate portions of the recording.
2) Use computer compatible recording device.
4) Store original recording in a safe place and make a copy for playback.
Samples of EVP Questions
The best questions are normally those that can be verified or can be answered simply. Each question should be asked two or three times. (Allow at least 20-30 seconds between your questions for answers)
**Introduce yourself and whoever is assisting you. Ask for permission and ask spirits to help you.
- Is there anyone here?
- What are their names?
- What is your name?
- Would you like to talk to us?
- Are there children here?
- What is your gender?
- What year it is?
- How are you feeling?
- What is today's date?
- What is my name?
- Are you a spirit?
- Are you here all the time?
- Are you resting here?
- Is there anyone else with you?
- Are you happy?
- Is there anything you want to say?
You can also ask personal questions to get additional responses.
- What are your children's names?
- What kind of car did you drive?
- What did you do for a living?
- What is your favorite color?
- When is your birthday?
- How old is your wife?
- What color is your daughter's hair?
- What day is your anniversary? | <urn:uuid:1e4cd260-69b4-4b83-a008-0d7d1f692065> | CC-MAIN-2018-30 | http://psghosthunters.com/documents/How%20to%20Record%20EVP.pdf | 2018-07-16T13:59:06Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00011.warc.gz | 305,980,454 | 1,048 | eng_Latn | eng_Latn | 0.998108 | eng_Latn | 0.998852 | [
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Sidereal Zodiac Dates, gathered by Mary Stewart Adams for Holy Nights 2017-18
Pisces ~ 1st Holy Night (steadfast I take my place upon the earth…); December 24-25
March 16 – April 14
Aries~ 2nd Holy Night; December 25-26
April 15 – May 15
Taurus~ 3rd Holy Night; December 26-27
May 16 – June 15
Gemini~ 4th Holy Night; December 27-28
June 16 – July 16
Cancer~ 5th Holy Night; December 28-29
July 17 – August 16
Leo~ 6th Holy Night; December 29-30
August 17 – September 16
Virgo~ 7th Holy Night; December 30-31 (the week fulfills with the sign of the Divine Feminine)
September 17 – October 17
13th Hidden Holy Night observed December 31 to January 1
Libra ~ 8th Holy Night; January 1-2; (the new year begins with equanimity)
18 – November 16
Scorpio~ 9th Holy Night; January 2-3
November 17 – December 16
Sagittarius~ 10th Holy Night January 3-4
December 17 – January 15
Capricorn ~ 11th Holy Night; January 4-5
January 16 – February 14
Aquarius~ 12th Night; January 5-6; the year's growth forces arrive when Sun moves through the region of Aquarius stars
February 15 – March 15
The regions of the zodiac and their corresponding dates, as they are described here, follow the sidereal system, which was used in the original Calendar of the Soul to describe the position of the Sun throughout the cycle of the year. It is possible that to deduce from this that, when aligning ourselves to starry worlds according to the sidereal system, we are working in the Sun sphere. The Moon zodiac images in the original calendar followed the tropical zodiac, which suggests that in the tropical system , we are experiencing within the Moon sphere. The two zodiacs do not contradict one another, anymore than the Sun sphere contradicts the Moon sphere~they are simply two different spheres of experience. It is important to be mindful of the progression from one to another, which can be imagined as a threshold crossing, which in all ancient traditions occurs in the company of an escort: Thoth; Hermes-Psychopompos; Mercury.
From Paul's 1st Letter to the Corinthians, chapter 15, verses 40&41:
There are also celestial bodies, and bodies terrestrial: but the glory of the celestial is one, and the glory of the terrestrial is another. There is one glory of the sun, and another glory of the moon, and another glory of the stars: for one star differeth from another star in glory. | <urn:uuid:800c0445-61fc-4533-bc21-03a25c0915d1> | CC-MAIN-2018-30 | http://www.rudolfsteiner.org/fileadmin/programs/webinars/holy-nights-journal-2017/Sidereal-zodiac-dates.pdf | 2018-07-16T14:20:01Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00009.warc.gz | 543,240,027 | 662 | eng_Latn | eng_Latn | 0.795862 | eng_Latn | 0.992431 | [
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SKPS/2018/P3 Level/118 23 March 2018
P3 Level Letter (Term 2)
Dear Parent / Guardian,
Welcome back from the March holidays. We trust that your child has had a good rest and is rejuvenated for Term 2's exciting myriad of activities.
Attendance and Attitude
We are proud to inform that most of our students have been punctual in Term 1 and we would like to thank you for your help in ensuring your child arrives in school on time. However, there is still a handful who are still late. We would like to appeal to all parents to ensure your child arrives in school latest by 7.20 a.m. Let's instill the good habit of punctuality from a young age in all our students.
Good attitude is a critical ingredient to achievement and this is seen through students' quality of work. Some students continue to have very untidy handwriting and hence their work is full of mistakes. There is also an increasing number of students who do not complete their homework or bring their homework to school punctually. We urge parents to monitor your child's work closely to ensure homework is completed neatly and properly and school bag is packed every night. Completing homework is critical to reinforce students' learning, as well as enable teachers to know and close any learning gaps.
Personal belongings
There have been a few reports from students about losing their personal belongings. Upon investigation, very often the students would mention that their personal belongings do not carry any form of identification. We urge parents to label your child's belongings (books, water bottle, pencil case, etc.). It is also quite a handful to carry a story book, water bottle, recess lunch box, etc. Hence, it would be beneficial if parents can equip your child with a little bag to carry all the belongings. This will also reduce the risk of losing individual items. We seek parents' help to educate your child on being responsible towards personal belongings.
The Lost & Found box is also filled with unclaimed items. If there is any loss of belongings, students should check the Lost & Found box, as well as re-trace their steps to search for their belongings. This will inculcate a sense of independence and personal responsibility.
SA1
The students will be taking their SA1 examinations from 23 April. We urge parents to assist and monitor your child in his / her revision of the English, Math, Science and Mother-Tongue subjects. Students should be revising their Science and Mathematics topics as well as English and Mother-Tongue materials.
Finally, a story to share
Peter Draw first fell in love with drawing at the age of 3. At 6, he was kicked out of a drawing workshop because he could not afford the fee. He ran home believing that dreams do not come true for poor children like him. His grandfather told him that dreams do come true if one believes in oneself.
At 16 years old, his grandfather passed away. In tears, he learnt that our loved ones do not wait forever for us. Peter decided to follow his dreams to draw and make others happy.
Today, Peter travels around the world drawing to protect children's dreams – because children deserve the best. His record breaking drawings have warmed the hearts of many in 30 cities across 20 countries, including Jackie Chan, Nobel Peace Laureates Desmond Tutu and Dr Oscar Arias.
Peter's awards include Junior Chamber International's Outstanding Young Persons of Singapore in 2008 for his contributions to Children, World Peace and Human Rights and 2 Guinness World Records – drawing the World's Largest Caricature Drawing in 2007 and teaching the World's Largest Art Lesson in 2010.
Peter serves on the school advisory committee of his alma mater Ang Mo Kio Primary School and Reader's Digest Asia featured him as the "Everyday Hero".
Presently, there are hundreds of children following Peter Draw's footsteps to draw and make other people happy. They call themselves "Little Draws".
Source: https://about.me/peter.draw
To have such an illustrious career, Peter would need to uphold absolute confidence – the confidence he had to believe in his dreams, constantly meeting new people to spread his love through the art form and many other instances. This is the school value that we would like to emphasise in Term 2 – 'Confidence'. We believe that our students should always have confidence as they go about their daily activities. Confidence is an important value to guide us to success. As children learn quickly through observational learning, we hope to continue to engage you as a partner in the character and holistic development of your child and to build confidence and a positive attitude in him / her so that your child will be confident of achieving his / her goals and strive to achieve excellence.
Please refer to the attached Annexes for general information such as programmes and events for the term.
Annex A: General Information
Annex B: Programmes / Events / Activities
Annex C: Remedial Schedule
Kindly acknowledge receipt of this letter and return the acknowledgement slip to your child's form teacher via your child by 26 March 2018, Monday.
Thank you.
Yours sincerely, on behalf of the P3 Level Teachers,
___________________________
Mrs Karen Tan
P3 Assistant Year Head (Internal)
cc. Mrs Teo Whye Choo (Principal)
Mrs Winefrede Loo (VP)
Mr Hamri (VP-Admin)
2
___________________________
Mrs Andrea Ki
Year Head (Middle Block) (Internal)
Annex A
GENERAL INFORMATION
Annex B
PROGRAMMES / EVENTS / ACTIVITIES – TERM 2
Annex C
REMEDIAL SCHEDULE FOR TERM 2
| Week | Monday (EMS) 2.15p.m. – 3.00p.m. 3.00p.m. – 3.45p.m. |
|---|---|
| 2 | 26 March |
| 3 | 2 April |
| 4 | 9 April |
| 5 | P4 NAPFA |
| 6 to 10 | |
| T3W2 | Youth Day (in-lieu) |
*Remedial lessons will resume in Term 3 Week 2. Letters will be issued to identified students.
*A separate Mother-Tongue letter will be issued for selected students.
------------------------------------------------------------------------------------------------------------
Acknowledgement Slip
P3 Level Letter 2018 (Term 2)
I have noted the contents of this letter dated 23 March 2018.
Name of Child / Ward: __________________________________ Class: P 3()
Name of Parent / Guardian: ______________________________
Contact No: _______________________ (H/P) _______________________ (H)
__________________________ ____________
Signature of Parent / Guardian
Date | <urn:uuid:b5492601-41b3-48b1-81c3-b62da998dd61> | CC-MAIN-2018-30 | http://sengkangpri.moe.edu.sg/qql/slot/u532/Staff/Primary%203/Level%20Letter%202018_P3_Term%202.pdf | 2018-07-16T14:28:57Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00011.warc.gz | 332,617,549 | 1,398 | eng_Latn | eng_Latn | 0.983128 | eng_Latn | 0.999007 | [
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Hop around to Find me!
Beverley's White Rabbit trail
Get the band together and strike a pose on Beverley's Band Stand! Also known as Market Cross, where people met their friends on market days. 2.
Have you got a plain white t-shirt? Well, had you lived a long time ago, you could have brought it here to have it coloured, because Dyer Lane was where all the cloth was dyed using local flowers. No cotton though, just wool; lots of it! 1.
Beverley was known for tanning leather to make all sorts of items, such as boots. Can you find anything else they made? (Clue: look along the arm of the bench here...) 3.
You've reached St. Mary's Parish Church. Find the Pilgrim Rabbit Carving. Take a photo or bring back a postcard to show us. Your reward will be a chocolatey treat! (Psst! The opening times are Monday to Saturday 11am - 3pm) 5.
Now you have found that, look across the street and see if you can spot something else which would have been made of leather. (Clue: it's on top of a post!) 4.
6.
This is Sow Hill. In the old days pigs were kept here, and when the circus came to Beverley their animals were kept here too. Imagine an elephant coming down this street!
This building started life as Beverley's Corn Exchange, but has had many uses over the years. Can you find out what else it used to be? (Clue: Look for a doorway down the side of the building. It had a lot of water!)
7.
| F | G | Y | T | I | B | B | A | R | E |
|---|---|---|---|---|---|---|---|---|---|
| R | N | S | E | N | U | P | D | C | T |
| I | V I | E | Y | R L | R Y | Y | T | E | H I |
| X | | T | P | | | E | R | A | |
| K | R | Q | Q | E | A | E | V | P | W |
| W | A | N | G | C | C | M | V | D | R |
| C | C | U | S | H | A | V | T | E | W |
| E | N | A | L | R | E | Y | D | S | B |
| S | E | L | F | F | U | R | T | X | F |
| E | T | A | L | O | C | O | H | C | B |
Find the words!
| B | C | H | O | C | O | L | A | T | E |
|---|---|---|---|---|---|---|---|---|---|
| F | X | T | R | U | F | F | L | E | S |
| B | S | D | Y | E | R | L | A | N | E |
| W | E | T | V | A | H | S | U | C | C |
| R | D | V | M | C | C | G | N | A | W |
| W | P | V | E | A | E | Q | Q | R | K |
| H | A | R | E | R | R | P | T | V | X |
| I | E | T | Y | Y | L | Y | E | I | I |
| T | C | D | P | U | N | E | S | N | R |
| E | R | A | B | B | I | T | Y | G | F |
1. Rabbit 2. Chocolate 3. Beverley 4. White
5. Truffles 6. St Marys 7. Carving 8. Dyer Lane | <urn:uuid:0ff461f0-5436-4baa-b54f-350066e1bbaa> | CC-MAIN-2018-30 | http://whiterabbitchocolatiers.co.uk/white-rabbit-trail-pdf | 2018-07-16T14:46:29Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00009.warc.gz | 408,370,922 | 882 | eng_Latn | eng_Latn | 0.871338 | eng_Latn | 0.999416 | [
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Hustle bustle on the floor…
The month of January embarked with field trips, sleepover and special days, which kept children in motion.
Night Out
Full of smiles and buzzing with excitement, Sr. Kg children had a night out with their friends and teachers.
Fun at Pizza Express
The evening started off with a visit to Pizza Express, where they watched the chef roll out the base, spread the sauce & cheese and bake the delicious pizza in the oven and later relished it. The fervor continued through dinner and while watching a moving during bedtime.
Children left in the morning with bagful of memories.
Rhyme Recitation
Rhymes help children to understand and learn about different sounds and also develop early literacy skills. Jr. Kg and Sr. Kg children presented a rhyme in class doing actions and using various props.
Garodia's Academy – A Preschool
Newsletter 2017 - 2018 Issue 9 /January' 18
Picnic
On the move
Picnics are always memorable trips for kids.
Role Play at KidZania
Fun at Little Monsters
Children from Nursery to Sr. Kg had a fun filled time at KidZania, while the tiny tots of Playgroup had a wonderful day at Little Monsters.
Parent – Teacher Meeting
Parents had an opportunity to interact with the teachers during the meeting to gain a report on their child's progress in all areas.
Post a Letter
The little ones from Nursery coloured a picture for their parents. They enjoyed posting it at the nearest post box.
Playgroup children enjoyed riding their tricycles on school ground with their friends.
Republic Day Celebration
Our young patriots came dressed in Tricolour attire and savored tricolour snacks as a part of Republic Day Celebration.
Puzzle Day
Whether it's a crossword, jigsaw, trivia, word searches, Puzzles put our minds to work and provide many skills, cognitive learning benefits and opportunities to toddlers & young
children. Our little geniuses of Playgroup to Sr. Kg solved age appropriate 2 – 10 pieces jigsaw puzzles with their friends and celebrated this day.
Chefs in making
Children from Playgroup to Sr. Kg prepared and relished for crispy Chinese bhel, cornflakes bhel, Ladybug sandwiches and puri chaat respectively.
The more I see the more I learn
Field visit – Lion's Community Garden Jr. Kg children gathered information about different plants, flowers and the gardening tools while they visited the Lion's Community Garden.
Children were overjoyed playing on the slides and swings later.
Wankhede Stadium and Taraporewala Aquarium
Sr. Kg children had an extensive tour of Wankhede Stadium.
The next stop was a visit to Taraporewala Aquarium and they returned to school via the Bandra – Worli Sea Link.
Garodia's Academy – A Preschool
Newsletter 2017 - 2018 Issue 9 /January' 18
match played by India's Women Cricket team.
6. Let them get messy and wear mismatched clothes
Regional Specifications
Looking at the picture of a penguin on the class bulletin board, Aarav Shah of Playgroup B said," It lives in Antarctica."
Ways to make your child feel loved
1. Dance with them.
2. Tell stories from your life
3. Teach them to do something – read, tie their shoes, shoot a bow and arrow
4. Use the words "no matter what" – I love you no matter what.
Right from the stands to the commentator's box & cricketer's lounge, they were thrilled to witness a
5. Maximize time at the dinner table with great dinner conversations
Plot No. 153, Garodia Nagar, Ghatkopar (E), Mumbai - 400 077. Tel.: 2506 1133, 2506 3157. E-mail: firstname.lastname@example.org
7. Spend time in nature together – camping, hiking, biking, boating…
8. Put down your phone
9. Do a fun run together
You can read the entire article on https://ericalayne.co/42-ways-makekids-feel-absolutely-loved/
10. Watch out for their natural talents
Health Tip
7 ways to boost your child's immunity
1. Serve more fruits and vegetables
2. Boost sleep time
3. Breast – feed your baby
4. Exercise as a family
5. Guard against germ spread – ensure kids wash hands regularly with soap
6. Banish secondhand smoke
7. Don't pressure your pediatrician for common cold or sore throat
February frenzies with...
| Date | Day | Level | Event |
|---|---|---|---|
| 6th | Tues | All | Doodle Day |
| 13th | Tues | All | Holiday – Mahashivratri |
| 14th | Wed | Playgroup | Valentine’s Day with Grandparents |
| 19th to 23rd | Mon to Fri | Sr. Kg | Story Narration | | <urn:uuid:b97472dc-f06b-4486-9570-cea8f7da6fa3> | CC-MAIN-2018-30 | http://www.garodiasacademy.org/wp-content/uploads/2018/04/Newsletter-Issue-9-Jan18.pdf | 2018-07-16T14:19:43Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00011.warc.gz | 463,851,857 | 1,054 | eng_Latn | eng_Latn | 0.996518 | eng_Latn | 0.996966 | [
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Picture Perfect
PHOTOGRAPHY FOR TURTLE MONITORING
By STEPHEN G. DUNBAR and HARUKA ITO
10|
SWOT Report
In July 2010, a local fisherman in Roatán, Honduras, brought us two hawksbill turtles that he had accidentally captured while fishing. In the past, the turtles would simply have been killed and eaten, but since 2006 we have been working with fishermen in Roatán to take their incidentally captured turtles as part of the ongoing research of the Protective Turtle Ecology Center for Training, Outreach, and Research, Inc. (ProTECTOR). Each turtle brought to us (or that we capture during surveys) is systematically weighed, measured, flipper tagged, etched with a number on the shell, and photographed. If the turtle is recaptured, it provides us with important information about its movements, growth rate, and life history, and it can contribute to our understanding of the population as a whole.
Upon examining the turtles brought to us that day in July 2010, we clearly knew that we had previously tagged and released them. However, their tags had been removed and the shell etching had almost fully healed over, making them unidentifiable using our normal methods. Our only hope was to compare new photographs of them to our database of hundreds of old photographs so we could find a match. After much searching, we found matches for both turtles and determined that they had originally been captured and released in 2007. We learned that each had gained more than 6 kilograms (13 pounds) and had grown in length and width since their last capture, which was important information for our research. But searching through the hundreds of photographs was a tedious and timeconsuming process, and it was not a method we could regularly use.
Finding a way to identify and reidentify turtles over time without the need to physically capture them could open up many possibilities for us and for hundreds of other projects that use similar techniques.
However, the process made us wonder: could we digitally manipulate the photographs in a way that would allow a computer to take on the task of searching the photo database to come up with a possible match? If digital matching were possible, not only could it help us the next time a turtle's tag was lost or unreadable, but also it could replace the tagging process altogether. After all, recapturing sea turtles in the water requires significant resources, including watercraft, fuel, time, and people power, and it may also cause the turtles unnecessary stress. Finding a way to identify and reidentify turtles over time without the need to physically capture them could open up many possibilities for us and for hundreds of other projects that use similar techniques. So we began to look for an answer.
Although photographic identification of animals is not a new technique, relatively few sea turtle studies have put it to use. For turtles, the process requires that baseline photographs be taken of the turtle's head or face to create a database against which new photos can be carefully compared for matching scale patterns. The method works because the scale pattern of each turtle's face is unique, and though the scales change in size as the turtle grows, they do not change in orientation or pattern. Scale patterns can, therefore, be used to reidentify individual animals—even several years after the initial encounter. A few previous studies have had success with this technique, but the process has involved manually searching through a database of turtle photographs, which can be a daunting and laborious task.
We could not find a computer program that would allow us to trace the shape and arrangement of the scales and compare them from one photo to another, but we did find the Interactive Individual Identification System (I 3 S) program, which identifies patterns of spots and has been used for matching photographs of whale sharks. We decided to try using the program to "spot" the junction of each scale in a select area of scales on the face and head of our turtles, and the program quickly and easily found matches of the new photographs to the old photographs of our two recaptured turtles.
After that promising first result, we began running single-blind tests for turtle photographs in the database and random turtle photographs from outside sources, and we found that I 3 S did a good job of detecting potential matches quickly! We have since been testing a new version of I 3 S (Pattern, a version specifically designed for turtles), and though it does help with identification, we have found that it has some limitations. A more dynamic photo ID detection and manipulation system is ultimately still needed for sea turtles.
Even with limitations of the software that is currently available, we see far-reaching potential for use of a global computer-assisted photo ID system for sea turtles. Such a system would help scientists track movements and monitor growth in individual turtles in different areas of their ranges. A global photo database could also be open to citizen science contributions by divers and snorkelers, thus extending the effect of sea turtle conservation efforts around the world. n
The face of a hawksbill turtle, illustrated to show the "spots" at the junctions between scales that were used in testing pattern recognition software. © STEPHEN DUNBAR AT LEFT: A snorkeler photographs a green turtle. Researchers are exploring ways to combine photography and computer software to identify individual turtles. © WAYNE SENTMAN
SeaTurtleStatus.org
11 | | <urn:uuid:86b0465b-2ac2-493d-8496-c214fe9fbbb6> | CC-MAIN-2018-30 | http://resweb.llu.edu/sdunbar/pdf_files/Dunbar%20&%20Ito%202015%20Published%20SWOT10_p10-11_Picture%20Perfect.pdf | 2018-07-16T14:13:53Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00015.warc.gz | 309,174,383 | 1,095 | eng_Latn | eng_Latn | 0.646198 | eng_Latn | 0.997551 | [
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Martin O. Fossom
Martin Fossom was born in Gjerd old when his family left Norway a gave them a certificate written in births and marriage. The family Albert Lea in Freeborn County. drum, Norway, on March 23, 1844. Martin was and moved to America. Before the family left No n the old style Norwegian script to provide proof lived near Wasioja until 1860 when they moved about 12 years orway, a minister of dates for d to a farm near
Martin was helping on the farm w Martin had gray eyes, light hair a said he was "a large man, would when he enlisted in the Second Battery in Febru and a light complexion. He was 5' 11" tall and s d weigh about 200 pounds". uary of 1862. single. He father
The time Martin spent serving th about $100 of his pay to the fam to Hospital #2 in Murfreesboro w hospital to another. On Septemb but was discharged for disability was forced to stay in Winona sev Martin was suffering with some k killed Martin before it broke open was not the cause of his dischar e Battery was as a private. He was a dutiful so ily while he was in the service. In March of 186 where he would spend a great deal of time movin ber 11th of that year, he was transferred to the two days later. After his discharge, Martin hea veral weeks because he was too ill to travel. Hi kind of boil or deep sore on the side of his neck n and drained. It was not the only illness troubli ge. n, sending home 63, he was sent ng from one Invalid Corps, ded home, but is father said and it nearly ng Martin and
Once home, Martin was still sick able to farm. He bought a pair o them to his father, but Martin wa more than light work such as dr served as a constable for a time threshing crew, and was the tow After a few years, Martin moved Rushford, Minnesota. There, he Martin remained in Rushford un his family a few weeks before h intent was to visit, but after supp 1885, Martin went to bed not fee complained of pains in his stom suffering greatly. The doctor wa daylight the next morning and a but he could do nothing for Mart years old when he died that eve 1885. He was buried in the Hig Cemetery in Fillmore County wi military marker. k and was not of colts and gave as too frail to do iving teams. He e, worked with a wn supervisor. d to a place near e kept a saloon. ntil going home to is death. The per on July 15, eling well. He ach and was as called before arrived at noon, tin. Martin as 42 ening, July 16, hland Prairie th a simple
Martin's father petitioned for the pension Martin would have been eligible for from his army service. The elder Mr. Fossom had lost his wife and had deeded the farm, which had a large mortgage on it, to his son Ole provided Ole take care of his father in later years. Ole died before his father and Ole's wife was trying to honor the contract between her husband and father-in-law, but crop failures and other troubles were making it hard. The Pension examiner interviewed everyone involved and decided that though there was not a strong case for the father getting the pension as it could not be proved that Martin had died from a service related illness, he was deserving of the "small amount" Martin's pension would provide.
Researched and compiled by the reenactors of the 2 nd Minnesota Battery of Light Artillery. Visit our website at http://www.2mnbattery.org for more information about our soldiers and our organization.
Updated: 18 June 2013 | <urn:uuid:ea1fca2b-5dc1-41b5-a576-5e733da87047> | CC-MAIN-2018-30 | http://2mnbattery.org/BatteryBoys/Fossom_Martin.pdf | 2018-07-16T14:01:53Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00014.warc.gz | 1,920,575 | 827 | eng_Latn | eng_Latn | 0.999291 | eng_Latn | 0.99928 | [
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HERE + NOW + US
A public-private-community project to test and promote community engagement on climate change risks
PROJECT BACKGROUND AND SUMMARY:
Climate change has been called "the slow-moving catastrophe". One of the key barriers to action on climate change is that the risk may not seem immediate and urgent.
Yet, periodic flooding is already "the new normal" in Marin County: Southern Marin experienced an extreme King Tide flooding event in December of 2014 that disrupted transportation arteries, including US Hwy 101, trapping many communities for over 24 hours, and damaging infrastructure.
Storms and flooding are rarely linked to climate change. This leaves many people without a context for understanding the impacts of climate change already taking place around them. The result is indifference, inaction and even fatalism: there are those who are informed but believe that there is nothing that they can do. This presents an extraordinary challenge to public engagement, adaptation planning, and behavior change.
A solution to both inaction and fatalism is to localize the impacts, make them relevant, and create the opportunity for the public to understand and express how these impacts affect what they value. Research has shown that personal experiences are key in the early stages of environmental education. It is also critical to present options, alternatives and ways to become engaged so that people can take an active role with a sense that their efforts can make a difference. Local stakeholders must be involved in assessing risks in order to devise effective solutions. A successful community engagement process should include municipal and county decision makers, business leaders, community members and technical experts.
Climate Access, in partnership with the County of Marin and San Francisco-based Owlized, is piloting a cutting-edge engagement project along the shore of San Francisco Bay in Southern Marin. This 12 week project employs a high tech device that allows people to visualize the immediate local effects of sea level rise as well as possible adaptation strategies, and invites them to "join the conversation" locally.
The goal of the project is to test the effectiveness of this tool in engaging the community in planning for climate change risk adaptation. A facilitated community conversation will be held at the Mill Valley Community Center in September.
PROJECT DETAILS:
The Here-Now-Us Project will install two interactive digital viewfinders along the shoreline of Mill Valley on a high-traffic multi-use path. The "OWL" viewfinder is modeled after the classic coinoperated binoculars commonly found at scenic viewpoints but has been modernized with a virtual reality environment housed inside. This allows people to see the potential impacts and responses to sea level rise in the location where they are standing, rendered in realistic, highdefinition, 3 dimensional computer-generated images and, because it is interactive, people can respond to what they see by leaving an audio record.
The viewfinders will show two near-term scenarios of sea level rise, and two possible adaptation responses. The interactive OWL is programmed to ask visitors to share their thoughts by answering questions and leaving an audio recording of their responses. They will also be directed to visit the "Here-Now-Us" website where they can further engage on the issue. The goal is to motivate people to engage with their community as the County and shoreline cities begin a climate action Vulnerability Assessment. This dialogue on the impacts of climate change, mitigation strategies and adaptation responses will also form part of a research project, led by Stanford research fellow Dr. Susanne Moser, which will gain insights into how to make sea level rise and related flooding events relevant to citizens, as well as best practices for motivating risk response actions. It is expected that, if successful, this pilot project could be expanded and deployed to other locations and climate change contexts.
The OWLs will be located on the Mill Valley-Sausalito-Multi-Use Path, adjacent to Tamalpais High School, beginning May 20, 2015, with a media launch event planned for May 21, 2015. They will be in place for 12 weeks. It is estimated that the OWL installation will be seen by 15,000 people over the 12-week project period. There will be a facilitated community workshop following the installation period in September.
PROJECT FUNDING:
Climate Access and the County of Marin secured funding from FEMA with a significant grant of $150,000. Additional funding has been provided by the County of Marin, Autodesk, Inc., and Marin Clean Energy. This project will have very high visibility, with national as well as local Bay Area media already expressing interest.
PROJECT PARTNERS: PROJECT ADVISORS:
Climate Access County of Marin OWLized FEMA AutoDesk, Inc.
Dr. Susanne Moser
Bay Conservation and Development Commission San Francisco Bay National Estuarine Research Reserve National Oceanic and Atmospheric Administration Antioch University | <urn:uuid:4093817c-485d-4efe-8d91-a29e6daf4382> | CC-MAIN-2018-30 | http://senv.senate.ca.gov/sites/senv.senate.ca.gov/files/3.2.bcdc_owl_project_information.pdf | 2018-07-16T14:28:28Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00013.warc.gz | 329,913,426 | 962 | eng_Latn | eng_Latn | 0.998076 | eng_Latn | 0.998139 | [
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Using Multivariate Data as a Focus for Multiple Curriculum Perspectives
Jim Ridgway, James Nicholson and Sean McCusker Durham University, UK
www.durham.ac.uk/smart.centre
Statistics and School Statistics
* Statistics
– data and problem driven
– modelling targeted towards particular problem areas (biometrics, demography, and econometrics)
– creating models to fit interesting problems NOT fitting interesting problems into standard models
»
from (da Silva 2006)
www.durham.ac.uk/smart.centre
Barriers
* Access to technology
* Beliefs about what is 'hard'
* (maths) teacher concerns about 'messy data'
www.durham.ac.uk/smart.centre
Structure
* Professional statistics and school statistics
* Ambitions and Barriers
* MV data analysis for 13 year-olds
* Towards powerful weak methods
www.durham.ac.uk/smart.centre
Statistics in School
* From Teaching statistics despite its applications » (Ridgway et al 2007)
– In England, 'statistics' = 'technical mastery'
– Uni or bivariate data ONLY
– Analyses toy data via standard (1920s) models
– Little use of computers
– Quite unlike 'real' statistical practice
* i.e. difficult, dull, and pretty useless
www.durham.ac.uk/smart.centre
SMART Centre
* BIG ambition - to promote statistical literacy at school and in adults
* Engage everyone on the process of 'reasoning with evidence'
– To support the democratic process
– For better political decision making
– For better personal decision making
www.durham.ac.uk/smart.centre
1
*
*
SMART Centre
Creating novel interactive displays
– Generic shells as freeware
– Uploading interesting data sets
* Theory
– What is worth knowing?
– How does it develop?
– How powerful are 'weak' methods? • when do qualitative and quantitative analyses clash?
Research
– Studying user interactions
– Studying user understandings – Empirical studies on difficulty
* Collaborating with data providers on better data displays – Raising adult literacy via Web 2.0 activities
*
Curriculum development - Embedding MV data into curriculum materials
www.durham.ac.uk/smart.centre
Curriculum Development and Research
* Wellcome Trust project with the Geographical Association
– Reasoning with BioMedical Evidence – Understanding Risk
* CCEA project
– Data focussed cross-curricular materials for new curriculum for 11 – 14 year olds
* Becta project
– What are the barriers to reasoning with multivariate data presented via ICT, and how can they be overcome?
www.durham.ac.uk/smart.centre
Pupil Responses
* Yes, between 11 & 15 the level of drinking goes up and there is a big difference. At the ages of 12-13 the girls start to catch up with the guys.
* Boys drank more than the girls when they were younger but as they got older the girls drank much more than boys. There is a big difference between 11 & 15 year olds. Because girls are trying to act more grown up.
www.durham.ac.uk/smart.centre
Our Ambitions
* Working with teachers with very limited mathematical skills (and little confidence)
– use realistic data to aid understanding
– engage students - to aid understanding and personal behaviour
– (promoting statistical literacy across the curriculum)
www.durham.ac.uk/smart.centre
Contexts and Data Sets
* Alcohol
* Poverty
* Drugs
* Obesity
* Pensions and savings
* Sexually transmitted diseases
* Tobacco
* Voting systems
www.durham.ac.uk/smart.centre
Informal Feedback
* Pupils
– High levels of engagement observed
– Prefer 'discovery' over 'preaching' about sex, drugs and alcohol
* Teachers
– High levels of pupil engagement
– Much more focussed discussions on 'difficult' topics
– Much better written work than before BUT still big gaps between oral and written explanations
www.durham.ac.uk/smart.centre
2
Contexts and Data Sets
* Alcohol
* Poverty
* Drugs
* Obesity
* Pensions and savings
* Sexually transmitted diseases
* Tobacco
* Voting systems
www.durham.ac.uk/smart.centre
Towards Statistical Literacy
Describe and explore before you explain and model
– Critique the quality of the data
– Check that the effect size is a lot bigger than the likely error of measurement
* Focus on effect size not significance level
* Identify variables that have the strongest effects
* Look at absolute levels – are they big enough to be worth worrying about?
* Look for non-linear relationships
– Explore the effects over different values of each variable
* Look for changes over time
* Look for interactions, and think about 'data surfaces'
* Think about possible confounding variables
* Disaggregate data, are the patterns the same?
* Is it worth quantifying?
– Can you justify your strong assumptions?
* Look for the 'dog that didn't bark'
* Be cautious of claims about causality – especially in observational data
www.durham.ac.uk/smart.centre
Using Multivariate Data as a Focus for Multiple Curriculum Perspectives
Jim Ridgway, James Nicholson and Sean McCusker Durham University, UK
www.durham.ac.uk/smart.centre
Conceptual and Research Issues
* What is the 'right list' for literacy?
– What key ideas are needed to understand different data sets? • For any data set
– What are the vices and virtues of applying quantitative methods?
– What are the vices and virtues of applying qualitative methods?
* Defining and describing attainment
* How do ideas develop?
* Student (and teacher) misconceptions are? – diagnostic actions should be?
www.durham.ac.uk/smart.centre
Data references
* Alcohol data in Drug use, smoking and drinking among young people in England in 2005.
– http://www.ic.nhs.uk/datasets
* Pension annuity rates available from:
– http://www.fsa.gov.uk/tables/
www.durham.ac.uk/smart.centre
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INSPIRA MANIFESTO
Opening spaces for girls and women in science and technology
We live in a global, diverse world where equality has not yet been achieved in many aspects. One that occupies us all and is also a cause for concern is the gender and technology gap.
It is a fact that far fewer women choose technological careers; that far fewer women work in science and technology; that women reach lesser positions and earn lower salaries in positions of equal responsibility.
This does not mean they have a lesser liking, lesser training; or that they are less career-focused or have poorer performance. It is the social, cultural and educational factors that empower, recognise and encourage women to a lesser extent than men. It is precisely the stereotypes, socialization processes, gender roles and covert sexist attitudes that help us build the education and society that lead women into believing they are less capable, and even cause women to be less socially and economically valued.
Yet this reality can be changed, and doing it is a must. There is much at stake. And it is something that concerns society at large and each individual and entity that form it.
This manifesto is a commitment of the people and organisations adhering to it, to working actively for equality between women and men in science and technology through the following lines of action:
Reflect and review the false belief that equality already exists. Know the facts that show this equality does not exist yet and there is still much work left to achieve it. 1.
Publicly acknowledge that women and men have the same capabilities, rights and responsibilities and, therefore, they both deserve the same recognition. 2.
Publicise the consequences of the existing lack of equality and work to raise public awareness in society of the need for positive action to avoid them, promoting a responsible, diverse scientific/technological system. 3.
Make past and current women working in science and tech visible by enhancing their work and creating new benchmarks. 4.
Overturn social stereotypes, demystifying beliefs about gender; providing information on scientific and technological careers; and disseminating the wide range of career opportunities provided by STEAM (Science, Technology, Engineering, Art and Mathematics). 5.
Promote a social and educational context where girls are encouraged, capable and recognised so that they can be free to choose their own future. 6.
Contribute to empowering women, by developing actions in all dimensions to achieve it. 7.
Taking a gender approach leads us to reviewing equality as a whole. This is only but one of all the actions that need to be taken. We are sensitive to other actions being taken and starting here and now, we aim to continue moving forward and taking further steps towards equality at all levels.
http://inspirasteam.net/manifiesto/
#inspiraSTEAM | <urn:uuid:74cd7265-82fb-4005-996f-7c7ab5a22308> | CC-MAIN-2018-30 | http://inspirasteam.net/wp-content/uploads/2017/11/InspiraManifestoEN.pdf | 2018-07-16T14:43:03Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00013.warc.gz | 179,586,484 | 561 | eng_Latn | eng_Latn | 0.997655 | eng_Latn | 0.997655 | [
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January 1: Betsy Ross (1752)
If you were raised in the U.S., you have probably heard the story of Betsy Ross in one form or another. Visited by General Washington, tasked with sewing the first flag, designing it herself. Sorry, that's probably not an accurate story! It's closer to a revolutionary myth, spun by her grandson a century later. But that doesn't mean that Betsy Ross isn't an admirable historical woman.
To begin with, the story of her immediate families illustrates a common situation at the time. She was one of seventeen children, and eight of her siblings died in early childhood. She herself went on to have seven children (all daughters), two of whom died as young children. While the death of these children was of course traumatic for everyone involved, the brunt of childhood mortality fell on the women who gestated, birthed, and raised these children, without the benefit of modern medicine.
While she is traditionally referred to by her first married surname (Ross), Betsy was actually married three times. Her marriage to her first husband, John Ross, estranged her from her Quaker family. He died during the Revolutionary War. She went on to marry Joseph Ashburn, who was imprisoned by the British for treason and died in jail. A few years later, she married John Claypoole, who died from illness decades later.
Throughout tumult, war, and widowhood, Betsy continued to survive. She was a successful businesswoman, starting an upholstery company with her first husband that she continued on with for the rest of her life, ten years past the death of John Claypoole, when it then passed on to her eldest daughter. During the Revolutionary War, she supported the Continental Army with her upholstery skills. And it is likely that she did influence the design of the flag to have 5pointed stars rather than 6-pointed ones, which is still seen in the U.S. flag today.
Elizabeth Phoebe "Betsy" Ross Ashburn Claypoole, née Griscom, died on January 30, 1836, at the age of 84. Today is the 265th anniversary of her birth. Happy birthday, Betsy Ross!
For more information about Betsy Ross:
http://www.ushistory.org/betsy/flaglife.html http://www.ushistory.org/betsy/news/state0605.htm
http://womenshistory.about.com/od/rossbetsy/a/betsy_ross.htm http://www.history.com/topics/american-revolution/ b et sy-r o ss | <urn:uuid:e06630f8-27f0-4c42-9552-5f8c91a1a8ac> | CC-MAIN-2018-30 | http://write.nora-bailey.com/wp-content/uploads/2017/01/Jan-1-Betsy-Ross-1752.pdf | 2018-07-16T13:58:58Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00014.warc.gz | 416,181,878 | 528 | eng_Latn | eng_Latn | 0.998733 | eng_Latn | 0.998733 | [
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On-Farm Biosecurity Guidelines
Biosecurity is the planned, methodical approach to securing facilities as safe and disease-free environments. The term 'biosecurity' is used to encompass the wide range of measures relating to isolation, structural interventions, sanitation and day-to-day procedures; which collectively reduce the potential for introduction and transmission of disease agents. All personnel are responsible for the security of the farm and the health of the turkeys.
1. Both the security of the farm and the health of the turkeys are the responsibility of farm managers and farm owners.
2. Anyone entering the turkey barns that is not a farm labourer or farm management should wear clean protective coveralls, boots, and a hair net. A dust mask may also be required in certain conditions.
3. Anyone entering the turkey barns should sanitize their boots in the dip pan provided at each entry door.
* All dip pans should contain a clean residual disinfectant solution that is changed daily.
* An alternative is to use a dry, chlorine-based disinfectant material that can be changed as needed.
4. Farm personnel should not own, visit, or associate with other poultry, waterfowl or domestic birds. Inadvertent contact with these species should be followed up with a shower and a change of clothing before returning to the turkey barns.
5. No visitors will be allowed to enter the turkey barns without the approval of farm management.
6. Mortality Disposal:
* All mortality should be disposed of on the farm (done in accordance with Local,State, or Provincial and Country laws).
7. Domestic pets such as dogs and cats, should not enter the work room, entry area, or turkey barn at any time.
8. Doors should be locked at all times.
9. Equipment and/or tools should not be shared between farms unless absolutely necessary. All equipment should be thoroughly cleaned and disinfected prior to entering and exiting the farm.
10. All used poultry litter should be stored (and covered) in accordance with farm conservation and nutrient management practices. It should be a minimum 100' (30 m) away from turkey barns. It is more beneficial to remove it from the farm completely.
11. Weed Control:
* Maintain grass at a maximum height of 3" (8 cm) within 30' (10 m) of all turkey barns and composters at all times.
* A weed/grass-free area should be maintained with 24" (60 cm) of all barns. Approved herbicides may be necessary.
Biosecurity Key Points
12. Fly Control:
* Flies can be controlled in the barn with dry litter. Any wet litter must be removed.
* Between flocks, a beetle control program can help with flies. Fly insecticides should be used (follow local regulations).
* Commercial fly baits and fly tapes are also available.
13. All predator and scavenger wild animals should be kept away from the premises.
14. On-Farm Traffic Control:
* Human traffic must be controlled on "multiple-age" facilities.
* Do not enter the brooder facility after the finisher barn without taking precautions. Ideally, clean clothing, footwear, and headwear should always be worn in the brooder barn. At minimum, a clean pair of coveralls, boots, and hair net should be designated for people working in the brooder facility. This separation should begin once the brooder barn has been cleaned and disinfected.
15. Other Biosecurity Practices:
Rodent bait stations need to be checked and the bait refreshed weekly. Stations should be placed every 50'(15 m) around the perimeter of the barn. Rodent bait products should be rotated on a quarterly basis.
* All barns should be bird-proofed.
* Any repair/service personnel must wear hair nets, clean coveralls, hair nets, and clean boots.
* Do not travel to locations (such as auctions) where live birds are bought or sold.
* Water fowl are common carriers of poultry diseases. Limit contact around fields and ponds that are frequented by water fowl.
* All grazing animals need to be at least 50' (15 m) away from turkey barns and driveways.
* Do not, in any manner, work on any other poultry farm or operation.
* Keep all junk, trash, and unnecessary items away from the turkey barns.
* Wild fowl hunting activities should be separated from activities around the turkey operation. Wild fowl are common carriers of domestic poultry diseases.
16. "No Admittance" signs should be posted on the entrance door of each barn.
Bait Station Maintenance
* Mount stations ¾" (2 cm) off the ground.
* Check stations once a week. Remove bait and clean with a stiff bristle paint brush.
* Place stations at the ends of the barns and every 50' (15 m) along the sides of barns.
Rodent Bait Rotation Example:
* December—May: Difenacoum
* June—August: Bromadiolone
* September—November: Brodifacoum
* Cleanout time: Bromethalin | <urn:uuid:c23a07fd-2466-4e61-a1c4-955aabc9bbe3> | CC-MAIN-2018-30 | http://resources.hybridturkeys.com/system/resources/W1siZiIsIjIwMTUvMDMvMTcvMTdfNDJfMjBfNDU1X09uX0Zhcm1fQmlvc2VjdXJpdHlfR3VpZGVsaW5lcy5wZGYiXV0/On%20Farm%20Biosecurity%20Guidelines.pdf | 2018-07-16T14:07:55Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00014.warc.gz | 314,972,056 | 1,084 | eng_Latn | eng_Latn | 0.996621 | eng_Latn | 0.997158 | [
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56 | CLUB UK |www.educationuk.org/pakistan
As one half of Sajid & Zeeshan, Sajid Ghafoor has fused electronic and acoustic elements to create the musical duo's distinctive sound. He's also continued to lecture in law – after taking an LLM in the UK – while he follows his dream, as he explains to Ann Morgan
T he video for Sajid & Zeeshan's latest single Walk on Air, from the award-winning duo's forthcoming album Harvest, is stripped-back and sophisticated. Shot in black and white, it intercuts footage of the band against a blank background with whimsical sequences of children, nature, and synth player and producer Zeeshan Parwez at the mixing desk. The blend of mainstream and arthouse reflects the fusion of familiar rock chords and electronic experimentation that made the group's first album, One Light Year at Snail Speed, a success. Newspapers such as The Express Tribune praised the band for the sort of slick production and innovation that many more established ensembles struggle to achieve.
All of which is surprising when you consider that front man and songwriter Sajid Ghafoor is almost entirely self-taught. 'For two years I did not even know how to tune a guitar,' remembers the 40-year-old, who grew up in Peshawar and started playing the guitar in 1987. 'There was no music school in my city. The internet did not exist. There were no cell phones and no cable TV, so I tuned the guitar according to what I thought was right. And what I thought was right made no sense.'
In fact it wasn't until Ghafoor stumbled across a guitar instruction book in Islamabad in 1989 that he realised quite how unconventional his approach to music-making had been. Later that day he tuned his guitar and played a C-major chord for the first time. It was a magical moment.
'That was such a beautiful evening,' he says. 'I played that chord for at least three or four hours, sometimes going over to my sister and playing it at her – that really annoyed my sister, by the way.'
Armed with his new-found knowledge, Ghafoor turned to the albums of western rock musicians for inspiration. Led Zeppelin, U2 and Jimi Hendrix all provided food for thought for the aspiring performer and he was particularly influenced by UK band Pink Floyd.
'Somehow Pink Floyd gave me an understanding of the feeling of notes,' he says. 'As a musician when you're playing and experiencing [the notes] just behind the speed of the music, it's like you're surfing. It's like spiritual surfing. The way David Gilmour plays the guitar is so in sync with the band that you can't look for anything more. So I started understanding what music is and how it works.'
An open mind
'I saw a society that respected the rights of others and did not discriminate,' he says. 'People had the decency to say "thank you" and "sorry". I was suddenly exposed to a civilization that was more civilised and was always drawn to something better.'
Anxious to make the most of his time in the UK, Ghafoor threw himself into all aspects of student life, joining a range of university groups, from the Yoga Society to the Rock Society, where he was able to indulge his passion for music. He also took advantage of the entertainment and nightlife that he had not had access to back home in Pakistan.
'My environment totally welcomed me,' he said. 'I had the freedom to associate with anyone I wanted to at any time [and go to] pubs and clubs. That doesn't mean you have to go and drink, but it does give you an outlet. You can go out and dance and enjoy time with your friends. You can go for a game of pool. You have those kind of openings.'
The social life wasn't the only revelation for Ghafoor. In contrast to the textbook-based approach to learning he was used to in Pakistan, he found that his tutors in Hull expected something different from him.
'When I did my first assignment, my supervisor called me over and said: "You've just written down exactly what's in the book. That's not what I'm looking for. You have to show originality,"' he says. 'That was a watershed moment for me. I realised that I was getting educated and I could not simply keep on doing this. I had to give her my personal analysis and tell her what I thought was right and why.'
It was an approach that Ghafoor was to carry into his own work on his return to Pakistan. After a brief stint working for an NGO, Ghafoor took up a post with a law firm, but quit after just two weeks when he was asked to represent an unscrupulous client and found himself in a difficult ethical position.
'It would have been very easy for me to prove that a certain provision of law did not apply in his case,' he says. 'A loophole would have allowed me to manipulate the system. If I had helped this person, legally speaking I would have done right – but morally speaking I would have done something really wrong. I couldn't live with that kind of pressure.'
Abandoning plans for a legal career, Ghafoor decided that teaching offered him the best opportunity to put his knowledge and experience to good use and be a positive force for social
Always hungry for ideas, the young musician took advantage of whatever influences came his way, getting into African music and western classical music, as well as exploring funk and electronic music. But it was in 1994, when he heard the album August and Everything After by US band Counting Crows, that Ghafoor's songwriting really began to take off.
'It was the first time in my life that someone's vocals actually connected with me,' he says. 'I looked at the lyrics and where it was coming from and somehow that prompted me to sit and write and open up.'
That same year, having graduated with an LLB from the University of Peshawar, Ghafoor travelled to the UK to study for an LLM at the University of Hull. Having only dim memories of the UK from a year he spent in London as a young child while his father took a master's degree, he was pleasantly surprised by what he found.
We started fiddling response. King of Self won an Indus Music Award, while their third single, Freestyle Dive , was nominated both for an Indus Music Video Award and a Lux Style Award in 2006.
music, and wrote and around with the
recorded 'King of
Self' in 45 minutes change. He returned to the Law College of the University of Peshawar as a lecturer and set about putting into practice many of the techniques he had learned from academics in the UK.
'I found I was doing more than just teaching,' he says. 'I was actually building characters. I remembered all those times when my supervisors talked to me face-to-face and dealt with any problems I had in life. That told me they were there for me.'
Now, after nearly five years of gathering new material, the duo are working on the release of their second album Harvest. Plans to launch the album in September 2011, following on from the release of Walk on Air in March 2011, faltered because of violence in Karachi and distribution problems, but Ghafoor remains committed to the project, which he says takes his art to the next level.
'I have put more of my soul into it,' he says. 'Our first album was more like an experiment to see how things go but this time we have tried to do it more seriously. The production is better and the compositions are much better.'
Determined to keep championing musical and social innovation in the face of all challenges, Ghafoor continues to draw inspiration from the lessons he learned in Hull all those years ago. Asked if he has any advice for young Pakistanis thinking of studying in the UK, he smiles.
'Consider yourself lucky that you are going to get this chance,' he says. 'Expect an educational trip that will teach you a lot. Make sure that you study as much as you can, but don't stop having fun.' ■
Alongside his teaching career, which saw him rise to the position of Assistant Professor and gain a diploma in International Environmental Law from the University of Oslo, Ghafoor was busy with his music too. Writing and playing at venues around Peshawar, he continued to experiment with blending world music and rock influences.
Then in 2004 he was introduced to Zeeshan Parwez at a mutual friend's house and the idea for Sajid & Zeeshan was born. 'He heard me play and he liked it so we agreed to see if we could do something,' he says. 'We started fiddling around with the music, and wrote and recorded King of Self in 45 minutes. When people liked it, I said: "We should make an album."'
The decision turned out to be a good one. Picked up by record label EMI, which relaunched its Pakistan arm to release it, One Light Year at Snail Speed, the first entirely English-language album by a Pakistani band, got a great
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Number Facts & Mental Math
Even though we are in an age of awesome technology,
Mental Math is a critical necessity for student confidence.
Being able to apply Addition & Multiplication Facts is a basic empowerment along with Calculators & Computers .
Number Facts & Mental Math
Before, during, and after this presentation, I am sure a few will wonder about Number Facts for 6 th Grade Students. Keep in mind, every successful & prolific school program starts with lower grades. If your 6 th Grade Students don't need Number Facts then create a mentor program for them to work with younger students within their school building.
Addition Facts
Addition Facts are necessary for student confidence. Tables are common and efficient ways to learn facts. Columns of problems is another practical method! Before, During, After Tables & Columns use Problems!
Multiplication Facts
Multiplication Facts are pathways for student success. Tables are effective and practical ways to learn facts. Problems arranged in columns are ways to support! Use Problems, Before, During, After Tables & Columns!
Number Facts
Number Facts in
TraditionalTable!
Students need to create
Tables!
Students check Table for errors!
Number Facts
Number Facts in useful Columns!
Students need to create Columns!
Students check for Column errors!
Subtraction Facts
Subtraction Facts are needed to augment other Facts. Addition and Multiplication are fundamental Facts! Subtraction Problems require Analytical Thinking! Subtraction Facts reinforce & support Addition Facts!
Division Facts
Division Facts are very useful for easy Mental Math. Addition and Multiplication are fundamental Facts! Division Problems require Analytical Thinking! Division Facts support & sustain Multiplication Facts!
12 / 3 = ___
15 / 5 = ___
18 / 3 = ___
24 / 4 = ___
35 / 7 = ___
42 / 6 = ___
Mental Math
Facts in a
Garden Approach encourage Mental Math.
Facts arranged in ordered groups is very diagnostic! Facts arranged in a disarray are actually challenging! Facts viewed as Problems prepare students for future!
Patterns & Sequences
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|
| 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 |
| 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
| 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 |
| 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
| 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
| 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
| 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 |
Sequences & Patterns
| (X) | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| 2 | 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 |
| 3 | 3 | 6 | 9 | 12 | 15 | 18 | 21 | 24 | 27 |
| 4 | 4 | 8 | 12 | 16 | 20 | 24 | 28 | 32 | 36 |
| 5 | 5 | 10 | 15 | 20 | 25 | 30 | 35 | 40 | 45 |
| 6 | 6 | 12 | 18 | 24 | 30 | 36 | 42 | 48 | 54 |
| 7 | 7 | 14 | 21 | 28 | 35 | 42 | 49 | 56 | 63 |
| 8 | 8 | 16 | 24 | 32 | 40 | 48 | 56 | 64 | 72 |
Creating & Constructing
Students need to be assessed on Tables!
Students need to be graded on Columns!
Mastery of Facts includes retakes!
Mental Math
Proficiency in Mental Math creates confidence to Learn!
Students deficient in Mental Math always seem behind!
Efficiency in Mental Math provides success in Basics!
Student can't be held back due to lack of Mental Math!
Always allow the use of Tables & Columns for success!
Algebra Addition
Algebra Facts differ very much from Number Facts! Number Facts give parts and want answers! Algebra Facts give answers and want parts! Algebra Facts encourage & promote Creative Thinking!
___ + 3 =5
3 + ___ =8
___ + 3 =7
2 + ___ =5
___ + 5 =8
4 + ___ =7
Algebra Subtraction
Algebra Facts are almost opposite of Number Facts. Number Facts give parts and want answers! Algebra Facts give answers and want parts! Using Algebra Subtraction supports All Addition Facts!
Algebra Multiplication
Algebra Facts differ very much from
Number Facts
Number Facts give parts
and want an answer
Algebra Facts give the answer.
!
and want a part!
Algebra Facts encourage & promote
Creative Thinking!
Algebra Division
Algebra Facts are almost opposite of Number Facts. Number Facts give parts and want an answer! Algebra Facts give the answer and want a part! Algebra Division supports All Multiplication Problems!
Algebra Facts
Algebra Facts as a Garden Approach is Mental Math. Facts arranged in ordered groups is very diagnostic! Facts arranged in a disarray are very challenging! Facts presented as a Garden are exciting & enjoyable!
```
9 - ___ = 4 5 + ___ = 8 ___ / 8 = 2 ___ x 9 = 36 ___ x 7 = 28 10 -___ = 3 12 / ___ = 2 8 + ___ = 13
```
Number & Algebra Facts
The Garden Approach promotes using Mental Math. Facts for Numbers in ordered & disarray are provided! Facts for Algebra in ordered & disarray are provided!
Activity Sheets for Ordered & Disarray Problems with answers encourage & empower Student Mental Math. Calculators & Computers are always encouraged too! Traditional Tables & Columns will be provided!
Number & Algebra Facts
The Garden Approach promotes using Technology. Handheld Calculators solving problems is essential! Using a Basic Calculator in PC window is encouraged!
Activity Sheets for Number and Algebra Problems with answers stimulate & motivate Student involvement. Internet & WWW activities are also always encouraged! Traditional Calculator Activities will be provided!
Conclusion | <urn:uuid:a89b2f2c-f651-4c77-8d65-9806fbb46407> | CC-MAIN-2018-30 | http://www.itws.org/MM6SGPPs/mm6_wk03_lec01.pdf | 2018-07-16T14:22:26Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00012.warc.gz | 478,573,364 | 1,552 | eng_Latn | eng_Latn | 0.942047 | eng_Latn | 0.986301 | [
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Keeping Koi
by Nancy Cooper Wisner; Frederick Albert Simon
This fact sheet is not intended to provide a complete guide to keeping Koi, there are many online resources already in existance for this purpose. However, much Apr 17, 2014 . Would you love gin-clear pond water but dont know how to achieve it? Follow our top tips and you will have clear pond water like the pros in How to Raise Koi: 5 Steps (with Pictures) - wikiHow How to Keep Koi: An Essential Guide (Pond & Aquatic): Amazon.co How to Keep Koi Just another WordPress.com weblog Koi Pond Pumps, Pond Heating, Pond Plumbing. Koi Health - Koi medications. Air Source Heat Pumps - Ozone systems. How to Keep Koi Successfully Why do people keep Koi Fish? - Koi Fish Information Aug 26, 2009 . Most koi owners are very nervous about keeping koi outside under ice. This is a very "touchy" subject to serious koi hobbyists. They simply will Ponds & Water Gardens with Koi & Fish: How to Prepare Your Pond . Keep the water fresh. While some Koi ponds are large enough to be naturally aerated, pumps and filters can ensure that the water in which your Koi live stays An introduction to koi carp Pets4Homes
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Koi shouldnt be hard or time intensive to keep if you go about things the right way, although keeping them is certainly more involved than other pond species . Top quality Japanese Koi Carp at sensible prices After a few minutes of enjoying the Koi, most people wonder aloud or to themselves if they could also keep Koi as pets. Happily, the answer is yes. Koi fish make Sep 9, 2010 . Koi keeping has become an extremely popular hobby among water garden enthusiasts. They are a colorful addition to any outdoor space and A Beginners Guide to Koi Carp - Your Koi Pond Keeping Koi Fish. Koi have become very popular in recent years as pets. In Japanese, the word Koi commonly means carp, both wild and domesticated, but Koi Education and Keeping Pentair - Pentair Aquatic Eco-Systems Jun 17, 2013 . However, with careful precaution, koi fish aquariums can be a possibility for temporarily housing baby koi. Heres some tips on keeping koi in Things to Consider Before Starting a Koi Fish Pond - Hartz If you are interested in keeping ornamental pond fish and want to keep something slightly more exotic than the humble goldfish, the beautiful and attractive koi . The Essential Book of Koi: A Complete Guide to Keeping and Care . Koi enthusiasts fall for the colors, scales and fins, but its not all fun and fishes. Still, the time and toil required to keep up a koi pond is well worth the effort. Care & Feeding of Goldfish & Koi in Outdoor Ponds Koi Keeping Basics. A brief history of Koi. Nishikigoi, or Koi as they are more commonly known, are the national ornamental pond fish of Japan. They are Keeping Koi peoriamagazines.com Nov 8, 2012 . With that in mind, lets take a look at some of the most simple and effective precautionary steps that you can employ to keep your Koi pond Basic Koi and Pond Keeping Tips and Techniques - Clarke Koi Ponds The Essential Book of Koi combines research from leading international authorities on koi with the captive-care techniques of experienced aquarists to yield the . Introduction And Advice For Beginners In Koi Keeping. - Angelfire Buy How to Keep Koi: An Essential Guide (Pond & Aquatic) by David Twigg (ISBN: 9781903098073) from Amazons Book Store. Free UK delivery on eligible The Humane Way to Keep Herons Out of Koi Ponds Care2 Healthy . Apr 8, 2011 - 7 min - Uploaded by DrErik JohnsonTop Ten Koi & Pond Fish Keeping Mistakes - Dr. Erik Johnson presents the top ten mistakes How to Keep Koi Fish in a Pond During Freezing Weather Todays . To determine what, in my opinion, is the maximum safe fish load for your tank or indoor pond, divide the total gallonage by 100. The result is the number of 12-inch koi that can be raised in that volume of water. For example, if you are using a 125-gallon tank, then the safe fish load would be 1.25 12-inch koi. Keeping Koi Indoors - Fish Species 8 Ways to Kill Your Koi (And How to Avoid Them!) The Pond Blog Hi All. Basic requirements for keeping koi. Koi the same as any animal can be successfully kept if a couple of basic rules are adhered to. This Beginners Guide is just a quick and basic insight into the Hobby of Koi Keeping and Koi Collecting. A Guide to Koi Fish Aquariums — Koi Story Whats the secret to keeping healthy koi? A dash of evaporated sea water! Adding pond salt in small doses will help boost your kois natural defenses to disease, . Koi Pond Beginners Guide - Koi Ponds Care It is very important that you control what your Koi eat to prevent overeating problems. Koi pond keeping is quickly becoming a very popular hobby among fish How to Keep Koi Pond Water Clear - Mitchkoi Blog Pentair experts provide extensive koi education on the essentials of raising koi, from specific water conditions to recommended koi farming equipment. Top Ten Koi & Pond Fish Keeping Mistakes - YouTube Jan 17, 2013 . koi keeping basics. If you are only going to read 1 page on this website, this just might be the one. Here we outline the common misconceptions Keeping Koi Fish - Koi Acres Apr 9, 2015 . For those with decorative ponds that contain Koi and other expensive fish, keeping large, long-billed birds from eating them can be a Keeping Koi - Your Pond Koi pond beginners guide to koi keeping provides you with an excellent beginners guide to get you started, with detailed information on what every koi pond . Beginners Corner - East Riding Koi Keeping fish is a natural part of having a water garden. In addition to their With an average filter this pond could house up to 30 goldfish or 10 koi. Of course koi pond basics - Practical Fishkeeping Forum As with any backyard pond, a pond dedicated to keeping colorful Koi, can be a great way to keep fish. Ponds not only provide large habitats for your fish, but are Overwintering Koi Under Thick Ice - POND Trade Magazine Most beginners in koi keeping had at one time or another kept koi in their aquariums. Some beginners have kept koi in old bathtubs,
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household water storage Koi Keeping Basics - Koi Society of Western Australia Brett asks, "During this latest cold snap, my koi fish pond has threatened to freeze over. What should I do?"Ice by itself is not dangerous to koi. The danger. The Most Effective Tips for Koi Pond Maintenance - Koi Care | <urn:uuid:f00c319b-ea6f-40b5-8e4b-476b4f8de182> | CC-MAIN-2018-30 | http://schoolnetlaw.com/6246598-keeping-koi.pdf | 2018-07-16T14:16:54Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00016.warc.gz | 318,771,883 | 1,621 | eng_Latn | eng_Latn | 0.983906 | eng_Latn | 0.983169 | [
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Manual on Effective CRVS System in Pakistan
Zahid Hussain Jalbani Project Manager
Background
* Pakistan has an average birth registration rate of 34% (DHS2013) and an unknown death registration rate. Strengthening Pakistan's CRVS Systems and achieving universal coverage is critically important.
* Legal identity is essential to ensure access to public services, social protection, and human rights so that statistical information and health indicators can be generated on a continuous basis and be used for policy planning, implementation and monitoring.
Objectives/purpose of the training manual
* The training manual is an important initiative for improvement of Civil Registration and Vital Statistics (CRVS) System in Pakistan.
* This manual will help in orientation of the senior govt. officers at federal and provincial levels.
* Resultantly, it will provide orientation and the required skills from top to bottom levels stakeholders specifically those involved in CRVS business.
* The manual will build up the overall capacities of registration and processing regarding births, deaths, marriages, divorces and adoption where necessary.
* The enhanced capacity of concerned stakeholders will ensure improvement in other social services including education enrolment, healthcare services like immunization and Polio eradication and nutritional status of children. This will ultimately address the SDGs targets and enable the nation to honor the international commitment, based on research, evidences and authenticated data of vital statistics.
Modules & Methodology
* The training manual is comprised of total nine (9) modules.
* The participants will be trained through interactive teaching method and group exercises on CRVS.
* The handouts will be distributed to the participants as resource material and local CRVS examples will also be shared for better understanding.
Modules
S. Module
No.
0
01
02
| What is CRC? | • Discuss the Convention on the Rights of Children (CRC). • Introduction of the components of CRC. • Explanation of the articles of CRC. |
|---|---|
| Generating & meeting demand for vital statistics | • Introduction & overview of CRVS system • Discuss CRVS system stakeholders and roles • Principles and uses of vital statistics • SWOT analysis of current CRVS system |
| Major indicators of vital statistics | • Data sources: strengths and weaknesses • Direct, derived and additional variables • Standard tabulations • Guidelines and template for a vital statistics |
Content
Outcome significance of CRVS
Modules
S.
No.
03
04
05
| Collecting & processing data to produce vital statistics | • Steps involved in producing vital statistics • Comparing national practices • Practice coding, editing & imputation |
|---|---|
| Assessing quality of vital statistics | • Quality assurance procedures. • Developing a quality assurance plan |
| Tabulation of data indicators | • Practice producing standard tables • Vital statistics tabulation plans • Develop a tabulation plan |
Modules
S. Module
No.
06
07
08
| Presentation, dissemination and communication of vital statistics | • Do’s and don’ts of presentation statistics • Dissemination & communication • Reaching different audiences |
|---|---|
| Monitoring & evaluation of vital statistics | • Achieving a well-functioning CRVS system by identifying key measures • Available M&E tools and methods |
| Making it happen: Summary & action plan | • Summary of training • Develop an action plan • Evaluate training |
Content
Outcome functionality of CRVS
become aware about
Thank you
Zahid Hussain Jalbani, Plan International Pakistan email@example.com
COMBI stands for
Communication for Behavioural Impact
COMBI= COM- Communication, B-Behavioural, I-Impact
Inspired by "Integrated Marketing Communication" of corporates
Background Context
o People don't practice recommended behaviours. So far traditional communication approaches have not much successful in influencing people to adopt positive behaviours. i.e People still smoke despite having the knowledge that smoking is bad for health.
o There is gap between having knowledge and practicing recommended behaviour.
o Inspired by success of corporate companies to influence the behaviours of consumers to sell their products, development experts tried to incorporate Marketing Communication in development sector.
o In 1994, Dr. Everold Hosein offered the first "Integrated Marketing Communication for Behavioural Impact in Health and Social Development" course at New York University.
o WHO began applying IMC in 2000 and called it simply "COMBI".
Role of COMBI in Strengthening CRVS Project
* Currently, majority of parents in Pakistan don't feel it important to register the birth of their child
* To change this attitude, COMBI is being introduced for the first time in Pakistan under the Strengthening CRVS Project. The project COMBI Strategy was devised by international consultant, Dr.Everold Hossein, Professor of New York University.
* COMBI will create demand for birth registration by Improving knowledge, behaviors and attitudes of communities towards birth registration
COMBI Key Features
* Situational Market Analysis
* Communication Key (For Birth Registration, Communication Keys are "Birth Certificate in 60 days (BC60)" and "Make Life Easier (MLE)")
* Setting Behavioral Objectives
* Five Communication Actions
COMBI's Five Integrated Communication Actions
1. Administrative Mobilization/Public Relations/ Advocacy
2. Community Mobilization
3. Advertising
4. Personal selling/ Interpersonal communication
5. Point-of-servicepromotion
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SKPS/2017/P3/271
14 September 2017
SENG KANG PRIMARY SCHOOL
A Vibrant Community of World-Ready Learners http://www.sengkangpri.moe.edu.sg
21 Compassvale Walk, Singapore 545166; Tel: 6384 0809; Fax: 6384 0839
P3 Term 4 Level Letter
Dear Parent / Guardian,
Welcome back from the September holiday. We hope you enjoyed the quality time that you had spent with your child/ward in his/her character and educational development.
Preparation for SA2
The SA2 examination is drawing near. To prepare for this examination, students are advised to revise topics that they have learnt from Term 1 to Term 4. The resources include textbooks workbooks, subject files, past Holistic Assessment papers and other teacher-prepared worksheets.
Time Management
Please encourage your child/ward to revise his/her work regularly. Students are advised to plan their study timetable for revision and to use their time wisely. Time management is an important skill which is not only vital for the coming examination but would also be beneficial in their adult life.
Absent for Assessments
In the event that your child / ward is absent for any graded assessments, he will not be allowed to take the paper that he had missed upon his return to school. No marks will be awarded for students who are absent without an MC. Please note that MCs from Traditional Chinese Medicine (TCM) practitioners will not be accepted.
Travel Matters
We advise parents to travel with their child / ward only when the school holiday has begun and to refrain from travelling during curriculum time even when the SA2 examination is over. It is vital that students remain in school to check their papers after the examination to understand their areas for improvement so that they can close the gaps during the holiday and be prepared for the next school year.
Please refer to the following appendices for more information:
- Appendix A: General Information
- Appendix C: Assessment Plan in Term 4
- Appendix B: Holidays / Events / Activities in Term 4
Finally, a Story to Share
One day in 1885, the twenty-three-year old Henry Ford got his first look at the gas-powered engine, and it was instant love. Ford had apprenticed as a machinist and had worked on every conceivable device, but nothing could compare to his fascination with this new type of engine, one that created its own power. He envisioned a whole new kind of horseless carriage that would revolutionise transportation. He made it his life's task to be the pioneer in developing such an automobile.
Working the night shift at the Edison Illuminating Company as an engineer, during the day he would tinker with the new internal-combustion engine he was developing. He built a workshop in a shed behind his home and started constructing the engine from pieces of scrap metal he salvaged from anywhere he could find them. By 1896, working with friends who helped him build a carriage, he completed his first prototype and debuted it on the streets of Detroit.
At that time there were many others working on automobiles with gas powered engines. It was a ruthlessly competitive environment in which new companies died by the day. Ford's prototype looked nice and ran well, but it was too small and incomplete for large scale production. And so he began work on a second automobile. A year later he completed it, and it was a marvel of design. Everything was geared toward simplicity and compactness. It was easy to drive and maintain. All that he needed was financial backing and sufficient capital to mass produce it.
To manufacture automobiles in the late 1890s was a daunting venture. It required a tremendous amount of capital and a complex business structure, considering all of the parts that went into production. Ford quickly found a business partner: William H. Murphy, one of the most prominent businessmen in Detroit. The new company was dubbed the Detroit Automobile Company, and all who were involved had high hopes. But problems soon arose. The car Ford had designed as a prototype needed to be reworked – the parts came from different places; some of them were deficient and far too heavy for Murphy's liking. He kept trying to refine the design to come closer to his ideal. But it was taking far too long, and Murphy and the stockholders were getting restless. In 1901, a year and a half after it had started operation, the board of directors dissolved the company. They had lost faith in Henry Ford.
However, Henry Ford did not lose faith in himself. He kept trying to improve his designs and met with multiple failures. Despite all the failures, he never stopped trying. He was reflective and paid attention to every mistake he made, making sure not to repeat those mistakes in his next design. He finally succeeded in 1904, producing a well-made yet inexpensive automobile with the help of a new business partner. The company grew and they started making profits. Soon, it would be one of the few survivors from the early era of the automobile business, and a giant in the making.
Adapted from: https://www.fastcompany.com/3002809/be-henry-ford-apprentice-yourself-failure
This story sums up the importance of resilience. Henry Ford faced multiple failures before founding Ford Motors and becoming one of America's foremost industrialists, revolutionising the automobile industry.
Resilience is the school value that we are emphasising in Term 4. As students prepare for their examination, there might be times when they feel like giving up. We urge parents / guardians to encourage your child / ward to persevere and overcome their weakness through reflection and daily practices. Students will be greatly motivated if parents / guardians join them in the problem-solving process and work together during this period of learning and discovery.
We look forward to another great term of partnership in the character and educational development of your child / ward.
Please acknowledge the receipt of this letter and return the acknowledgement slip via your child to his form teacher by 18 September 2017, Monday.
Yours faithfully,
Mrs Koh (Tan) Hui Hong Joyce
P3 Assistant Year Head cc. Mrs Teo Whye Choo, Principal Mrs Winefrede Loo, Vice-Principal Mr Hamri, Vice-Principal (Admin)
Appendix A: General Information
| Programme/Activity | Remarks |
|---|---|
| 1. Silent Reading | Please ensure that your child / ward brings a Mother-Tongue storybook for silent reading on Thursdays and an English storybook for silent reading on other days. We seek your partnership to monitor that your child / ward is reading level- appropriate materials. |
| 2. Remedial lessons | Remedial lessons commence in Term 4 Week 2. Students who are required to attend remedial lessons would have received the letter of consent and schedule at the beginning of Term 3. Students not identified for remedial would not have received any consent forms and should not stay back after school without a valid reason. |
| 3. SA2 Oral Examination | The P3 SA2 Oral Examination will be conducted on 11 October 2017, Wednesday. This examination will take place after school. Please refer to the letter on SA2 Examination for more details. |
Appendix B: Holidays / Events / Activities in Term 4
| | Holidays / Events / Activities | | Date | Remarks |
|---|---|---|---|---|
| PSLE Listening Comprehension | | 15 September 2017 | | |
| Children’s Day celebration | | 5 October 2017 | | |
| Children’s Day (school holiday) | | 6 October 2017 | | |
| PSLE Marking Exercise | | 19 – 24 October 2017 | | |
| SA2 Results Processing Day | | 3 November 2017 | | |
| Staff Learning Day | | 17 November 2017 | | |
Appendix B: Assessment Plan in Term 4
| | Subject | | Assessment |
|---|---|---|---|
| English Language | | SA2 (60%) - Listening Comprehension - Oral - Paper 1 & 2 | |
| Mathematics | | Practice Paper 6 SA2 (60%) | |
| Science | | Termly Quiz 4 (contributes 5% to SA2) SA2 (60%) | |
| Chinese Language / Malay Language / Tamil Language | | Reading Task Practice 4 SA2 (60%) - Listening Comprehension - Oral - Paper 1 & 2 | |
Acknowledgement Slip P3 Term 4 Level Letter
I have noted the contents of this letter, dated 14 September 2017.
Name of Child / Ward : ________________________________________________
Class : P3 ( )
Name of Parent / Guardian : ____________________________________________
________________________
_____________
Signature of Parent / Guardian
Date | <urn:uuid:0a5d8286-c537-4308-86d8-c174d04b1d85> | CC-MAIN-2018-30 | http://sengkangpri.moe.edu.sg/qql/slot/u532/Staff/Primary%203/P3%20Term%204%20Level%20Letter%20-%20edited%2011%20Sept%202017.pdf | 2018-07-16T14:31:41Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00018.warc.gz | 337,771,254 | 1,900 | eng_Latn | eng_Latn | 0.694763 | eng_Latn | 0.99898 | [
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by Carl Haensel photos by the author
Structure
Fishing for panfish in spring is one of the true joys of the season. Warm spring days with brilliant sunshine and new growth all around make for beautiful days on the water. The fishing can often be some of the most memorable of the season. Panfish concentrate in shallow waters, making them easier to find, access and catch. Big panfish, often hard to come by, are visible in shallow water and make for exciting angling.
Finding good structure can be the key to catching spring panfish. Wood is often the most important component. Trees that have fallen in the water next to the shoreline offer branches for panfish to hide among and are excellent areas to target. While structure can snag a lure from time to time, it often produces the biggest fish as well. Wood that has degraded and is merely a log on the bottom can hold fish, but is not as good an option. When the water begins to warm slightly, the fish will start to move into deeper water. Habitat structures that have been installed in lakes and reservoirs, like the porcupine cribs created by the Pennsylvania Fish & Boat Commission, can be great options, especially if they are shallow enough in the spring.
Tips and tricks
When I'm out on the water searching for spring panfish, I'm usually not alone. Plenty of people get the itch to go fishing in the spring, and with good access to nice fish, you will often find plenty of people on the water. More often than not, they're not catching a lot of fish. Here are some tips to find the fish and get finicky fish to bite and make your spring panfish outing successful.
Pennsylvania Angler & Boater•May/June 2018
Fish dark bottomed areas
When on your local lake or impoundment, look for shallow areas with dark bottoms to hold the most fish. If it's truly early in the season, try to find locations on the north side of the water body. These areas will not be shaded and warm up quickly. While you will find plenty of dark-bottomed areas on large flats, look for spots that are closer to deep water. Fish are more likely to head to these spots first, and don't like to cross these larger flats.
Look for downed trees near shore, like this spot on the Lehigh Canal near Allentown, to provide great fishing opportunities for spring panfish. Turtles resting on logs are a good sign that the water is deep enough to hold fish.
Think light weight
When you're fishing for spring panfish, think light. First, your rod and reel set-up should be lightweight. It's important to emphasize that light does not mean small. Longer, lightweight rods cast light baits better than short rods. Larger spinning reels have less resistance when casting and can cast further. Use 4-pound-test line to spool your spinning reel. Some anglers like to use 2-pound-test line, but it's hard to bring in a large fish when you hook one. A 2-pound crappie can put up quite a fight on light line. Next, use small hooks, lures and bobbers. It's a rare day when hooks larger than size 10 will bring in more fish than smaller ones. If you're fishing with a bobber, you can use a heavier bobber to get a greater casting distance, just make sure to weight the line below the bobber so the fish have the least amount of resistance to pull it underwater.
Sunfish
Sunfish are found in almost all good panfish waters. They're fun to catch and easy to target. Use
In waters without lots of wood, look for spring panfish around emerging aquatic vegetation like this yellow pond lily. Lilies and other emergent vegetation hold panfish throughout the spring and into summer. Panfish are easiest to fish in the spring.
www.fishandboat.com
Black Crappies spawn in the spring. Look for darkly colored males as a sign that Black Crappies are spawning.
small hooks to get them to bite consistently. Tiny jigs work well in the spring, and using 1/80 or 1/64-ounce models will bring more fish to hand. If cold weather sets in, use small baits like waxworms to entice sunfish. Using bobbers is more important with sunfish than other types of panfish. Often, a slower presentation with an ultralight bobber can make the difference.
Crappies
Some of the most popular spring panfish to target early in the year are black and white crappies. Crappies are particularly drawn to brushy cover, and finding a good "crappie tree" in a local lake can lead to years of good fishing. Crappies hit small jigs well, particularly feather or marabou versions. To draw crappies out of the brush, use a small Fathead Minnow on a plain hook. Set it below a bobber without any weight on the line. As spring progresses, crappies will hold under shallow-growing lily pads, sometimes in as little as 1 foot of water or less. A light presentation can take these fish as well.
Yellow Perch
While a popular winter panfish, Yellow Perch are often an afterthought in the spring. Perch are great table fare and good fun on light tackle. Look for perch to cruise flats in schools and be out in the open more than either sunfish or crappies. Yellow Perch will take both minnows and other small baits like waxworms or maggots. Small spoons can also take perch as the water warms.
Pennsylvania Angler & Boater •May/June 2018
Do you like what you're reading? Do you find Pennsylvania Angler & Boater online articles a valuable resource? If so, why not become a regular subscriber to Pennsylvania Angler & Boater and receive the entire magazine delivered to your doorstep. With each printed issue, we place only a small portion of our feature articles on our website. If you fish or boat in Pennsylvania, you shouldn't miss a single issue, or even a single article! It's been the Pennsylvania Fish & Boat Commission's (PFBC's) premier, award-winning magazine since 1931.
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Subscribe with this form today or online at www.pa.wildlifelicense.com.
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College of Computing and Information Technology
Lecturer: Dr. Nahla Belal
Course: Computing Algorithms (CS312)
TA: Eng. Mohammad Badawy
Sheet 3
1. Implement and analyze the bubble sort algorithm.
2. A stack of fake coins: There are n stacks of n identical-looking coins. All of the coins in one of these stacks are counterfeit, while all the coins in the other stacks are genuine. Every genuine coin weighs 10 grams; every fake weighs 11 grams. You have an analytical scale that can determine the exact weight of any number of coins.
a. Devise a brute-force algorithm to identify the stack with the fake coins and determine its worst-case efficiency class.
b. What is the minimum number of weighings needed to identify the stack with the fake coins?
3. Alternating disks: You have a row of 2n disks of two colors, n dark and n light. They alternate: dark, light, dark, light, and so on. You want to get all the dark disks to the right-hand end, and all the light disks to the left-hand end. The only moves you are allowed to make are those which interchange the positions of two neighboring disks. Design an algorithm for solving this puzzle and determine the number of moves it makes.
4. Determine the number of character comparisons made by the brute-force algorithm in searching for the pattern GANDHI in the text THERE_IS_MORE_TO_LIFE_THAN_INCREASING_ITS_SPEED (Assume that the length of the text–it is 47 characters long–is known before the search starts.
5. How many comparisons (both successful and unsuccessful) are made by the bruteforce string-matching algorithm in searching for each of the following patterns in the binary text of 1000 zeros?
a. 00001
b. 10000
c. 01010
6. Consider the problem of counting, in a given text, the number of substrings that start with an A and end with a B. (For example, there are four such substrings in CABAAXBYA.)
a. Design a brute-force algorithm for this problem and determine its efficiency class.
b. Design a more efficient algorithm for this problem.
7. Let x1 < x2 < … < xn be real numbers representing coordinates of n villages located along a straight road. A post office needs to be built in one of these villages.
a. Design an efficient algorithm to find the post-office location minimizing the average distance between the villages and the post office.
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An Algebra Garden
Algebra consists of many small gardens:
Numbers & Letters: 1,2,3… a,b,c…x,y,x
Algebraic Terms: 5…, M…, 3X…, Y/2…
Simple Statements: 3Z – 7 2R + 1 = 5 9 – y < 2
(Expressions, Equations, Inequalities)
Algebra Expressions
Expressions can be without Equal signs!
Expressions without = can be Evaluated!
Expressions can be with Equal signs!
Expressions with = are called Formulas!
Evaluate Expressions - 1
Simple expressions complement
Arithmetic concepts.
Promote thinking rather than
solutions by rules.
Substitute given then Evaluate. Finally, check it!
Evaluate Expressions - 2
Simple expressions complement Arithmetic concepts. Promote thinking rather than solutions by rules. Substitute given then Evaluate. Finally, check it!
Evaluate Expressions - 3
Simple expressions complement Arithmetic concepts.
Promote thinking rather than solutions by rules.
Substitute given then Evaluate. Finally, check it!
Evaluate Expressions - 4
Simple expressions complement Arithmetic concepts. Promote thinking rather than solutions by rules.
Substitute given then Evaluate. Finally, check it!
Algebra Equations
Algebra Equations can be solved by Rules!
Rules promote Discipline and build Confidence!
Algebra Equations can be solved by Reasoning!
Reasoning encourages the use of Problem Solving!
Algebraic Equations - 1
Algebra equations augment Arithmetic concepts. Promote thinking rather than solutions by rules. Guess value of unknown! Check by substitution.
2P + 4 = 10 P = ____
15 – 3M = 9 M = ____
7 – B/3 = 4 B = ____
V/2 + 1 = 3 V = ____
Algebraic Equations - 2
Algebra equations augment Arithmetic concepts. Promote thinking rather than solutions by rules. Guess value of unknown! Check by substitution.
C/4 + 1 = 2 C = ____
9 – U/3 = 5 U = ____
9 – 4Q = 5 Q = ____
5N + 3 = 23 N = ____
Algebraic Equations - 3
Algebra equations augment Arithmetic concepts. Promote thinking rather than solutions by rules. Guess value of unknown! Check by substitution.
Algebraic Equations - 4
Algebra equations augment Arithmetic concepts.
Promote thinking rather than solutions by rules. Guess value of unknown! Check by substitution.
Inequalities and Unending Solutions
Inequalities are special! Solution is aInfinite Set.
If Inequality < or > then End Point is not included! If Inequality is < or > then End Point is included!
Change Words into Images & Symbols!
All Numbers less than 5! All Numbers more than 7!
Solutions: < --------- A<5 C>7 ----------- >
Solutions: < --------- B<4 D>6 ----------- >
All N's less than and= 4! All N's more than and = 6!
Algebra Inequalities - 1
Guess value of unknown! Check by substitution! Solve as an Equation then End Point & Direction! Use Test Points to determine Truth of Solution!
W – 4 < 5 W < ___
5 + E > 9 E > ___
2 + X>8 X>___
F – 2<6 F<___
Algebra Inequalities - 2
Guess value of unknown! Check by substitution! Solve as an Equation then End Point & Direction! Use Test Points to determine Truth of Solution!
M – 2 < 6 M < ___
3 + R>5 R>___
4 + N > 5 N > ___
S – 3<4 S<___
Algebra Inequalities - 3
Guess value of unknown! Check by substitution! Solve as an Equation then End Point & Direction! Use Test Points to determine Truth of Solution!
2G>6 G>___
3S < 12 S < ___
J/5 > 4 J > ___
F/7<2 F<___
Algebra Inequalities - 4
Guess value of unknown! Check by substitution! Solve as an Equation then End Point & Direction! Use Test Points to determine Truth of Solution!
K/3 > 6 K > ___
G/2<5 G<___
4H > 8 H > ___
Axioms of Algebra - 1
Equations & Inequalities are Algebraic statements!
The Axioms of Algebra are Rules for Fair treatment!
Equals Added to Equals results
in Equals!
Equals Subtracted from Equals results
in Equals!
Equals Multiplied by Equals results
Equals Divided by Equals in Equals!
results in Equals!
6T < 18 T < ___
Axioms of Algebra - 2
W – 3 = 5 Is a true statement if W = 8
Now, Add +3 toboth sides(Fair?) and W = 8
X + 4 = 9 Is a true statement if X = 5
Subtract +4 to both sides (Fair?) and X = 5
Y/3 = 6 Is a true statement if Y = 18
Multiply both sides by +3 (Fair?) and Y = 18
6Z = 24 Is a true statement if Z = 4
Divide both sides by +6 (Fair?) and Z = 4
Conclusion | <urn:uuid:e5101e10-2154-487a-b51a-c00f3c689a11> | CC-MAIN-2018-30 | http://www.itws.org/MM6SGPPs/mm6_wk09_lec01.pdf | 2018-07-16T14:14:08Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00018.warc.gz | 488,524,313 | 1,193 | eng_Latn | eng_Latn | 0.742377 | eng_Latn | 0.831533 | [
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Dental Disease
or
"Mommy, I Smell Something Really Bad in Fluffy's Mouth"
By: Dr. Douglas R. Yearout All Animal and Bird Clinic Everett, Washington, USA www.holisticanimaldoc.com All Rights Reserved
One of the most important and overlooked health issues in our four-legged pets is periodontal disease. Literally, this means inflammation and deterioration of the gums, accumulation of tartar (calculus) on the teeth, tooth loosening or decay, and breath that could sink a ship (halitosis).
Your veterinarian will examine your pet's mouth, gums and teeth during the annual exam. Instead of giving those unnecessary annual vaccines, consider instead the recommendations to have your pet's teeth cleaned and polished, if needed. Animal hospitals do dental hygiene work just like your regular dentist does. There are machines that scale, and polish the teeth, and hand instruments to get into those hard to reach gum pockets in between and above the teeth. A fluoride gel or foam will be put onto the teeth and then rinsed back off after the dental procedure is finished. The only difference between animal and human dentistry is anatomy (they have a few more teeth than we do), and the fact that pets won't hold still so they must have anesthesia during the dental. A tube is placed into the airway with a cuff inflated so that no liquid will accidentally go down the airway while your pet is asleep. Machines are used to monitor the heart and respiratory rate, and oxygen concentration in the blood. This insures more safety and peace of mind while your pet is under the effects of injectable anesthetic or inhaled gas anesthesia.
If you keep up on the annual maintenance of good oral health for your pet, then dentals will rarely be needed, or if they are done they will be less complicated and take less time.
There are veterinary dental specialists that can do root canals, braces and other specialized procedures that would be warranted or needed on pets.
There are many oral healthcare products available to help keep the gums, and teeth healthy. Such things as special disinfectant type toothpastes or gels can be used on a toothbrush. Dr. Doug prefers, in most cases, the Maxiguard gel made with all natural vitamin C and the mineral zinc. All of these products strive to keep the bacterial count down in the mouth which helps prevent the accumulation of plaque and tartar on the teeth. Plaque is the daily film that coats the entire mouth and tongue. It is composed of bacteria, food particles, minerals and acids that form in the saliva.
You can habituate your cat or dog at a young age to tooth brushing. First, start by just handling the mouth, lifting the lips, getting them used to having your fingers inside the mouth, and making them hold still. Dr. Doug likes to use gravy or meat sauce at first while the pet gets used to all this fuss. They gradually look forward to it, or at least it is not all negative if you give them lots of praise, and make this into a daily ritual. Start with your fingers and move on over time to gauze, cotton balls, small rags or a toothbrush. Water piks and sonic toothbrushes, while very effective in humans, the vibrations and liquid jets will frighten or cause your pet to cough or gag. Animals don't know how to spit, and they will attempt to swallow all that liquid.
There are a couple of special prescription type every day dry foods which claim to be tartar busters. There are also several kinds of chews and treats available which offer the same thing. Two very popular brands of chew treats are Bullies and Greenies. These are fun to chew, are natural and organic, and dogs love them. If your pet uses these things there will be improved dental health. Contrary to popular belief regular dry food by itself does NOT keep your pets teeth clean, no more than eating cereal all the time would clean your teeth without brushing!
Cats and smaller breeds of dogs seem to have the worst tooth and gum problems when compared to larger breeds of dogs. Our pet's ancestors were originally designed to eat meat, and chew on bones. The tendons, fur, and bones of their prey were nature's little tooth brushes. Dr. Doug has cared for wild mammals for 25 years, and not once has he seen a wild cougar or coyote needing any dental work. What causes most dental problems in pets is simply a lack of an evolutionary appropriate diet. Commercial foods, dry and canned don't allow the teeth and gums to get a daily scrub like they do with raw prey. To those pet owners who have switched over to raw foods for their pets, they have seen what meat and bones will do to keep the dentist away. Daily brushing is rarely needed and dental procedures are almost unheard of. For those dog owners who won't use raw meat just give your dog an uncooked bone. Raw beef bones, given weekly will clean the teeth and keep them that way. Even dogs with a large accumulation of tartar will clean their own teeth if they regularly will chew on raw bones, making future dentals unnecessary. Of course you can't just switch diets in one day, but a gradual change over to raw foods can usually be accomplished with most dogs, cats, and young ferrets. Specific diet recommendations will be covered in a future column.
Don't feed your pets cooked bones as they are apt to splinter, and won't digest very well like raw bones will. The bones should be large enough and hard enough for the pet to chew on without swallowing medium to large chunks that might get stuck (the small pieces are not a problem at all). Soup bones (joint knuckle ends) are sold in grocery stores and usually have a lot of cartilage on them. The dog may love them, and they will help the teeth and gums immensely, but the extra cartilage may cause nausea and vomiting to occur. Dr. Doug likes to give the middle parts of the leg bones (the shaft), cut to fit the size of the dog's mouth. Puppies should be started out at a young age on bones so that they will learn proper bone chewing etiquette. Occasionally a dog will fracture a tooth while chewing on a raw bone. This cannot be prevented unless bones are not used at all. This indicates that the dog has softer enamel in the tooth than is normal, which is a constitutional problem. Always watch your dog at first to make sure everything is going well, until they get the hang of it. Cats won't chew bones much, if at all, so we just grind up the bone, and mix them into the raw meat. For pets with sore mouths, infected gums or loose teeth, a dental procedure is usually needed so the mouth can heal, and then introduce the bones and chew treats. | <urn:uuid:3a9364d5-879c-4efa-86af-2440b7a92a9b> | CC-MAIN-2018-30 | http://holisticanimaldoc.com/PDFs/dentaldisease-chewtoys.pdf | 2018-07-16T14:22:47Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00017.warc.gz | 165,524,824 | 1,392 | eng_Latn | eng_Latn | 0.999272 | eng_Latn | 0.999375 | [
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Media Release
1 Sep, 2013
Successful Point Nepean arts mentoring exhibition extended
A pilot mentoring program engaging young and emerging artists of the peninsula has been received with enthusiastic accolades in recent weeks. iConnect – Young Artists in the Park is a pilot program delivered in partnership with Parks Victoria, the People and Parks Foundation and the Mornington Peninsula Shire to inspire creative expression and well-being through connection with nature. It culminated in an exhibition of the students' works at Point Nepean National Park which will soon be relocated to Mornington Library for extended viewing.
Undertaken at Point Nepean, the program worked with students from Rosebud Secondary College and two local professional artists through interactive sessions in a natural environment. Over 10 weeks the program fostered the growth and development of high quality arts in the fields of painting and photography by providing a mentoring base of collaboration, support, guidance and expertise.
Mentoring is one of the areas that the Victorian Government sees as vital to young people staying engaged in education and training.
"While the program provided local youth with access to resources and one-on-one skills development through the mentorship process, the concluding exhibition of their works at Point Nepean was a fitting way to recognise their journey," Victor Teoh Ranger in Charge said.
"Working in partnership with the People and Parks Foundation and the Mornington Peninsula Shire Youth Services, and two established local artists, painter Miodrag Jankovic and photographer Matthew MacKay, helped us connect these kids to nature, and helps the community to connect with the amazing emerging talent we have here on our doorstep ," said Mr Teoh.
Mornington Peninsula Shire Mayor Councillor Lynn Bowden acknowledges that the response from the community towards the program has been heartening. "This grass roots exhibition has provided a perfect platform to nurture emerging artists and connect them with someone who has already been on that journey. We are very excited to be able to extend this journey for the participants by moving the iConnect exhibition from Point Nepean National Park to the Mornington Library Foyer in October," Cr Bowden said.
The program also provided inspiration and skill nurturing though gallery sessions and concluded in an exhibition held at Point Nepean throughout July in which both artists, partner staff and mentors exhibit their works. The students and mentors works will move to the Mornington Library for 5 – 31 October, open daily from Monday to Saturday, and entry is free.
Media enquiries:
Andrea Rowe 0409 965 552 | <urn:uuid:2a803373-56c0-4405-b881-428124837eac> | CC-MAIN-2018-30 | http://yourcoastalconnection.com.au/wp-content/uploads/2014/01/Media-Release-iConnect-020813-Mornington-Library.pdf | 2018-07-16T14:38:44Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00017.warc.gz | 576,529,233 | 515 | eng_Latn | eng_Latn | 0.998482 | eng_Latn | 0.998482 | [
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"The Churches of God Outreach Ministries provides leadership, information, and biblical teaching in spreading the Gospel of Jesus Christ. Matthew 28:19-20"
Mini Study
Trick or Treat?
'Ye shall not surely die' (Genesis 3:4 KJV)
Halloween and Christmas are in competition in our stores. Pumpkins, broomsticks, pointed black hats, grotesque masks vie with Christmas cards, baubles, toys - even, already, trees (though artificial). This is one face of modern Christianity. Sadly, on the evening of October 31 feral children roam the streets dressed as witches, ghouls - while the elderly cower at home in the dark. 'Trick or treat' is the cry, too often ending in violence. Why Halloween? Why this night? What does it have to do with Christianity?
* Interested non-Christian observers must surely believe Christians have left their senses! They may seek in vain for the origin of Halloween in Christianity's foundation document - the Bible. But where is Halloween? Certainly not in the Scriptures.
* Halloween - or, the evening preceding All Hallows - is widely celebrated late on October 31st. It is the time known in Ireland and Scotland as Samhain. Hallowe'n is followed by All Souls and All Saints (together known as Hallowmas).
* The Catholic Encyclopaedia: "The theological basis for the feast [All Souls] is the doctrine that the souls which, on departing from the body, are not perfectly cleansed from venial sins, or have not fully atoned for past transgressions, are debarred from the Beatific Vision, and that the faithful on earth can help them by prayers, alms, deeds and especially by the sacrifice of the Mass."
* Hallowmas, however, is rooted in the Satanic concept that man has an 'immortal soul,' (Genesis 3:4) that the soul survives death and continues its existence eternally. The doctrine permeates all religion from the earliest times. It gives rise to the veneration of ancestors - also to mummification, elaborate burial chambers (eg pyramids), the Mexican 'Day of the Dead' etc. The widespread concept of Heaven, Hell and Purgatory derives from the immortal soul fallacy. As does Halloween and All Souls Day. The remembrance of 'saints in heaven' - All Saints - is equally fallacious. But the observance has a long pre-Christian pedigree:
* "...according to Celtic and Wiccan lore, Samhain is a time when the "veil" that separates the world of the living and the world of the dead becomes thinner, allowing spirits and other supernatural entities to pass between the worlds to socialize with humans. It is also the time of the year when ancestors and other departed souls are especially honored, and sometimes entreated for luck. Some neopagans have elaborate rituals to honor the dead …" Wikipedia.
* The concept of 'darkness' was personified by the Druids as Lord Samhain, and a festival was celebrated on the eve of November 1 - the Druidic new year. In the observance of Halloween the Devil, Satan, was worshipped as 'Lord of the Dead'. [Samhain signifies 'end of summer' with its increasing darkness]. The
People working together to proclaim the Gospel
1-800-611-8080 / www.cgom.org PO Box 54621, Tulsa, OK 74155-0621
Trick or Treat?
concepts of darkness, the colour black, evil spirits - perceived as grotesque - and human spirits returned from the dead are reflected in the Halloween celebration. Since 1000AD in Catholicism '…[Hallomas] was celebrated similarly to Samhain, with big bonfires, parades, and dressing up in costumes as saints, angels, and devils.'
* In the Old Testament the king of the northern House of Israel - Jeroboam - replaced the divinely-revealed Festival of Tabernacles (held in the seventh month, September/October) with a new festival a month later, in our late October/early November. The idolatrous worship he invented - he had learned similar practices during his time in Egypt where the cult of the dead was endemic - and the priests he appointed became the foundation, centuries later, for the Druidic faith, carried from Israel to the West by the 'Celtic' people of the House of Israel. What is now called Halloween was a major festival with the Druids.
* God's festivals are in spring, summer, autumn (see Leviticus 23). However, they are linked to the harvests and do not celebrate phases of the sun or moon. In Christianity All Hallows is rooted in a festival that celebrates 'end of summer,' while Christmas is rooted in the idea of the 're-birth' of the sun in late December. Easter is widely celebrated with sunrise services. The 'sun-burst' adorns many church buildings. Yet God warns: 'And that you not lift up your eyes towards the heavens and shall see the sun, and the heavens, and you be drawn away and worship them, and serve them...' (Deuteronomy 4:19 KJV).
* The Halloween season - based on a 'doctrine of demons' - cements in humanity an irrational fear of death. It promotes on the devout a burdensome round of useless ritual. It blinds Christians to the true divine worship pattern. And it obscures the glorious hope for the Christian of a resurrection from among the dead at Christ's future coming. Jesus, now, is LORD of the dead': '... Christ both died and rose and lived again, that He might be Lord over both the dead and the living' (Romans 14:9). It is not for Christians - and is by no means harmless fun.
(All Scripture references are LITV unless otherwise noted.)
The Churches of God Outreach Ministries
PO Box 54621
This article may be freely copied and distributed as long as it is done in its entirety, including this notice, and is given away free, without any charge to the recipient.
Tulsa, OK 74155-0621
©2006 The Churches of God Outreach Ministries
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For release, February 1, 2008
Visit the website and view animated book trailer!
http://www.menofgranite.com
Publication date: April 15, 2008 Distributor: Enfield Distribution — ISBN13# 978-1-931807-65-4 $19.95, 264 pgs, trade paper, 6"x9", History
By William E. McGee
From the Foreword by Fritz Wetherbee:
"When he told me he was researching a history of New Hampshire military heroes I knew it would be done with love and it would be thorough. The fact that it is a delight to read is frosting on the cake. This book will be a resource to students and historians for years to come. Researchers and teachers will thank Bill McGee for this work. As I thank him."
Peter E. Randall Publisher LLC Blueline Publicity firstname.lastname@example.org 603-431-5667 / 603-205-0552
About the Book:
This paperback, non-fiction title contains the true stories of forty-nine of New Hampshire's fighting men from the year's 1755 to 1991. Bill McGee has profiled soldiers, sailors, marines, and airmen who made significant contributions in service to their country from the French and Indian War to Iraq. There are Medal of Honor recipients, an astronaut, and men who were the namesakes of Army forts, an Air Force base, Army airfields, and Navy destroyers. Discover the admirals, generals, privates, and corporals—submariners, parachutists, and fighter pilots from New Hampshire . . . Granite Staters . . . Men of Granite.
About the Author:
William "Bill" McGee was raised in Milford, New Hampshire and graduated Milford High School in 1955, and the University of New Hampshire in 1959. He served in the New Hampshire National Guard as an Artilleryman, was a 2nd Lt. in the U.S. Army; and an Army Aviator, rated in both helicopters and fixed-wing aircraft. He served five years active duty. During his 12 months in Vietnam, he was promoted to Captain and flew over 400 combat missions, rescuing wounded American and Vietnamese soldiers.
McGee is an Eagle Scout and a Silver Beaver. During his forty-five years in Boy Scouting, he has been a Cub den leader, Scoutmaster, and Woodbadge trainer. He has served on the boards of the Lee Scouting Museum in Manchester, NH, and the Hillcourt Scout Museum near Syracuse, New York. As a free-lance writer, he has had his stories and articles published in England, Poland, and in the United States. He makes his home in Liverpool, New York.
Dedication to Robert G. LeBlanc, PhD, Professor Emeritus, University of New Hampshire whose own life was tragically cut short on 9-11-2001. All profits from the sale of this book go to the Robert G. LeBlanc Memorial Scholarship Fund administered by the University of New Hampshire Foundation, Durham, NH.
Media inquiries please contact: Deidre Randall, Blueline Publicity, Peter E. Randall Publisher LLC.
Phone: (603) 205-0552, (603) 431-5667, FAX: (603) 431-3566, E-mail: email@example.com
Web Sites: www.menofgranite.com— www.perpublisher.com— www.bluelinepublicity.com
Distribution: Enfield Publishing & Distribution Co., P.O. Box 699, Enfield, NH, 03748
Tel: 603-632-7377 – Fax: 603-632-5611 – Web
: http://www.enfieldbooks.com
For release, February 1, 2008
Visit the website and view animated book trailer! http://www.menofgranite.com
Publication date: April 15, 2008 Distributor: Enfield Distribution — ISBN13# 978-1-931807-65-4 $19.95, 264 pgs, trade paper, 6"x9", History
Q&A with Author William "Bill" McGee
What was the genesis of this project?
Bill: In a sense, I've been writing this book for 30 years. In high school, I learned about Daniel Webster, Horace Greeley and Franklin Pierce, but I never knew about, for example, Colonel Edward E. Cross who commanded an infantry brigade during the Civil War, or Henry Dearborn who had been the Commanding General of the entire United States Army during the War of 1812, or Corporal Rene Gagnon from Manchester, New Hampshire who helped raise the flag over Iwo Jima in World War II. Throughout my life, whenever I've learned about a New Hampshire soldier who contributed something significant to his country, I've made a mental note of it, and I knew that I wanted to write about them someday.
Peter E. Randall Publisher LLC Blueline Publicity firstname.lastname@example.org 603-431-5667 / 603-205-0552
You've organized your book chronologically, giving summaries of conflicts from the French & Indian War to Desert Storm in Iraq, and then telling the stories of New Hampshire men who were involved in those conflicts. How did you decide on this structure, and what were the strengths and weaknesses of it?
Bill: Frankly, if someone had suggested that I write a 'history" book, I never would have started. I wanted to write this book for the average high school student who wasn't necessarily a scholar, and wasn't particularly interested in history. I wanted to make his or her state's history interesting and easy to read and understand. Then, in going from biography to biography, it seemed to make sense to include recaps of wars that would provide a context for what these soldiers did, and would contribute a bit of national and world history. And in my research, I found a lot of little-known facts that I think will make this a valuable book for adults interested in the topic, too.
You have had quite a military career yourself. What did you learn about soldiers, the military, and war in general, as you were writing this book?
Bill: What I learned from being in the military myself is that around 10% of soldiers in a war, or a war zone, actually see combat. Those that actually see combat consider themselves to be survivors. And no one comes home from a war without being changed.
How do you think Men of Granite will be received?
Bill: What I expect will happen after the book's release is to receive letters from some UNH grads who were helicopter pilots in Vietnam and were decorated for amazing deeds and feel they should have been included. If enough people send in their stories, perhaps we'll have to publish a revised edition!
Media inquiries please contact: Deidre Randall, Blueline Publicity, Peter E. Randall Publisher LLC.
Phone: (603) 205-0552, (603) 431-5667, FAX: (603) 431-3566, E-mail: email@example.com
Web Sites: www.menofgranite.com— www.perpublisher.com— www.bluelinepublicity.com
Distribution: Enfield Publishing & Distribution Co., P.O. Box 699, Enfield, NH, 03748
Tel: 603-632-7377 – Fax: 603-632-5611 – Web
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Winter Weather Maintenance and Snow Plow Information
UDOT strives to provide the public with safe and clear winter roads. There are a variety of factors that may impact the condition of a road, including:
- Rate of snowfall
- Type of snowfall
- Anti-icing strategies
- Weather forecasts
- Winter storm maintenance standards
Actual plow routes and equipment assignments are determined by UDOT's District Engineers using the winter storm maintenance standards. Maintenance stations will provide normal services as soon as available resources permit during unusual or extreme winter conditions.
Frequently Asked Questions
How does UDOT approach winter weather maintenance?
Each maintenance station operates under a Snow Plan devised under the direction of the District Engineer. The Snow Plan is designed to keep at least one travel lane in each direction open during a storm where snow accumulates on the road at the rate of one inch per hour or less. Resources/plows can be moved from lower priority routes to higher priority routes when the rate of precipitation exceeds that design rate.
How are UDOT resources allocated during heavy storm events?
During heavy storm events, UDOT uses the following hierarchy (listed in order with most important first):
- Maintaining at least one open lane in each direction on Priority 1 routes
- Maintaining at least one open lane in each direction on Priority 2 routes
- Opening a second lane in each direction on Priority 1 routes
- Maintaining one open lane in each direction on Priority 3 routes
- Opening remaining lanes on Priority 1 routes
- Opening remaining lanes on Priority 2 routes
- Opening remaining lanes on Priority 3 routes
- Achieve intermittent bare pavement on Priority 1 routes
- Achieve intermittent bare pavement on Priority 2 routes
- Achieve intermittent bare pavement on Priority 3 routes
- Maintain one open lane in each direction on Priority 4 routes
What are UDOT's Priority routes?
- Priority 1 routes: Routes classified as principal arterial including interstate highways and primary routes to hospitals.
- Priority 2 routes: Routes classified as minor arterial (urban or rural), school bus routes, and state routes to for-profit winter recreation areas determined eligible for snow removal services.
- Priority 3 routes: Routes classified as urban collector and rural major collector.
- Priority 4 routes: Routes classified as rural minor collector, urban local, or rural local; parking lots; turnouts; shoulders and gore areas on Priority 1, 2, and 3 routes; and access roads to State Parks that are primarily for summer use. Priority 4 routes may be closed for extended periods of time until resources become available.
- Priority 5 routes: Seasonal Roads that close in the fall when snow depth requires closure and will not be reopened until spring weather conditions permit. Appropriate signing, closed gates, and public notification will be accomplished.
Where is UDOT responsible for plowing?
The removal of snow by State forces, except in emergencies, is confined to the limits of the highway rightof-way. The removal of the normal snowfall on private road approaches and driveways, both on and off the highway right-of-way, is the responsibility of the property owner. UDOT is not responsible for snow removal on sidewalks, overhead crosswalk structures, driveways, parking lots or roads not on the State System.
Why is it that I never seem to see a snowplow during a winter storm?
UDOT has a fleet of approximately 500 plow trucks and is responsible for snow removal for approximately 24,300 lane-miles of roadway. The average time to complete a snow route varies based on the length of the route, but can be anywhere from 1-4 hours. Please also factor in time for a plow to re-load materials. Snow plows sometimes get stuck in the same traffic that motorists are in, reducing their ability to clear the roads. | <urn:uuid:bfe9a6ea-067b-4e78-a592-b8ad8f33a005> | CC-MAIN-2018-30 | http://commuterlink.utah.gov/PDFFiles/Snow_Plow_Priorities.pdf | 2018-07-16T14:40:09Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00017.warc.gz | 87,052,940 | 780 | eng_Latn | eng_Latn | 0.997659 | eng_Latn | 0.997793 | [
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Getting a Grip on God's Word
We use all five fingers to get a solid grip on the Bible.
"The Bible will keep you from sin, or sin will keep you from the Bible." – D.L. Moody
Confession - What do you need to confess?
Learning - What are you learning?
Accountability-How can we hold you
accountable this week?
Prayer & Praise - How can we pray for you? What are you praising God for?
HEAR
- Q: What are several different ways you can hear God's Word taught?
Read Romans 10:17. Hearing the Word from godly pastors and teachers provides insight into others' study of the Scriptures as well as increasing your own appetite for the Word.
READ
- Q: What kind of Bible reading plan do you / would you like to follow?
Read Revelation 1:3. Reading the Bible gives an overall picture of God's Word. Many people find it helpful to use a daily reading program which takes them systematically through the Bible.
STUDY
- Q: What tools or tips have helped / could help you with personal Bible study?
Read Acts 17:11. Studying the Scriptures leads to personal discoveries of God's truths. Writing down these discoveries helps you organize and remember them.
MEMORIZE
- Q: What methods / systems have you seen people use to memorize scripture?
Read Psalm 119:9, 11. Memorizing God's Word enables us to use the Scriptures to overcome Satan and temptations, to have it readily available for evangelism, and for helping others with advice and counsel from the Bible.
MEDITATE
- Q: How would you use meditation with each of the other four fingers?
Read Psalm 1:2, 3. Meditation is the thumb of the Word Hand, because it is used in conjunction with each of the other fingers. When we meditate on God's Word--thinking of its meaning and application for life--we discover its transforming power at work within us.
Make a personal application: How would you like to apply this lesson to your life?
"This week, I will _________________________."
Getting a Grip on God's Word
We use all five fingers to get a solid grip on the Bible.
"The Bible will keep you from sin, or sin will keep you from the Bible." – D.L. Moody
Confession - What do you need to confess?
Learning-What are you learning?
Accountability-How can we hold you
accountable this week?
Prayer & Praise - How can we pray for you? What are you praising God for?
HEAR
- Q: What are several different ways you can hear God's Word taught?
Read Romans 10:17. Hearing the Word from godly pastors and teachers provides insight into others' study of the Scriptures as well as increasing your own appetite for the Word.
READ
- Q: What kind of Bible reading plan do you / would you like to follow?
Read Revelation 1:3. Reading the Bible gives an overall picture of God's Word. Many people find it helpful to use a daily reading program which takes them systematically through the Bible.
STUDY
- Q: What tools or tips have helped / could help you with personal Bible study?
Read Acts 17:11. Studying the Scriptures leads to personal discoveries of God's truths. Writing down these discoveries helps you organize and remember them.
MEMORIZE
Read Psalm 119:9, 11. Memorizing God's Word enables us to use the Scriptures to overcome Satan and temptations, to have it readily available for evangelism, and for helping others with advice and counsel from the Bible.
MEDITATE
- Q: How would you use meditation with each of the other four fingers?
Read Psalm 1:2, 3. Meditation is the thumb of the Word Hand, because it is used in conjunction with each of the other fingers. When we meditate on God's Word--thinking of its meaning and application for life--we discover its transforming power at work within us.
Make a personal application: How would you like to apply this lesson to your life?
"This week, I will _________________________." | <urn:uuid:800fdb7a-c1da-4323-9450-de13726aed40> | CC-MAIN-2018-30 | http://twubsm.com/wp-content/uploads/2015/01/Getting-a-Grip-on-Gods-Word.pdf | 2018-07-16T14:35:23Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00021.warc.gz | 390,416,747 | 860 | eng_Latn | eng_Latn | 0.996416 | eng_Latn | 0.996416 | [
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Excerpt from A Generation Removed, written by Margaret Jacobs, pp. xxvii-xxviii, 127-161.
[There was considerable opposition to ICWA.] As one woman put it in an anti-ICWA letter to Congress in 1977, "Surely the type of white parents who are glad to adopt an Indian child are the type who would have the child's best interests at heart. Furthermore, I think [adoption] is an encouraging effort towards unifying Indians and whites…. American Indian families and communities saw it differently. They experienced heartbreak and trauma and deeply mourned the loss of their children. They saw state intervention into their families and the placement of their children in non-Indian families as one of the most egregious violations of their rights. Their campaign to reclaim the care of Indian children … led to the uncomfortable question: Have white Americans been complicit in an unjust practice? (pp. xxvii-xxviii)
Grassroots Indian activists, Indian social service providers, and advocates … achieved the passage of the Indian Child Welfare Act in 1978, a radical piece of legislation that enabled tribes to take unprecedented sovereignty over child welfare. ICWA acknowledged that past policies and practices of child removal had deeply wronged Indian people and empowered them to reclaim the care of their own children.
To thousands of non-Indian Americans, the testimony of Indian activists and the passage of ICWA came as a shock. Many social workers, adoptive families, and nonprofit agency directors were accustomed to seeing themselves as caring rescuers. Now some perceived themselves anew through Indian eyes: as child snatchers. (p. 128)
ICWA embodied Indian self-determination through recognizing the jurisdiction and sovereignty of Indian tribes. Its primary provision affirmed tribes' rights to take unprecedented sovereignty over most child welfare matters involving Indian children … either a tribal member or a minor eligible for membership in a tribe. This rendering of the law meant that tribal courts held jurisdiction over not only children on tribal lands but also children who lived off the reservation. ICWA granted the right of the Indian custodian or tribe to intervene in the state court proceedings and to request transfer of child welfare proceedings to the child's tribal court under certain conditions.
ICWA sought to provide strong legal protections to Indian families to prevent the abuses that had led to the Indian child welfare crisis.
ICWA sought, too, to strengthen rather than tear asunder Indian families. It contained a number of provisions that were aimed at providing services to Indian families—through Indian tribes and organizations—that would prevent Indian children from being removed.
An optimistic mood swept through Indian country … after ICWA passed.
[T]here were also signs that the problems surrounding Indian child welfare had not vanished overnight. (pp. 158-59, 161)
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Show following film clip:
https://www.youtube.com/watch?v=59l0BTUDPq8
"We are all just one small adjustment away from making our lives work."
Be mindful of how looking at a situation from a slightly different angle can make a huge difference in how one lives their life. Our next Scripture lesson is coming from the gospel of Luke. The text we are reading comes after Luke has given us all of the stories that we are familiar with at Christmas.
The gospel writer Luke has told us stories about Elizabeth and her giving birth to John the Baptist even though she was very old. Luke provides for us the story about Mary becoming pregnant and then giving birth to Jesus. Luke shares the stories of the shepherds as well as Simeon and Anna who bless the young child. Luke has all of that before he moves us into the story we have today of the baptism of Jesus.
Luke's telling us about the baptism of Jesus after stories about the birth is similar to the gospel writer Matthew. Matthew is focused on Joseph and Wise Men and Jesus being forced to move to Egypt after his birth. So both the gospels of Matthew and Luke tell us about the baby Jesus and then move us into the story about the baptism of Jesus.
The gospels of John and Mark, however, also include this story about the baptism of Jesus but they place this story at a different place. In both John and Mark, the baptism of Jesus is at the very beginning of their accounts about the life of Jesus. John and Mark share nothing about Jesus' birth. So for the gospel writers John and Mark they see the baptism of Jesus as the starting point of telling their audience about Jesus.
So let's read Luke's version of this story.
In our opening clip, the male character says to his date that "we are just one small adjustment away from making our lives really work." One small adjustment from making our lives work. So what small adjustment are we invited to make today? I take us back to the story that Luke shares with us. The story of the baptism of Jesus.
In this story as told by Luke, we are not told that John the Baptist is the one who does the actual baptizing of Jesus. We are told that in other gospels but not in Luke. In fact, we are told just before the baptism that John is arrested and sent to prison.
Also, In Luke's account, Jesus' baptism in not a solitary act. Jesus is not alone when he is baptized. Jesus is with "all the people." In his baptism, Jesus is in solidarity with sinners like you and me.
In Luke's telling of this story, there is one fact that he seems to want his readers to hear very clearly. After Jesus is baptized did you notice what he does next in the story? Luke is the only gospel that records Jesus doing this act. After Jesus is baptized with all the people, Jesus responds to his baptism by praying.
I think this act of prayer is very important to Luke and that is why he includes it. Jesus is baptized and then he turns to God in prayer. And this will not be the last time that we hear in Luke about Jesus praying.
In Luke's account, Jesus prays before he calls his disciples. Jesus prays before asking his disciples who he is. Jesus prays when he is transfigured. Jesus prays before teaching his disciples to pray. Jesus prays on the night of his arrest and Jesus prays at his death. In Luke's account, prayer is at the heart of Jesus' ministry.
In our story before us, while he is praying Jesus looks up to the heavens and hears a voice. We don't know from Luke if others hear this voice but Jesus hears this voice while he is praying. The voice comes to him as the Spirit descending like a dove and says to Jesus, "You are my Son, the loved one. With you I am well pleased."
When Jesus comes up from the waters of baptism in the Jordan River and hears these words while he is praying, these are not just words spoken to Jesus. At this point Jesus stands in those waters for all of us. Remember that in Luke's version Jesus is baptized with "all the people."
Jesus hears these words spoken to him and invites us to hear these words spoken to us as well. And the words that the Spirit speaks to you through the waters of baptism are these words. "You are my child. My son or my daughter. You are loved. God is pleased with you."
What is the small adjustment in our life that we are invited to make? The small adjustment that we are invited to make is an invitation to pray like Jesus and be open to hearing these words being said to you. To hear the voice of the Holy Spirit say to you, "You are my child. You are my son or daughter. You are loved by God. God is pleased with you."
So many of us never hear for ourselves that we are loved. Maybe we never heard that from a parent. Maybe we never hear those words from a spouse or ex-spouse. Maybe we never hear those words from our kids or siblings. But through the baptism of Jesus and the invitation to our own baptism we are invited to hear those words said to us.
You are God's precious child. You are loved. God is proud of you.
The small adjustment that we may be being invited to make is to live our lives under this banner. Not under the banner that others may be trying to make us live under. Those course words that we may have heard from parents, bosses, siblings, or other family members.
Those words like you are nothing. You will amount to nothing. You can't do it. That's beyond you. You are not as good as your brother or sister. You have failed in some way. You are a loser. And on and on those negative words which we may have heard all of our lives.
Through the baptism of Jesus we are also invited to reject those words of negativity which are said about others. Those voices of anger and fear that cause people to demonize those that are different from them in some way. We are invited to hear the positive words of God and reject those voices of fear and intimidation which are so prevalent in our culture.
Through the baptism of Jesus we are invited to pray and to listen in our prayers to a different set of words. Words that say to you that you are God’s child. You are precious and loved. God is proud of you. We are invited to hear God say those same words to the person that you may most fear or that you see as your enemy in some way.
Make a small adjustment this year. Hear that you are precious and precious in the eyes of God. Invite others to hear those words said to them as well.
And hear that maybe you are the one to share those words to another. Words that remind all of us that we are God’s sons and daughters. We are loved by God. God is proud of us. AMEN.
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Macedon Grammar School
Macedon Grammar School
Details of this project can be found below
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[smooth=id:148]
This project involved working with Senior Art students from Macedon Grammar School, a Victorian rural school located in a natural bush setting. It should be cross-referenced to the exhibitions titled Stone Sculptures in Nature and the exhibition on the tragic bushfires in the hills around Melbourne in early 2009 titled Bushfire: Out of the Dark (both found under the Exhibition file – see side menu).
Two major tasks were set
Each student was to construct an installation made entirely from natural 1. items found in the surrounding bush location. The found objects were to be arranged in an order that still suggested the natural setting (that is they were to appear as though they might be found that way). Nothing from
the bush setting was to be broken or destroyed.
Students were to combine with one or more students to undertake the same 2. task in a cooperative venture. Students chose with whom to work and most groups were 3 in number. While the task was similar to the first one, there were various levels of negotiation and decision-making employed. Photographs of these works are still be uploaded.
The decision-making was observed and this included selecting working partners, deciding what to do and how to work, and making on-going evaluations about the works in progress.This made the project more than an art education activity although that was its major focus.
The installations were to be left as arranged. As a result the importance of each of the ideas explored was critical and needed to reflect what was already natural and observable in the area rather than appear as though they had been constructed.
There was an important and intended tension established for students so that they were confronted by what might be considered 'natural aesthetic appeal' and 'constructed aesthetic appeal'… and the relationships they were building between those two things.
References were made to the works of Australian artists including John Davis and John Wolseley.
The site of the student works, located in the bush at the back of the school. Students were free to wander and work in locations they selected.
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Technology Subjects Support Service
Sample L.C. Technology Classroom Control Project
Sample L.C. Technology Classroom Control Project
(c) Galway Education Centre 2011
Leaving Certificate Technology – Classroom Control Project
Pick and Place 3 Axis Robot
Design Brief
Design and make a 3 Axis Pick and Place Robot which is capable of moving a small load from one position to another.
1. Introduction.
This project is a 3-Axis Servo controlled Robotic Arm which is capable of moving an object from one position to another.
The key focus areas of this project are:
1 The introduction of robotic control and applications.
2 The use of control software to:
- control a number of servo motors
- respond to feedback from sensors
3 The use of CAD/CAM systems in support of design development.
2. Year Group/Term
This project would be suitable for the end of fifth year / start sixth year.
3. Syllabus Topics & Learning Outcomes.
The Project may be used to cover elements of the following syllabus areas:
Design:
Using a model to test a design and plan a sequence of manufacture.
Communication:
Using computer graphics software (SolidWorks) to develop and visually represent ideas
Materials:
Developing skills in marking out and/or cutting using CNC Router. The assembly of components and finishing acrylic.
Structures:
Describe and analyse the effects of forces acting on a structure and also to carry out some simple calculations of moments.
Robotics:
Identify robot types, understand what is meant by degrees of freedom, work envelope, end effectors and understand the principles of controlling servo motors.
Quality Management:
Identify, estimate and classify the costs associated with a product and the relationship between cost and quality.
Manufacturing Systems:
Devise work cells for simple processes of manufacture, assembly and packaging.
Aims:
To introduce students to robotics and robotic control using servo motors and control
- software.
- To design and select suitable materials for construction of robot, and to perform calculations to determine moments of force.
- To develop an understanding of analogue signals, and how to utilise them to provide feedback when controlling robotic movement.
Learning Outcomes:
- Students should be able to identify robotic structures and configurations suitable for specific tasks.
- Students should be able to programme a robotic device to do specified tasks and to be able to modify outputs in response to sensed conditions.
- Students should be able to perform simple calculations of forces and moments.
- Students should be able to select/design suitable grippers for various automated processes.
- Students should be able to identify industrial applications of robotics.
4. Prerequisite Knowledge:
Experience of manufacture and assembly of various projects, including circuit boards. Use of CAD/CAM systems and a basic understanding of PIC's and programming software.
5. Specific Equipment.
3 servo motors and a suitable PIC control board.
6. Materials Required
3mm & 5mm acrylic sheet, 1.5mm diameter brass/ steel rod. 3 servo motors with attachments. PIC Board and components, download cable and programming software.
7. Suggested methodology:
There are a number of approaches to this project depending on the ability of the students and the time available.
Option 1.
Basic control of servo motors using control software to programme a 3 axis robot arm. The arm is to move to various locations and provide pick and place capabilities.
Option 2.
Design a separate control panel to provide manual control
- of two axis using two potentiometers.
- to operate a gripper using an LDR
Option 3.
Challenge students to design a robotic system which will separate different coloured balls / blocks into various containers.
8. Procedure/instructions/ information.
See attached drawings for constuction/assembly details
9. Health & Safety:
The Technology room Health & Safety rules and regulations apply.
Hazards specific to this project include the following:
- Hot Tips associated with the use of the soldering. The risk of burns or damaging surfaces can be mitigated by the use of suitable stands.
- Soldering to be carried out in a well ventilated area.
- Potential bonding of body tissue due to the use of Super Glue Gel.
- Possible cutting from metal swarf on the end of 2mm diameter rods. Students' attention should be drawn to this hazard and the mitigation of the risk by removing the swarf with a file immediately after cutting.
- Sharp end of rod, should be protected at all times to prevent eye injuries etc.
10. Integration of Options.
Applied control systems, levers / linkages/ mechanisms, moments of force, degree's of freedom, hybrid manufacturing systems, material selection and properties, assembly and application of control circuits, use of CAD/CAM systems.
11. Assessment:
Quality of working drawings and presentation.
The successful use of control software in programming a 3 axis robot arm. The integration of analogue sensors to provide feedback.
The functionality, quality and finish of the final product could be assessed by the teacher.
Portfolio Integration:
Alternative designs of robotic arms - 5 axis robot etc.
Various designs of grippers for a range of applications.
Robotic applications in industry, home, medical, space etc.
Walk through programming and its applications.
SolidWorks drawings and animation
The use of sketching / rendering.
12. Suggested Links:
T4 Resource CD/Website Resources by Topic/Core: Gears, Intro. to Structures & Mechanisms etc. Assembly, Finishing materials. Applied Control option
Useful Websites:
www.t4.ie www.technologystudent.com
www.flyingpig.com www.robives.com/mechs
www.Arexx.com http://www.servoshop.co.uk/
www.lynxmotion.com www.mindsetsonline.co.uk
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Office of Emergency Management
Cuyahoga County
Together We Thrive
Chemical Threats
At-A-Glance
Chemical agents are poisonous vapors, aerosols, liquids and solids that have toxic effects on people, animals or plants. They can be released by bombs or sprayed from aircraft, boats and vehicles. They can be used as a liquid to create a hazard to people and the environment. They can have an immediate effect (a few seconds to a few minutes) or a delayed effect (2 to 48 hours). While potentially lethal, chemical agents are difficult to deliver in lethal concentrations.
Before a Chemical Threat...
* Build an Emergency Supply Kit. Be sure to include:
Did You Know?
* A roll of duct tape and scissors
* Make a Family Emergency Plan. Your family may not be together when disaster strikes, so it is important to know how you will contact one another, how you will get back together and what you will do in case of an emergency.
* Plastic for doors, window, and vents from the room you will shelter in place. To save critical time during an emergency, pre-measure and cut the plastic sheeting for each opening.
During a Chemical Threat...
* Quickly try to define the impacted area or where the chemical is coming from, if possible.
* If the chemical is inside a building where you are, get out of the building without passing through the contaminated area, if possible.
* Take immediate action to get away.
* If you can't get out of the building or find clean air without passing through the area where you see signs of a chemical attack, it may be better to move as far away as possible and shelter-in-place.
After a Chemical Threat…
The presence of many dead insects or birds may indicate a chemical agent release.
For additional information on chemical threats, go to www.ready.gov.
Source: Federal Emergency Management Agency (FEMA)
* Decontamination is needed within minutes of exposure to minimize health consequences. Do not leave the safety of a shelter to go outdoors to help others until authorities announce it is safe to do so.
* Use extreme caution when helping others who have been exposed to chemical agents.
* Decontamination guidelines are as follows:
* Remove all clothing and other items in contact with the body. Contaminated clothing normally removed over the head should be cut off to avoid contact with the eyes, nose and mouth.
* Decontaminate body areas likely to have been contaminated. Blot (do not swab or scrape) with a cloth soaked in soapy water and rinse with clear water.
* Flush eyes with water.
Facebook.com//CuyahogaOEM
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One issue that has occurred is that people when reading the Supreme Court opinion Minor v. Happersett (1874) 21 Wall. 162, 166-168 misread the English above and take the paragraph to mean they are redefining the meaning of "natural born citizen". When one looks at each sentence and looks at what the Court is actually stating one finds this is not the case. The first sentence of the paragraph states
The Constitution does not, in words, say who shall be natural-born citizens. Resort must be had elsewhere to ascertain that.
Here the Supreme Court states since the Constitution does not define the meaning of natural-born citizen the Court had to go and determine the source of the meaning. Basically, the Court had to go and find the dictionary that defines the meaning.
The second sentence of the paragraph states
At common-law, with the nomenclature of which the framers of the Constitution were familiar, it was never doubted that all children born in a country of parents who were its citizens became themselves, upon their birth, citizens also.
The Court says that when we go and look for the definition we find that the people who wrote the Constitution considered that a child born in the country whose parents were citizens is a citizen as well. This type of birth based citizenship has always been the norm and always produces a citizen. This type of citizenship includes both jus soli citizenship and jus sanguinis citizenship from both parents.
The third sentence goes on to state a specific definition with the words
These were natives, or natural-born citizens, as distinguished from aliens or foreigners.
Here the Court states the births under the specific set of circumstances described before produces "natural-born citizens", as well as pointing out that others that do not meet this birth condition are consider aliens or foreigners. This is a specific type of citizenship and is also described in Law of Nations which is discussed earlier in this document which history shows was used in the writing of the US Constitution.
In the fourth sentence of the paragraph the Court goes on to describe another type of citizenship with
Some authorities go further and include as citizens children born within the jurisdiction without reference to the citizenship of their parents.
Here the Court states that some authorities (governments, laws, etc.), state that if a child is born in the country that makes the child a citizen. It does not matter if they have one citizen parent or neither of their parents are citizens. In this case just being born in the country makes them a citizen. What we have here is a different type of citizenship based upon birth location or jus soli. Under Amendment 14 we have a variation of this type of citizenship. It should also be noted that the US also has jus sanguinis citizenship as well.
In the fifth sentence the Court states
As to this class there have been doubts, but never as to the first.
indicating the prior type of citizenship (birth in country only or jus soli) discussed in the fourth sentence is questionable. Or in other words the child may or may not have citizenship. The citizenship is questionable if a person is born of foreign parents or just has a single citizen parent. The Court then states that the first type of citizenship described (natural born citizen – sentences 2 and 3) always produces a citizen.
When one considers the other prior Supreme Court rulings that have referenced the meaning of natural born citizen one finds the opinion and history discussed in Minor v. Happersett (1874) is directly in-line with the prior decisions that have referenced natural born citizenship from 1814 though 1874 as well as the rulings that have occurred since 1874. The importance of this discussion is reinforced by the actions of the website http://justia.com and http:://Public.Resource.Org (PRO), both 1 of whom were found to be altering Supreme Court rulings that reference Minor v. Happersett (1874) and its discussion of citizenship.
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Toss the Paste!
AND RETURN TO NEW, IMPROVED TOOTHPOWDER
by Santosh Krinsky
Until the early years of the last century, toothpowders were the primary mode of providing teeth-cleaning power. Then the convenient "toothpaste" form was invented and marketed, and over the years, toothpaste took over. Eventually, people forgot about toothpowders. Today, hardly anybody recalls Peppermint Tooth Powder, and why should they? The powders then were not very good.
Meanwhile, the quality of toothpaste has worsened to the point where it contains several detrimental ingredients. Fluoride, particularly, has become very controversial. The element is a waste by-product from the manufacture of industrial electrical plating and other very toxic chemicals such as gases. The chemical industry sought to find a way to get rid of this waste but in a profitable manner. Research determined that fluoride could reduce tooth decay. Too much fluoride, however, is toxic, and the multiple sources of fluoride (fluoridated water, fluoride treatments at the dentist's office and fluoridated toothpastes and mouthwashes) eliminates any control over the amount of fluoride we ingest. In addition, excess fluoride can discolor or "mottle" teeth, and there has been a dramatic increase in mottled teeth over the last few decades. The apparent connection is obvious. This discoloration causes more people to try to correct the problem with teeth-whitening treatments, which can harm enamel, causing long-term tooth sensitivity.
Artificial sweeteners found in many commercial toothpastes (to avoid sugar) are a cause for concern as well. Some of them have apparent links to hormonal activities, creating emotional and psychological imbalance and stress. Others, such as saccharin, have been the subject of studies showing an apparent link to various forms of cancer. Moreover, toothpastes that use various sugars are simply adding food for the bacteria in the mouth that thrive on sugars and help create decay.
Additionally, the toothpaste industry has sought to develop a stable formula that will maintain consistency over time while not providing a bed for bacterial growth. As a result, most toothpastes wind up having something of a chemical soup. Various forms of disease, including cancer, have increased dramatically over the last century, as the exposure the doctors’ prescription for healthy living
to chemicals all around us have increased dramatically, pointing to a serious linkage between our environmental health and our bodies' health.
Finally, just about all commercial toothpastes use abrasives that can actually weaken tooth enamel. Whether they call it calcium carbonate or chalk, by using it as their primary cleaning ingredient, most toothpastes can be actually quite abrasive.
One has to ask: "Are there any viable options?" The answer is a resounding "Yes!"
There were reasons why the toothpowders of old lost favor: They generally did not taste very good. They were hard to use. And they were inconvenient. But today there are toothpowders available that solve all these issues: They are great tasting, providing a refreshing, clean feeling. They are easy to use, with an effervescent action for effective brushing in hard-to-reach places. And they have been shown to clean teeth effectively without fluoride.
Eco-Dent has revolutionized toothpowders. Eco-Dent DailyCare Toothpowders are all based on a formula of baking soda and sea salt. While most baking-soda toothpowders of old were not pleasant to use, Eco-Dent has a refreshing taste and leaves the breath fresh and the mouth feeling clean.
Baking soda is a superior cleaning agent that is virtually nonabrasive compared to traditional toothpastes. Eco-Dent has been tested and found to be an effective lowabrasive cleaner compared to leading natural and commercial toothpaste brands. It comes in a variety of flavors (provided by natural essential oils), including the very popular mint, as well as cinnamon, anise and the mint-free lemonlime for those who are working with homeopathy. The easy-pour cap makes it simple to sprinkle just a pea-sized amount of toothpowder onto a moistened toothbrush. Eco-Dent foams up nicely and provides a great brushing experience. One 2-ounce bottle provides approximately 200 brushings (around three months' supply), making it much more economical than toothpaste as well.
So, if you are ready for a new and better solution to oral hygiene, toss the paste. Try something new—or, rather, old. It will give you something to truly smile about.
Santosh Krinsky has been in the book industry for 29 years, specializing in body/mind/spirit titles. He started Lotus Light Enterprises, a wholesaler of natural health and wellness products; Lotus Brands, a majority woman-owned company that offers products inspired by nature; and Lotus Press, a publishing company that focuses on alternative health and wellness information. | <urn:uuid:533f25a7-97da-4737-a65d-9b747d08a6fa> | CC-MAIN-2018-30 | https://www.eco-dent.com/media/eco-dent/pdf/EcoDent_HealthyViewpoints-m8910.pdf | 2018-07-16T14:13:04Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00022.warc.gz | 907,123,423 | 998 | eng_Latn | eng_Latn | 0.998525 | eng_Latn | 0.998525 | [
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Parker dam and reservoir offer hope for thirsty Colorado communities
To handle projected population growth, planners aim to build more reservoirs to hold more water before it flows out of state
Chimney Hollow, Glade among reservoirs being proposed
Denver Post November 2, 2015 By Bruce Finley
PARKER — The recent rain sent a surplus surge of 6,000 gallons a minute, diverted from Cherry Creek, gushing under semi-arid high plains into the West's newest major water stash. And even though the $170 million Rueter-Hess Reservoir southeast of Denver remains less than a third full — after 4½ years of waiting for moments like this — suburbs are celebrating their vision and tenacity in simply getting it — and a $50 million water treatment plant — done.
"This is why we have reservoirs: taking advantage of a wet period," Parker Water and Sanitation District manager Ron Redd said. "Now, 75 families for an entire year will have their water needs met. If we didn't have this reservoir, that water would be leaving Colorado and on its way to the Gulf of Mexico."
Colorado water planners facing a projected 163 billion-gallon statewide annual shortfall by 2050 now are aiming to emulate water-stressed Parker (population 50,000), which labored for three decades to build its 185foot-high Frank Jaeger dam, reservoir and plant. Parker's leaders were driven by a desire to enable population growth up to 120,000 people without pumping more from dwindling underground aquifers.
Colorado officials have begun re-working a controversial state water plan — designed to support 10 million people — by including more details and targets for construction of reservoirs.
Boosting the statewide capacity to store an additional 130 billion gallons (400,000 acre-feet) would go a long way, along with everybody using less, to sustain a growing population, Colorado Water Conservation Board director James Eklund said.
Among the dam-and-reservoir projects Front Range water providers are proposing:
* Chimney Hollow, southwest of Loveland (90,000 acre-feet).
* Glade, northwest of Fort Collins (170,000 acre-feet).
* Galeton, northeast of Greeley (45,000 acre-feet);
* A bigger Gross Reservoir, west of Boulder (72,000 acre-feet).
* And possible new reservoirs in western Colorado.
But completing any new reservoir has proved difficult, compared with the dam-building feats of the 20th century that enabled massive settlement across the arid western United States.
A confluence of factors — huge costs, political opposition, environmental laws — complicate efforts to develop new water supplies.
Beyond inundating land, dams and reservoirs require federal government approvals from the Army Corps of
Engineers, Bureau of Reclamation and other agencies. States, too, are obligated to ensure water quality and minimize environmental harm.
Drought-prone California in 1999 completed the $1.9 billion Diamond Valley reservoir between Los Angeles and San Diego, adding the capacity to store an additonal 800,000 acre-feet. Metropolitan Water District of Southern California operators, diverting from the Colorado River, finally filled it in 2003.
Parker officials began their project in 1985 after anticipating a water shortfall as suburban development exploded. Longtime Parker Water employee Frank Jaeger scouted sites, filed for permits and obtained rights to divert water. Town leaders initially planned a reservoir to hold 16,200 acre-feet of water.
At first they focused on flooding Castlewood Canyon State Park. Courts rejected this.
Jaeger then negotiated with landowners for the current site, between Parker and Castle Rock. Environmental studies started in 1997. Designs were done in 2002. Construction began in 2004. In 2008, Jaeger and other suburban officials decided to make it a bigger reservoir, holding 75,000 acre-feet.
The reservoir was completed in 2012. And an adjacent water-cleaning plant last summer began operating — bringing reservoir water to residents who long have relied on declining underground water.
Any state push to build reservoirs will require determination and patience, said Jaeger, now retired. "You'll need state sponsorship," he said. "And you'll need somebody who is going to stay around for the whole deal. They're going to take a lot of heat."
More dams and reservoirs likely would cost hundreds of millions and, if off the main stem of a river, require huge amounts of electrical power to pump water.
Parker installed five grid-powered motors — three 1,250 horsepower, two 500 horsepower. These move water from headwaters of Cherry Creek, at a diversion point near Stroh Road, through a 3-mile, 48-inch-diameter steel pipe that runs up a 250-foot-high hill before it reaches Rueter-Hess. Then there's the matter of obtaining enough water to fill Rueter-Hess, factoring in annual evaporation losses of about 3 percent.
Parker secured limited junior rights to surface water and, in May 2011, began diverting to fill the reservoir. When senior rights holders call for water in dry times, Parker's diversions must stop. Today, Rueter-Hess holds 21,000 acre-feet.
The water treatment plant uses state-of-the-art filtering and chemical treatments to remove algae and minerals such as phosphorus so that the reservoir water is safe.
As Parker Water's team formally opened the plant last month, Redd said state planners will need to get started soon.
"It took Parker Water 25 years," he said. "They'll probably need more storage than what they are indicating. ... You're never disappointed with more storage." | <urn:uuid:1a4ef3c2-de3d-4d44-a969-01ba4e959dd6> | CC-MAIN-2018-30 | http://www.northernwater.org/docs/NISP/NISPNews/MediaCov2015/ParkerDam_D_Post_11-02-2015.pdf | 2018-07-16T14:42:52Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00022.warc.gz | 547,018,949 | 1,171 | eng_Latn | eng_Latn | 0.99855 | eng_Latn | 0.998655 | [
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Minnesota Paint Stewardship Program
Each year about 780 million gallons of architectural paint is sold in the United States. Did you know that about 10 percent goes unused and is available for recycling?
Minnesota's Paint Stewardship Law requires the paint manufacturing industry to develop a financially sustainable and environmentally responsible program to manage postconsumer architectural paint.
The program includes education about buying the right amount of paint, tips for using up remaining paint and setting up convenient recycling locations throughout the state.
Paint manufacturers established PaintCare, a nonprofit organization, to run paint stewardship programs in states with applicable laws.
PaintCare Products
These products have fees when you buy them and are accepted for free at drop-off sites:
* Interior and exterior architectural paints: latex, acrylic, water-based, alkyd, oil-based, enamel (including textured coatings)
* Primers, sealers, undercoaters
* Deck coatings, floor paints (including elastomeric)
* Stains
* Waterproofing concrete/masonry/wood sealers and repellents (not tar or bitumen-based)
* Shellacs, lacquers, varnishes, urethanes (single component)
* Metal coatings, rust preventatives
* Field and lawn paints
Leaking, unlabeled and empty containers are not accepted at drop-off sites.
Non-PaintCare Products
* Paint thinners, mineral spirits, solvents
* Auto and marine paints
* Aerosol paints (spray cans)
* Art and craft paints
* Paint additives, colorants, tints, resins
* Caulk, epoxies, glues, adhesives
* Wood preservatives (containing pesticides)
* Asphalt, tar and bitumen-based products
* Roof patch and repair
* 2-component coatings
* Traffic and road marking paints
* Deck cleaners
* Industrial Maintenance (IM) coatings
* Original Equipment Manufacturer (OEM) (shop application) paints and finishes
For information about recycling and proper disposal of non-PaintCare products, please contact your garbage hauler, local environmental health agency, household hazardous waste program or public works department.
Places to Take Old Paint
Paint recycling is more convenient with PaintCare. We set up paint drop-off sites throughout Minnesota. To find your nearest drop-off site, use PaintCare's search tool at www.paintcare.org or call our hotline at (855) 724-6809.
How to Recycle
PaintCare sites accept all brands of old house paint, stain and varnish — even if they are 20 years old! Containers must be five gallons or smaller, and a few types of paint are not accepted. See back panel for a list of what you can recycle.
All PaintCare drop-off sites accept up to five gallons of paint per visit. Some sites accept more. Please call the site in advance to make sure they can accept the amount of paint you would like to recycle.
What Happens to the Paint?
PaintCare will make sure that your leftover paint is remixed into recycled paint, used as a fuel, made into other products or properly disposed.
Who Can Use the Program?
People bringing paint from their homes can bring as much latex or oil-based paint as the site is willing to accept.
Businesses (painting contractors and others) can use this program with one restriction: If your business produces more than 220 pounds (about 20-30 gallons) of hazardous waste per month, you may use the drop-off sites for your latex paint only but not for your oil-based paint. Contact PaintCare to learn more about this restriction.
Make sure all containers of paint have lids and original labels, and load them securely in your vehicle. Take them to a drop-off site during their regular business hours. We'll take it from there.
Large Volume Pick-Up
If you have at least 200 gallons of paint to recycle at your business or home, ask about our free pick-up service. Please call for more details or to request an appointment.
PaintCare Fee
PaintCare is funded by a fee paid by paint manufacturers for each can of paint they sell in the state. Manufacturers pass the fee to retailers, who then apply it to the price of paint. Stores can choose whether or not to show the fee on their receipts. Fees are based on the size of the container as follows:
$ 0.00 Half pint or smaller
$ 0.49 Larger than half pint and smaller than 1 gallon
$ 0.99 1 gallon up to 2 gallons
$ 1.99 Larger than 2 gallons up to 5 gallons
Not a Deposit
The fee is not a deposit — it is part of the purchase price. The fees are used to pay the costs of running the program: recycling, public education, staffing and other expenses.
Contact Us
To learn more or find a drop-off site, please visit www.paintcare.org or call (855) 724-6809.
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The impact of polyploidy on plant evolution and speciation.
Arild H. G. Saether*
Department of Agro technology, Norwegian University of Life Sciences, Norway
Introduction
Polyploidy, the condition in which an organism has more than two complete sets of chromosomes, is a significant driver of plant evolution and speciation, offering profound insights into how plants adapt and diversify. In the plant kingdom, polyploidy is a common phenomenon that can lead to major changes in an organism's genetic makeup, morphology, and reproductive strategies. Understanding the impact of polyploidy on plant evolution helps elucidate how new plant species arise and adapt to varying environmental conditions, contributing to the rich biodiversity we observe today [1].
to differences in chromosome numbers and pairing during meiosis. This genetic isolation can result in the formation of new species that are distinct from their parental forms, contributing to the diversification of plant lineages [5].
The process of polyploidization involves the doubling or multiplication of chromosome sets, which can occur through various mechanisms such as genome duplication or hybridization between different species. This genetic event can result in immediate changes to the plant's genome, leading to novel traits and increased genetic diversity. Polyploidy can be categorized into two main types: autopolyploidy, which involves multiple copies of the same species' chromosomes, and allopolyploidy, which arises from the hybridization between different species and subsequent chromosome doubling [2].
One of the most notable effects of polyploidy is its impact on plant size, morphology, and physiological traits. Polyploid plants often exhibit increased cell size, larger organ dimensions, and altered growth patterns compared to their diploid counterparts. These changes can lead to enhanced adaptability and competitiveness in various environments, giving polyploid plants a potential advantage in ecological niches that might be less accessible to diploid species [3].
Polyploidy can also influence plant reproductive strategies, affecting both fertility and hybridization. While some polyploid plants may exhibit reduced fertility due to chromosomal mismatches during meiosis, others can benefit from increased reproductive success through mechanisms such as asexual reproduction or the development of new, fertile hybrid lineages. This reproductive flexibility allows polyploid plants to exploit a wider range of ecological niches and potentially contribute to their speciation [4].
The impact of polyploidy on plant speciation is particularly significant because it can lead to the emergence of new plant species through processes such as genetic isolation and reproductive barriers. Polyploid individuals can be reproductively isolated from their diploid progenitors due
Polyploidy also plays a role in the adaptation of plants to environmental stresses, such as drought, salinity, or temperature extremes. The increased genetic variation associated with polyploidy can provide plants with a broader range of traits to cope with challenging environmental conditions. For example, polyploid plants may exhibit enhanced stress tolerance or improved resource use efficiency, which can contribute to their survival and proliferation in diverse and changing environments [6].
The study of polyploidy in plants has provided valuable insights into the evolutionary processes that shape plant biodiversity. Research on polyploid plants has revealed patterns of genome evolution, gene expression changes, and the interplay between genetic and environmental factors. These insights enhance our understanding of how plants adapt to their surroundings and how new species arise through polyploidization [7].
Advances in genomic technologies, such as high-throughput sequencing and comparative genomics, have greatly expanded our knowledge of polyploidy and its effects on plant evolution. These technologies allow researchers to explore the genetic basis of polyploidy, identify specific genes associated with polyploid traits, and investigate the evolutionary history of polyploid species. The integration of genomic data with classical botanical studies provides a more comprehensive view of polyploidy's role in plant evolution [8].
Despite the many benefits of polyploidy, there are also challenges associated with studying and utilizing polyploid plants. Polyploid genomes can be complex and difficult to analyze due to their increased size and the presence of multiple homologous chromosome sets. Additionally, the potential for genomic instability and the need for specialized breeding techniques to stabilize polyploid lines pose practical challenges for researchers and breeders working with polyploid plants [9].
Understanding the impact of polyploidy on plant evolution and speciation has important implications for agriculture and conservation. Polyploid crops often exhibit desirable traits such as improved yield, disease resistance, or stress tolerance, making them valuable for agricultural improvement. Additionally, the conservation of polyploid plant species
*Correspondence to: Arild H. G. Saether. Department of Agro technology, Norwegian University of Life Sciences, Norway. E-mail: firstname.lastname@example.org
Received: 25-Jul-2024, Manuscript No. AAASCB-24-144066;
AAASCB-24-144066;
Editor assigned: 27-Jul-2024, Pre QC No. AAASCB-24-144066(PQ); Reviewed:
Revised: 16-Aug-2024, Manuscript No. AAASCB-24-144066(R);
1
Published:
10-Aug-2024, QC No.
22-Aug-2024, DOI:10.35841/2591-7366-8.4.253
J Agric Sci Bot 2024 Volume 8 Issue 4
is crucial for preserving genetic diversity and ensuring the resilience of ecosystems in the face of environmental changes [10].
Conclusion
Polyploidy is a powerful evolutionary force that has shaped the diversity and adaptability of plants throughout history. By influencing plant size, morphology, reproductive strategies, and environmental adaptation, polyploidy contributes significantly to the ongoing process of plant speciation and evolution. Continued research on polyploid plants, supported by advances in genomics and breeding techniques, will enhance our understanding of plant evolution and provide valuable tools for improving agricultural and conservation outcomes.
References
1. Fang C, Fernie AR, Luo J. (2019). Exploring the diversity of plant metabolism. Trends in Plant Sci. 24(1):83-98.
2. Friso G, van Wijk KJ (2015). Posttranslational protein modifications in plant metabolism. Plant physiol. 169(3):1469-87.
3. Keurentjes JJ, Fu J, De Vos CR, Lommen A, Hall RD, et
J Agric Sci Bot 2024 Volume 8 Issue 4
al,. (2006) The genetics of plant metabolism. Nat genet. 38(7):842-9.
4. Lunn JE. Compartmentation in plant metabolism (2007). J Exp Bot. 58(1):35-47.
5. Ohlrogge J, Benning C. Unraveling plant metabolism by EST analysis (2000). Curr Opin Plant Biol. 3(3):224-8.
6. Anderson JT, Song BH. (2020). Plant adaptation to climate change—Where are we?. J Syst Evol. 58(5):533-45.
7. Barnes EM, Tringe SG. (2022). Exploring the roles of microbes in facilitating plant adaptation to climate change. Biochem J. 479(3):327-35.
8. Bussotti F, Desotgiu R, Pollastrini M, Cascio C. (2010) The JIP test: a tool to screen the capacity of plant adaptation to climate change. Scand J For Res. 25(S8):43-50.
9. Chapman SC, Chakraborty S, Dreccer MF, Howden SM. (2012). Plant adaptation to climate change—opportunities and priorities in breeding. Crop Pasture Sc . 63(3):251-68.
10. Ortiz-Bobea A, Just RE. (2013). Modeling the structure of adaptation in climate change impact assessment. Am J Agric Econ. 95(2):244-51.
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Energy poverty among households living in the detached houses in Poland
Piotr Lewandowski, Aneta Kiełczewska, Konstancja Ziółkowska
In 2016, 12% of the Polish population were affected by energy poverty according to the Low Income – High Costs (LIHC) measure. 65% of all energy poor households, and 75% of all energy poor individuals, lived in detached houses. Among approximately 6 million households living in detached houses (hereinafter referred to as "HDH" – households in detached houses), 14% experienced energy poverty.
Regional variation in energy poverty is significant, but voivodships with the highest shares of energy poor HDHs are not necessarily those with the largest number of energy poor HDHs. The highest risk occurs in the less developed voivodships such as Warmińsko-Mazurskie, Opolskie and Podkarpackie. However, the largest number of energy poor HDHs live in populous voivodships with a significant number of detached houses, namely in Wielkopolskie, Mazowieckie, Podkarpackie, Małopolskie and Lubelskie. The Wielkopolskie and Podkarpackie voivodships are characterised by high risk of energy poverty as well as a large absolute number of energy poor HDHs.
Among the HDHs, energy poverty affects mainly inhabitants of villages and small towns (Table 1). This is a consequence of lower incomes than in larger cities, as well as the characteristics of housing stock (older houses and larger floor area).
Table 1. Energy poverty in households living in detached houses, by the size of place of residence (2016)
| City with more than 100 thousand inhabitants | 7.8 | 61 891 |
|---|---|---|
| City with 20-100 thousand inhabitants | 7.1 | 50 509 |
| City with less than 20 thousand inhabitants | 12.4 | 91 476 |
| Rural area | 17.2 | 649 364 |
| Overall | 14.1 | 853 240 |
Source: Own calculations based on Polish Household Budget Survey 2016.
The income of people living in the energy poor HDHs is noticeably lower than the income of the total population. In 2016, the average income per person in energy poor HDHs stood at 63% of the average income per capita in Poland, and the median – at the level of 50% of the median in general population. Employment in blue-collar jobs (27%), retirement pension (25%) and subsistence farming (20%) were the most frequent main sources of income among the energy poor HDHs.
Twitter PL: @ibs_thinktank Twitter EN: @ibs_warsaw
1
Buildings inhabited by the energy poor HDHs are generally older than the total stock of detached houses in Poland. Over 1/5 of the buildings inhabited by energy poor HDHs are pre-war buildings, and 1/3 of them were built in the period from 1961 to 1980.
Energy poor HDHs live in larger houses (average floor area – 126 m 2 ) than the average HDHs (111 m 2 ), see Table 2. However, in terms of floor area per person, there are no significant differences between all HDHs and energy poor HDHs. At the same time, energy poor pensioners, retirees and people living on unearned sources (together representing almost 40% of the energy poor HDHs) inhabit houses with the floor area per person by, on average, 10m 2 larger than the whole population of HDHs.
Table 2. Average floor area of the house (m 2 ) for energy poor HDHs, by the main source of income
| | | Total area | | Area per person | Number of energy poor HDHs |
|---|---|---|---|---|---|
| Overall | 126 | | 42 | | |
| Employment at blue-collar job | 125 | | 30 | | |
| Employment at white-collar job | 140 | | 38 | | |
| Farming | 157 | | 38 | | |
| Self-employment | 136 | | 39 | | |
| Retirement pension | 106 | | 52 | | |
| Pension | 110 | | 57 | | |
| Other unearned source | 104 | | 55 | | |
Source: Own calculations based on Polish Household Budget Survey 2016.
2/3 of energy poor HDHs use the combination of coal and wood for heating. Almost 1/5 of energy poor HDHs use solid fuel stoves, while among of all HDHs this source of heating is very rarely used (3% of households). This means that many energy poor HDHs would face higher heating costs if their stoves were replaced with less polluting, modern boilers which require the use of certified, more expensive fuel.
80% of energy poor HDHs have central heating (85% in the total population). Unfortunately, the Household Budget Survey data does not allow to distinguish between households obtaining heat from a supply grid and from individual central heating.
1/4 of all energy poor HDHs have access to the gas network. This share is significantly higher in large and mediumsized cities (60%) than in small towns (37%) and in rural areas (18%). Regional diversification is significant: in a number of voivodships (Kujawsko-Pomorskie, Lubuskie, Łódzkie, Opolskie, Podlaskie, Świętokrzyskie, WarmińskoMazurskie) only about 10% of energy HDHs have access to the gas network while in Podkarpackie, Małopolskie and Zachodniopomorskie voivodships this share is about 50%.
The following implications for public policy stem from our findings:
Income criteria are crucial for addressing any support for the energy poor HDHs. That is because energy poor HDHs have significantly lower incomes than general population in Poland. At the same time, because many of the income poor households are not energy poor, additional criteria related to the condition of the building should be used.
Among the energy poor HDHs who use stoves or boilers for heating, the vast majority use coal as the main fuel and wood as an additional fuel. Presumably, these households do it in order to limit the running costs of heating. As much as 20% of poor HDHs use wood as the main fuel. This means that replacing heating sources with modern coal boilers, gas boilers or electric heating would imply an increase in heating cost which could be a significant burden for these households. There would be a need for public policy instruments to counteract this problem, for example by improving the energy efficiency of houses or reducing the financial burden, e.g. by financial transfers.
Pensioners living in energy poor HDHs deserve special attention. They live in the houses with relatively large floor area per person, often in oversized houses. As a result, the cost-effectiveness of investing in building retrofit and thermo-modernisation of houses inhabited by pensioners will on average be lower than among other groups. In our opinion, any targeting of public funds for building retrofit programs should take into account the expected further duration of house use.
20% of energy poor HDHs live in houses built before 1946. An exceptionally high share (over 70%) of such houses among energy poor HDHs occurs in the Western part of Poland (Dolnośląskie, Lubuskie and Opolskie voivodships). Investing in thermo-modernisation of these houses can be technically difficult and/or economically inefficient, especially in the case of households inhabited by older people whose children decided to live elsewhere or already have their own houses. In this case, financial transfers may prove to be an important policy instrument to raise the standard of living or to reduce heating costs related to the replacement of heating source.
The complete results of our research are published in Polish in the report:
Lewandowski, P., Kiełczewska, A., Ziółkowska, K. (2018). Zjawisko ubóstwa energetycznego w Polsce, w tym ze szczególnym uwzględnieniem zamieszkujących w domach jednorodzinnych. IBS Research Report 02/2018.
http://ibs.org.pl/publications/zjawisko-ubostwa-energetycznego-w-polsce-w-tym-ze-szczegolnym-uwzglednieniemzamieszkujacych-w-domach-jednorodzinnych/
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EDUC 472 Teaching ESL
Field Experience Handbook
Spring 2024
Field Experience Assignment(s):
The following is an overview of assignments students will complete in the field. More information will be provided in class and on Canvas. All assignments are graded using a rubric, available on Canvas.
Multilingual Learner (ML) Case Study
This Case Study is a semester-long project that consists of three parts.
Before beginning the case study, early in the placement, students should work with their CE, using the guidelines below, to select an ML focal student. Students working with a partner in their placement, should each select a different focal student. The "ideal focal student":
* has been identified by the school or district as an English Learner (EL)
* is a student about whom the school has data (e.g., WIDA ELP scores, reading and math benchmark scores, files from previous grades)
* works directly with the ESL specialist (this could be in a pull-out or push-in model)
* is available to meet in a small group when students teach their mini-lessons on (4/22, 4/29, or 5/6)
Part I: Getting to know your student (2/12, 2/26, 3/4)
In Part 1, students will collect qualitative data on their focal student. They will then analyze and reflect upon the data collected.
To collect data about their focal student they will engage in two tasks:
2. Interview a minimum of two of the student's teachers (one must be the ESL teacher and at least 1 classroom teacher that works with the student).
1. Design a getting-to-know-you activity that focuses on learning more about the assets the focal student brings to the classroom. This activity should be framed around the student's strengths.
Part II: Focal Student Shadowing: Classroom Observations: (3/4, 3/11)
Students will arrange to shadow their focal student for at least 45 minutes (this should include appx. 20-30 minutes in two different classroom settings; we will discuss acceptable settings in class, but ideally should include time the focal student spends with the ESL teacher in a pull-out or push-in setting and time the focal student spends working with a grade-level teacher in a whole class setting, small group setting, or combination of both. While observing, students will take notes using the observation protocols provided on Canvas.
Part III: Focal Student Assessment: Oral Language Assessment (3/18)
Using the SOLOM-R, students will assess the oral language proficiency of their focal student. Students will interpret and analyze data from the SOLOM-R to identify their focal student's strengths and areas in need of improvement. Additionally, students will describe appropriate strategies, activities, and techniques from assigned readings and class discussions that would be effective for improving the student's oral language proficiency. A template and rubric are available on Canvas.
Oral Language Mini-Lesson & Analysis (4/22, 4/29, or 5/6)
Each student will plan three mini-lessons that target oral language development for MLs in the areas of vocabulary development, syntax, and reading comprehension. In class, Dr. Budde will share three evidence-based practices that support oral langauge development– this is how you will teach. Students must work with their CE to determine the content (or what) they will teach.
A minimum of two of the lessons should be taught to a small group of MLs, with one of those students being your focal student.
Students must use the approved lesson plan format for each lesson to organize the sequence of their instruction. This includes standards, language and content objectives, core learning experiences, and assessment. Lessons must be approved prior to teaching.
Overview of ESL Program Presentation (4/29 or 5/6)
The purpose of this assignment is to build background knowledge of the ESL program within the student's ESL method's placement school and district. To accomplish this, students will work with their ESL methods partner to conduct their own research online and talk with their CE to investigate how multilingual learners are being taught in their placement setting. | <urn:uuid:98665098-e69f-45c3-ad01-16719e12641f> | CC-MAIN-2024-38 | https://www.education.udel.edu/wp-content/uploads/2024/02/EDUC472.pdf | 2024-09-10T22:02:14+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00241.warc.gz | 698,300,102 | 843 | eng_Latn | eng_Latn | 0.997732 | eng_Latn | 0.998115 | [
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Child Nutrition Programs During Disaster
Natural disasters, such as hurricanes, tornadoes, and floods, can be devastating to communities and require a quick response. Schools, child care centers, and summer sites that operate the National School Lunch (NSLP) and School Breakfast Programs (SBP), the Child and Adult Care Food Program (CACFP), or the Summer Food Service Program (SFSP) can help minimize disruptions to families.
Children in households receiving D-SNAP benefits are eligible for free meals regardless of income. Children identified as homeless by a school or emergency shelter official are also eligible for free meals regardless of income. Eligibility for free meals will continue for the rest of the school year under the NSLP and SBP or for a full year through CACFP or SFSP.
Food Banks and The Emergency Food Assistance Program (TEFAP)
Food banks are an important resource to help meet the food needs of those affected by emergencies and disasters. For food banks that participate in TEFAP, one effective way to address disaster food needs is to enroll affected individuals and families in this program. Under certain conditions, food banks may also work through their State agency to request approval from FNS to operate a household disaster food distribution program using USDA Foods.
TEFAP and household disaster feeding are two separate and distinct programs that can be used to respond to emergencies and disasters.
Contact information for TEFAP in your State can be found at:
Contact information for State Child Nutrition Programs can be found at:
www.fns.usda.gov/fdd/contacts/sdacontacts.htm www.fns.usda.gov/fdd/contacts/sdacontacts.htm
Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) During Disaster
While WIC is not designed to be a disaster assistance program or first-response option for disaster survivors, WIC policies allow State agencies flexibility in program design and administration to support continuation of benefits to participants during times of natural or other disasters. WIC State agencies are encouraged to work with FEMA as well as their own State and local emergency services offices to assist participants during a disaster.
Disaster-related participants/evacuees who seek WIC benefits should receive expedited certification processing. Participants/evacuees may be able to use their original WIC checks or vouchers in the State to which they have relocated. The WIC State agency will inform participants if this is the case, usually through a toll-free telephone number and/or other public announcement.
Contact information for State WIC agencies can be found at:
www.fns.usda.gov/wic/contacts/statealpha.htm
Buying, selling, or otherwise misusing benefits from USDA's nutrition assistance programs is a crime. To report suspected abuse call (800) 424-9121, email: firstname.lastname@example.org, or write the U.S. Department of Agriculture, Office of the Inspector General, PO Box 23399, Washington, DC, 20026-3399.
USDA is an equal opportunity provider and employer.
Food and Nutrition Service | FNS-483 | February 2015
Disaster Nutrition Assistance Programs
Food is essential when people find themselves suddenly, and often critically, in need following a storm, earthquake, flood, or other disaster emergency.
The United States Department of Agriculture (USDA) ensures that people have enough nutritious food to eat. USDA's Food and Nutrition Service (FNS) coordinates with State, local, and voluntary organizations to:
* Provide food for shelters and other mass feeding sites.
* Distribute food packages directly to households in need in limited situations.
* Approve operation of the Disaster Supplemental Nutrition Assistance Program (D-SNAP).
As part of the Federal Emergency Management Agency (FEMA) National Response Framework, FNS provides nutrition assistance to those most affected by a disaster or emergency.
When State agencies that run USDA's nutrition assistance programs notify USDA of the types and quantities of food that relief organizations need for emergency feeding operations, FNS supplies food to organizations such as the American Red Cross and the Salvation Army for mass feeding or household distribution.
Using USDA Foods During Disasters
* USDA Foods include a variety of canned, fresh, frozen, and dry products including fruits, vegetables, meats, and whole grains.
* Disaster organizations request food through State agencies. States, in turn, notify USDA of the types and quantities of food that relief organizations need.
* USDA does not set aside food specifically for disasters.
* In an emergency, disaster organizations may use existing inventories of USDA Foods stored at State, local, and school warehouses.
Disaster Foods for Mass Feeding Sites
* States have authority to release USDA Foods to disaster relief agencies for mass feeding when the President of the United States issues a major disaster declaration, and in certain other types of emergencies.
* USDA Foods intended for the USDA National School Lunch Program are most often used for mass feeding. Under special circumstances, FNS may provide supplemental infant formula and baby food following a major disaster, in coordination with FEMA and disaster relief organizations, to support the care of children in mass care shelters and emergency congregate care facilities.
Disaster Foods for Direct Distribution to Households
Disaster relief organizations sometimes make USDA Foods available in smaller sizes to individual households for preparation and consumption at home. These are most often obtained from State and recipient agency inventory intended for The Emergency Food Assistance Program, the Commodity Supplemental Food Program, and the Food Distribution Program on Indian Reservations. States must always get prior approval from FNS to distribute USDA Foods from these programs to disaster survivors.
It is also important to note that a household cannot receive both disaster distribution of USDA Foods and Disaster Supplemental Nutrition Assistance Program (D-SNAP) benefits at the same time. States must take reasonable steps to prevent households from participating in both programs.
Contact information for State food distribution programs can be found at: www.fns.usda.gov/fdd/contacts/sdacontacts.htm
D-SNAP
Through D-SNAP, FNS is able to quickly offer short-term food assistance benefits to families suffering in the wake of a disaster. Here are some important points to consider about D-SNAP:
* Eligible households receive 1 month of benefits, equivalent to the maximum amount of benefits normally issued to a SNAP household of their size. Benefits are issued via an electronic benefits transfer (EBT) card, which can be used to purchase food at most grocery stores.
* Through D-SNAP, affected households use a simplified application. Benefits are issued to eligible applicants within 72 hours, speeding assistance to disaster survivors and reducing the administrative burden on State agencies operating in post-disaster conditions.
* FNS approves D-SNAP operations in an affected area under the authority of the Robert T. Stafford Disaster Relief and Emergency Assistance Act when the area has received a Presidential disaster declaration of individual assistance (IA) from the Federal Emergency Management Agency.
* State agencies request FNS approval to operate a D-SNAP within the disaster area. FNS approves program operations for a limited period of time (typically 7 days), during which the State agency may accept D-SNAP applications.
Contact information for State SNAP Hotlines can be found at:
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