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The European Immigrants, an Archeological View
by Potluri Rao In Seattle ©2018 (CC BY 4.0)
Much of the current Indian history was written by people who were ignorant of geology and geography of India. Archeological evidence contradicts the current history.
The above map is a computer simulation of the landscape at the time of the Ice Age when much of the world was covered with glaciers. The North-West of India was impregnable. The path from Bactria to Kashmir was discovered only recently by the Europeans less than 4,000 years ago. It was the only port of entry.
India consisted of two different worlds bifurcated by the Yamuna river that runs from Punjab to the Bay of Bengal. Contrary to popular myth, the Yamuna is a rainwater river that originated at the Mt. Trikuta of the Vindhyas, see The Yamuna river .
The area to the south of the Yamuna is serviced by rainwater rivers that originated at the Trikuta. Let us call this area the Peninsular India. The area to the north of the Yamuna is serviced by the snowmelt water rivers of the Himalayas. Let us call this area the Himalayan ridge.
The Peninsular India was occupied by Hindu (DNA F) of African origin for 60,000 years. The Himalayan ridge was occupied by the Europeans (DNA R1), the recent immigrants, for 4,000 years.
There was no population in the Himalayan ridge before the R1 moved in from Bactria, after the global drought of the 2,200 BCE. The R1 moved from Bactria to Kashmir, and from Kashmir to Gandhara and beyond. Gandhara is the Indus and its tributaries that originated in the Himalayas. It was snowmelt water, not rainwater.
Hindu (F) never lived in the Himalayan ridge. There were no other people. The F learned their lesson the hard way 60,000 years ago, see the Indus. The Himalayan rivers carry gravel and rocks along with silt. The rocks accumulate to form dams. The rivers were unstable, flood prone, and constantly changed course. Sediment layers revealed that on an average, once in a century, the floods break the rock dams to destroy everything in their path. As recently as in 2010, the entire Indus river area, from Kashmir to the Arabian Sea, was buried under ten feet of water for two months with no dry place in sight. It was a human tragedy of biblical proportions. Hindu avoided the Himalayas and its rivers like the plague. They learned their lesson the hard way. They were drowned once too many times.
The Europeans (R1) evolved only recently, after the glacial melt, from the Stone Age culture. They evolved in the Russian Steppe, a giant swamp with scarce food and melting glaciers. They were forced to move south during the global drought of 2,200 BCE that lasted for almost two hundred years. To them, the snowmelt water of the Himalayas was godsend. They worshiped the Himalayas as the abode of gods and the rivers as a sacred gift. To them, the Himalayan ridge was the paradise.
All the stories that venerated the Himalayas reflected the European (R1) culture. They had nothing to do with the Hindu (F) culture. In the fictional stories, the R1 falsely promoted themselves as Hindu.
Europeans (R1) were constantly at war to rob each other. It was their culture, acquired in the Steppe of scarce food. War and god were trademarks of the R1 culture. Getting rich by robbing other people was their political philosophy.
Hindu (F) never had a war or god in 60,000 years. They were compassionate peace loving people. Peace and prosperity with fair trade was their political philosophy.
Europeans (R1) and Hindu (F) were the exact opposite cultures. They were unaware of each other until the Greeks occupied both sides of the Yamuna.
The peninsular India was occupied by Hindu (F) for over 60,000 years. They lived in the Tigris, the current Persian Gulf, for 40,000 years before they moved to the Yamuna. They painted the caves in Sunda of animals they hunted for food, 50,000 years ago. They were the Asia Clade of the Africa Homo Sapiens who voluntarily left Africa 100,000 years ago in search of dependable perennial rainwater resources. They lived only in the tropical zone, around the Equator, warm and toasty. They never heard of Ice Age or Stone Age. They avoided the Himalayas and Indus like the plague.
The current Indian history was written by the R1, from their perspective. The R1 falsely claimed to be Hindu. It was the history of the R1 of kings, wars, and gods. They were the Europe Clade of the Africa Homo Sapiens who lived only in the Glacial Zone. They were the Ice Age and Stone Age people. They followed a different path to move from Africa to Europe.
The Europe Homo Sapiens (R1) of the Glacial Zone had nothing to do with the Asia Homo Sapiens (F) of the Tropical Zone. The Asia and Europe Homo Sapiens evolved as independent subspecies of the Africa Homo Sapiens (A, B).
The history of Hindu (F), the tropical Homo Sapiens to the east of the Red Sea, was never recorded. The archeological evidence has a fascinating story to tell.
Reading material
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YEAR OVERVIEW 2024 -25 for Year Group 4
| Writing | Poetry: Mexican landscape poems The Rain Player (Narrative - picture book) Descriptive writing Diary Explanatory text The Great Kapok Tree (Non narrative non fiction) Balanced argument Report writing Playscript | How the stars came to be (Narrative - traditional tale) Original creation (pourquoi) story Letters Information text Bright bursts of colour (Poetry) Poems Christmas stories | Monster Slayer Continuation of narrative Diary entry Character description Libba: The Magnificent Musical Life of Elizabeth Cotton Non Chronological report - short bio Letter Persuasive speech | Krindlekrax (alternative narrative) Letter Diary entry Interview | Yorkshire folk tales for children (Narrative - fairy tales and fables) Information text Non-Chronological report Subverted narrative Descriptive writing |
|---|---|---|---|---|---|
| Reading | Charlie and the Chocolate Factory By Roald Dahl | Charlie and the Chocolate Factory By Roald Dahl / The Chocolate Tree by Linda Lowery and Richard Keep | Attack of the Vikings By Tony Bradman | Attack of the Vikings By Tony Bradman / Viking Poetry or Thor Mythology | Clifftoppers: The Arrowhead Moor Adventure By Fleur Hitchcock |
| MATHS | Recap number fluency Unit 1 Place Value – 4-Digit Numbers (1) Unit 2 Place Value – 4-Digit Numbers (2) | Unit 4 Measure - Area Unit 5 Multiplication and Division (1) Power Maths Progress tests Aut 2 | Unit 6 Multiplication and Division (2) Unit 7 Length & Perimeter Power Maths Progress tests Spr 1 Unit 8 | Unit 8 Fractions (1) Unit 9 Fractions (2) Power Maths 4A Unit 10 Decimals (1) | Unit 10 Decimals (1) Power Maths Progress tests Spr 2 Unit 11 Decimals (2) Unit 12 Money |
Power Maths
Fractions (1)
Unit 13
Geometry - position
Progress tests Aut 1
Time and direction
| Calculation | 4NPV–2 Partitioning of 4-digit numbers (standard and non- standard) Times table of the week x10, 2, 5, 3, 4 | Extending 3AS– 2 Column addition and subtraction methods Times table of the week x3, 4, 6, 8, | 4NF–3 Scaling addition and multiplication facts by 100 Times table of the week x6, 8,9, 7 | 4NF–1 Multiplication and division facts to 12x12 Times table of the week x9, 7, 11, 12 | Consolidation of multiplication and division facts to 12x12 prior to MTC |
|---|---|---|---|---|---|
| SCIENCE | Electricity | Animals Including Humans | | States of Matter | All Living Things |
| ART AND DESIGN | Drawing | Painting | | | Art Through Technology Drawing & Painting |
| COMPUTING | Key Skills Using school computers and networks effectively | Programming A Decomposition and infinite loops in scratch | Communicating: Text and images How do I use a computer as an artist or photographer? . | Data and Information How is data shared online? | Programming B . Simple selection in scratch |
| DESIGN AND TECHNOLOGY | | Cooking and Nutrition – Nachos Food theory/ Cooking Techniques/ Origins of food | Textile - Drawstring bag Design, make and evaluate | Construction - Viking Longhouse Design, make and evaluate | |
| GEOGRAPHY | Mexico Locational Knowledge Place Knowledge Human and Physical Geography | | Scandinavia Locational Knowledge Human and Physical Geography | | |
Geographical Skills
Geographical Skills
| HISTORY | | | The Maya | Raiders and Invaders: Anglo- Saxons | Raiders and Invaders: Vikings | |
|---|---|---|---|---|---|---|
| MFL (KS2) | Year 3 RECAP 21: Definite (le,le,les) and indefinite articles (un,une) 22: Je voudrais 23: The connective ‘mais’ 24: C’est & the Hare and the Tortoise | | 25: Aussi 26: numbers 1–15 27: Days of the week | Year 4 1: Animals and classroom instructions 2: Animals and a poem 3: Monsieur Gentil’s day out | 4: Talk4Writing: learning a story 5: Parts of the body 6: Colours 7: Monsters! | 8: Adjective agreements 10: Food 11: Opinions about food |
| PE | Games: Football | | Dance | Gymnastics | Games: Basketball | Key Skills: Athletics |
| RE | Unit 25 What kind of world did Jesus want? (Gospel) | | Unit 26 For Christians, when Jesus left; what was the impact of Pentecost? (Kingdom of God) | Unit 27 What do Hindus believe God is like? (Hindus) | Unit 28 Why do Christians call the day that Jesus died ‘Good Friday’? (Salvation) | Unit 29 What does it mean to be a Hindu in Britain today? (Hindus) |
| RSHE | Welcome to Y4 Fa3) Are boys and girls the same? Os4) Personal Information [C2] | | Fr2) Are all friends the same? Os5) Digital Media [N1] Christmas | Fr3) Are friendships always fun? | C2) Where do you feel like you belong? Os6) Verifying content and echo chambers [N3] | C3) How can we help the people around us? |
| MUSIC | Singing: South American songs with instrumental accompaniment | | Singing: Christmas songs with instrumental accompaniment | Learning an instrument: Glockenspiels | Learning an instrument: Glockenspiels | Composition: Music topic based around Environment and global changes to the seasons and ice |
| Key events | | Event: Mexican Day | | Visitor: Local craftsperson TBC | | |
| | | of the Dead style | | | | |
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DISCIPLINE POLICY & PROCEDURES
RATIONALE
At Millicent High we have developed a policy which is designed to:
- develop in students an acceptance of responsibility for their own behaviour.
- create a safe, caring, orderly, learning environment in which the rights of all students to learn, and all teachers to teach, are supported and protected.
- be success oriented.
- involve staff, students and parents in the establishment of expectations and consequences for unacceptable behaviour.
To achieve these aims the school will:
- Use non violent consequences for unacceptable behaviour.
- define responsible behaviour.
- work within the department Discipline Policy.
- recognise that students are individuals with different
- value and treat with respect all individuals and groups within the school community.
* abilities to learn
* skills in cooperating with others
- act fairly to develop responsible behaviour in students.
* ideas on responsible behaviour
RIGHTS
Every member of the school community has the right:
- to feel safe all of the time.
- to an orderly learning and working environment.
- to an harassment-free environment.
- to be treated with respect.
- a natural justice process
RESPONSIBILITIES
Every member of the school community has the responsibility to:
- help make an orderly learning and working environment.
- help make the school safe.
- treat others with respect.
Every student has a responsibility:
- for his/her own behaviour.
- to help maintain a pleasant and neat physical environment
- for learning to the best of her / his ability.
- to look after school resources.
Every teacher has a responsibility:
- to be well organised and prepared in the learning environment.
- to conduct himself/herself in a professional manner.
- to use a variety of methods to promote learning.
Every parent / caregiver has a responsibility:
- to keep the school informed of health issues, concerns about behaviour or other matters relevant to their learning.
- to ensure that the student attends school regularly and that school staff are notified of absences.
RESPONSIBLE BEHAVIOURS
These behaviours are such things as:
- being punctual, well organised.
- showing commitment to learning.
- showing respect for the property of other individuals and the school.
- working and socialising in groups.
- being cooperative with others.
BEHAVIOUR CODE
Students are expected to:
- have a positive disposition.
- be respectful to yourself and others.
- keep yourself and others safe.
- support everybody's learning.
RESPONSES TO INAPPROPRIATE BEHAVIOUR
The following is a brief summary of the types of responses and the types of consequences which will be applied. They are guidelines and may vary according to the circumstances. The various processes are outlined in the full policy document which is available from the school.
Level 1 Response:
The "subject teacher" is responsible for managing behaviour in the classroom.
Responses include:
- Normal low level teacher actions eg. changing seating arrangements
- Exit to another classroom setting. A quick re-entry to class to be negotiated.
- Educative process undertaken.
- Exit will involve notification to parents and the student being required to negotiate a behaviour agreement (copy is provided for the parent/caregiver to sign).
Level 2 Response:
The 'Year Level manager or Senior Leader' is responsible for managing behaviour at this level.
Responses include:
- Support has been given by appropriate personnel.
- Take Home is used by the school to respond to student behaviour emergencies. Behaviour emergencies are when students are displaying extreme behaviour or emotional response that continue for extended periods of time even with staff support.
- Parent will be contacted and with discussion a student may be sent home for the rest of the day or the following day.
Level 3 Response:
This stage will commonly involve a member of the school leadership team. ie. Deputy Principal or Senior Leaders.
Responses include:
- Withdrawal from class for up to 2 lessons.
- Take home until a suitable re-entry can be negotiated.
- Involvement of appropriate Department Behaviour Management Personnel or appropriate support agencies School Level Community Service.
- Possible "External Suspension" [up to 5 days].
Level 4 Response:
The most serious of circumstances will involve a member of the School Management Team. i.e. Senior Leaders, Deputy Principal and/or Principal.
Responses include:
- "External Suspension for up to 5 days". A negotiated Student Development Plan before re-entry.
- "Expulsion from School". Referral to Police where serious illegal behaviour is involved.
- "Exclusion from school for a period of 4-10 weeks". A negotiated Student Development Plan before re-entry.
FOR MORE DETAILS PLEASE CONTACT
Millicent High School
Phone (08) 87332400
Fax: (08) 87332166
Email: email@example.com
Mt Gambier Education Office
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WHY IS INCENSE USED IN THE CATHOLIC CHURCH DURING THE ORDER OF THE MASS?
This fragrant element of our Catholic liturgy and heritage dates to the millennia before Christ.
For many Catholics, there is something about the odor of freshly burned incense filling the church, which is spiritually uplifting. Many a person entering the Catholic Church (via the Rite of Christian Initiation of Adults (RCIA) process) from another religion, comment about how the "smells and bells" of the Mass were spiritually memorable and holy for them. So, where did incense come from and why do we use it in the Sabbath Mass; at funerals; church dedications; etc.?
The use of incense in religious worship began more than 2,000 years ago and before Christianity even began to exist. The use of incense in China is documented before 2,000 BCE. Trade in incense and spices was a major economic practice between the east and west; when caravans traveled the Middle Eastern Incense Route from Yemen through Saudi Arabia [much like the Magi from the east; who visited Jesus in Bethlehem for the Epiphany]. The route ended in Israel, and it was here that it was introduced to the Roman Empire.
Religions in the western world have long used incense in their liturgical ceremonies. Incense is noted in the Jewish Talmud* and is mentioned 170 times in the Bible. (e.g., Exodus 30:1, et al):
"For burning incense, you shall make an altar of acacia wood …"
(* The Hebrew term, Talmud ("study" or "learning") commonly refers to a compilation of ancient rabbinical teachings regarded as sacred and normative by Jews; from the time it was compiled until modern times and is still so regarded by traditional religious Jews today.)
The use of incense in Jewish worship continued long after the beginning of Christianity and was a definite influence in the Catholic Church's use of it in liturgical celebrations. The Church sees the burning of incense as an image of the prayers of the faithful rising-up to heaven. The symbolism is mentioned in Psalm 141:2:
"Let my prayer be incense before you; my uplifted hands an evening offering."
There is no specific period recorded to let us know precisely when incense was introduced into the religious services of the Church. No evidence is available to show its use during the first four centuries of the Church. However, there are references of it being used in the New Testament. Luke, in the beginning of his Gospel, speaking about the birth of John the Baptist, writes:
"Then, when the whole assembly of people were praying outside at the hour of the incense offering, the angel of the Lord appeared to him standing at the right of the altar of incense. Zechariah was troubled by what he saw, and fear came upon him."
Incense is a sacramental*, used to sanctify, bless and venerate. The smoke from the incense is symbolic of the mystery of God Himself. As it rises upward, the imagery and smell convey the sweetness of Our Lord's presence and it reinforces how the Mass is linked to Heaven and Earth, ending in the very presence of God.
(* Sacramentals "are sacred signs which bear a resemblance to the sacraments. They signify effects, particularly of a spiritual nature, which are obtained through the intercession of the Church. By them, people are disposed to receive the chief effect of the sacraments, and various occasions in life are rendered holy" (Catechism of the Catholic Church, 1667).
The smoke also symbolizes the intense faith that should fill us, and the fragrance is representative of Christian virtue.
The General Instruction of the Roman Missal (GIRM) permits the use of incense at several times during the Mass. When something like the sacrificial offerings of the Mass are incensed, the censer (thurible) is swung three times, which represents the Three Persons of the Blessed Trinity.
There are various times during the Mass when incense may be used:
* During the entrance procession;
* Before the Gospel reading; and
* At the beginning of Mass to incense the altar and the Cross;
* After the paten of bread and the chalice of wine are placed on the altar to incense the assembly's offerings to God, the Cross, the altar, the priest, and finally the people.
Additionally, incense is also used on Holy Thursday (as the Blessed Sacrament is relocated, from the main tabernacle to an alternate location of repose, until the Easter Vigil liturgy). Also, during the Easter Vigil, five grains of incense* are placed into the Paschal [Easter] Candle.
(* 5 grains of incense (often red in color) are embedded or encased in wax "nails" that are placed in the Paschal Candle at the beginning of the Easter Vigil liturgy to represent the glorious wounds on Jesus, the Christ's crucified body.
In closing, let us go to the Book of Revelation 8:3-4:
"Another angel came and stood at the altar, holding a gold censer (thurible). He was given a great quantity of incense to offer, along with the prayers of all the holy ones on the gold altar, which was before the throne. The smoke of the incense, along with the prayers of the holy ones, went up before God from the hand of the angel."
Indeed, the use of incense is deeply rooted in our Catholic heritage and worship practices.
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1
FPE-S1-L1-Altered-Photo-el-manual
Scrapping with Filters: The Pointillize Effect Manual
Step-by-step, Lesson 1: Altered Photo (Photoshop Elements)
In this lesson add brightness, color and texture to a photo with the help of a vintage image.
© Syndee Rogers
Terms of Use
Quick Start Guide
* If you need help syncing your program to the settings we use in our classes (as of 2020), watch our Quick Start Guide.
* Begin in Adobe Photoshop.
Prepare Your Workspace
* Create a new 12 x 12" document (File > New > Blank File) at 300 ppi with a white background.
* Press the letter D to reset the Color Chips to the default of black and white.
* Open the S1-L1-FlowerPhoto-AnnieSpratt.jpg and the S1-L1-VintageImage-austrian-national-library.jpg les (File > Open) from the Class downloads folder.
* Get the Move tool.
* In the Tool Options, Auto Select layer should be unchecked.
* Activate the S1-L1-FlowerPhoto-AnnieSpratt.jpg.
* Holding down the Shift key, click and drag the photo onto the new document.
* If the photo does not ll the page:
- Click and drag the bounding box handles to the edges of the document.
- Click the checkmark to commit.
* If the photo is much larger than the page:
- Press Ctrl 0 (Mac: Cmd 0) to t the bounding box to the viewing area.
- Click and drag the bounding box handles to the edge of the document.
- Click the checkmark to commit.
- Press Ctrl 0 (Mac: Cmd 0) to t the bounding box to the viewing area.
2
Note: Starting with a photo on a document puts everyone's pixels per inch at the same starting point. Note: If you are using something other than a photo, like an element or a background paper, you do not need to resize it.
Add the Image to the Photo
* Activate the S1-L1-VintageImage-austrian-national-library.jpg.
* Hold down the Shift key, then click and drag the image over onto your document.
* If it's not, in the Layers panel, click on the vintage image layer and drag it up above your photo layer.
* In the Layers panel, with the vintage image layer active, change the Blend Mode to Overlay.
* Lower the Opacity of the vintage image layer to 13%.
* Press Ctrl J or (Mac: Cmd J) to create a duplicate of the vintage image.
* Change the Blend Mode of the duplicate vintage image layer to Screen.
*
Increase the Opacity of the duplicate vintage image layer to 22%.
3
Merge the Layers
* In the Layers panel, activate the photo layer.
* Holding down the Shift key, click on the top vintage image layer, so that your photo layer and both vintage image layers are activated.
* Press Ctrl E (Mac: Cmd E) to merge the three layers together.
Save the Document
* Save your document (File > Save As) as a layered PSD file in the class folder for this lesson.
Photo Credits:
Flower photo by Annie Spratt
Vintage Image by Austrian National Library
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Implementation and Impact
Music Intent
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
" Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything ." Plato
Intent
We intend that every child shall enjoy their opportunities to learn about music in all its forms – to enjoy the opportunity to make music, listen to and appreciate it and understand the specialist aspects of it – its language, its patterns and its notation.
We want our children to enjoy performing together, and to see the links between music and performance across the Arts.
We intend through teaching of the National Curriculum for music to ensure that all pupils:
* perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
* learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
* understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Implementation
Our curriculum is centred around 'Charanga', a musicbased scheme, in which the children learn to sing and play instruments. The scheme of work covers the National Curriculum. Children will have the opportunity to develop an understanding of pulse, rhythm and notation. The programme incorporates the use of technologies such as 'Garage Band', enabling the children to compose their own pieces. The curriculum is delivered by class teachers using a clearly planned and rich syllabus. This will be further enhanced through additional musical study and appreciation during performance and concerts.
Each unit follows a sequence of learning: listen and appraise, interrelated dimensions of music, singing, playing Instruments, improvisation, composition, perform and share. This approach ensures the children get a rich learning experience covering all aspects of music.
Music is taught throughout the school, establishing cross curricular links where possible –in English, Early Years, Maths, RE, Physical and Creative development.
Choirs and Music groups are formed to meet the school needs e.g. for school and the community seasonal events. Monksdown prides itself on the superb productions delivered to parents. Children have the opportunity to shine in these spectacular events.
Impact
As a result of our curriculum, children at Monksdown will:
* have opportunities to listen to, engage with and develop an appreciation for music
* develop an understanding of a wide range of musical genres through engagement
* learn to play tuned and un-tuned instruments and have opportunities to further interests through extra-curricular music activities
* have opportunities to listen to live music through our specialist teachers and other experiences such as workshops and concerts
Children learn musically, both independently and as part of a group, ensuring skills of resilience and teamwork are promoted in this subject. Children are enthused and engaged in a wide variety of music activities. Opportunities to perform outside of school and within our local environment ensure our children understand the significance and place of music within the wider world. Children are excited and inspired to participate in Christmas and end of year 'Monksdown' performances. | <urn:uuid:8c14cbc1-ab06-45a6-aad4-0b5be2dc9267> | CC-MAIN-2024-51 | https://monksdownprimary.co.uk/wp-content/uploads/2022/01/Music-Intent-Implementation-and-Impact.pdf | 2024-12-02T10:56:22+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00425.warc.gz | 383,576,089 | 703 | eng_Latn | eng_Latn | 0.997136 | eng_Latn | 0.997566 | [
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ABSTRAK
Hadi, Rahmawati Syafina. 2023. Representasi Peran Ibu Dalam Drama Korea Under The Queen's Umbrella. Skripsi, Program Studi Ilmu Komunikasi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Muhammadiyah Jember. Pembimbing: Aditya Dimas Pratama S.I.Kom., M.I.Kom
Kata Kunci: Peran Ibu, Semiotika Roland Barthes, Under The Queen's Umbrella
Drama Korea Under The Queen's Umbrella adalah sebuah drama yang menceritakan peran seorang ibu bagi anak-anak dan juga suaminya. Tokoh utama dalam drama ini adalah Kim Hye Soo yang berperan sebagai seorang Ratu pada era kerajaan Joseon dan juga sebagai seorang ibu dari 5 (lima) orang Pangeran Agung. Meski memiliki kesibukan sebagai seorang Ratu Joseon, namun ia tetap menjalankan perannya sebagai seorang ibu dan istri. Dalam drama ini juga diceritakan ambisi serta usaha seorang ibu untuk melindungi anak-anaknya dan menjadikan anaknya sebagai penerus tahkta yang layak. Hal ini yang membuat peneliti tertarik untuk menganalisis drama yang berjudul Under The Queen's Umbrella ini. Yang menjadi fokus pada penelitian ini adalah makna denotasi, konotasi, dan mitos tentang peran seorang ibu pada tokoh Ratu. Penelitian ini menggukan metode penelitian deskriptif kualitatif yang menghasilkan berupa kata-kata tertulis atau lisan dari orang atau perilaku yang sedang diamati. Penelitian ini mengacu pada teori semiotika milik Roland Barthes yang mengidentifikasikan semiotika menjadi tiga kategori yaitu makna denotasi, makna konotasi, dan mitos. Hasil yang diperoleh dari penilitian ini dapat disimpulkan bahwa tokoh utama Ratu mampu menjalankan perannya sebagai seorang ibu dan seorang istri yang baik. Serta makna denotasi, konotasi, dan mitos juga digambarkan dengan jelas pada setiap adegan-adegan yang telah dipilih oleh peneliti menjadi unit penelitian. Dari hasil penelitian ini dapat disimpulkan bahwa seorang ibu memiliki peran yang penting bagi kelangsungan hidup anak-anaknya. Peran ibu dalam drama Korea Under The Queen's Umbrella adalah sebagai seorang pendidik, teladan, panutan, dan sebagai pelindung Dengan segala perjuangan dan usaha ibu untuk mendidik dan melindungi anaknya, ibu menjadi sosok yang memiliki kasih sayang yang luar biasa untuk anak-anak dan keluarganya.
ABSTRACT
Hadi, Rahmawati Syafina. 2023. Representation of Mother's Role in the Korean Drama Under The Queen's Umbrella. Thesis, Communication Science Study Program, Faculty of Social and Politics Sciences, University of Muhammadiyah Jember. Supervvisor: Aditya Dimas Pratama, S.I.Kom., M.I.Kom
Keywords: Role of Mother, Roland Barthes's Semiotics. Under The Queen's Umbrella
Korean drama Under The Queen's Umbrella is a drama that tells the role of mother for her children and her husband. The main character in this drama is Kim Hye Soo who plays the role of a Queen in the Joseon era and also the mother of five Grand Prince. Even though she is busy as a Queen of Joseon, she continues to carry out her role as a mother and a wife. In this drama also tells the ambition and efforts of a mother to protect her children and make her child a worthy successor to the throne. This is what makes researchers interested in analysing the drama entitled Under The Queen's Umbrella. The focus of this research is the meaning of denotation, connotation, and myths about the role of a mother in the character of the Queen. This study uses a qualitative descriptive research method that produces written or spoken words from the person or behavior being observed. This research refers to Roland Barthes' theory of semiotics into three categories namely denotative, connotative, and myth. The results obtained from this study can be concluded that the main character Queen is able to carry out her role as a good mother and wife. As well as the meaning of denotation, connotation, and myth are also clearly described in each of the scenes that have been chosen by the researcher as the unit of analysis. From the results of this study it can be concluded that a mother has an important role for the survival of her children. The mother's role in the Korean drama Under The Queen's Umbrella is as an educator, role model, and protector. With all the struggles and efforts of mother to educate and protect her children, mothers become figures who have extraordinary affection for children and her families. | <urn:uuid:77fdb243-0678-422f-b45b-46ad8c994e78> | CC-MAIN-2024-51 | http://repository.unmuhjember.ac.id/18013/2/B.%20ABSTRAK.pdf | 2024-12-02T10:26:49+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00425.warc.gz | 27,989,009 | 1,086 | eng_Latn | eng_Latn | 0.4986 | ind_Latn | 0.946721 | [
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The Way of the Cross, also known as the Stations of the Cross, are a way to pray and meditate on Christ's sacrifice for us. It is divided into fourteen stations; from the time Jesus was condemned to his burial and resurrection. This has been long encouraged by the Church and is especially useful during Lent and Good Friday.
The objective of the stations is to help the Christian faithful to make a spiritual pilgrimage through contemplation of the Passion of Christ. It has become one of the most popular devotions and can be found in many Western Christian churches, including the Anglican, Lutheran, Methodist, and Roman Catholic.
This devotion, highly recommended by the Church, was developed during the Crusades when the knights and pilgrims began to follow the route of Christ's way to Calvary. This devotion spread throughout Europe and was promulgated by the Franciscan friars in the 14th and 15th centuries.
Eventually, the Stations of the Cross became an important catechetical tool, and the popularity of this devotion inspired some of the greatest examples of medieval Christian art. Some scholars believe that medieval miracle plays, which were essentially tableaux of Christ's life, developed from the sculptured representations of the Stations of the Cross in the great Churches. These scenes from the Way of the Cross have provided inspiration for many of the world's greatest works of visual art.
During Lent or Holy Week Catholic parish churches schedule a service for Stations of the Cross every Friday or at least once for the faithful to participate.
The Fourteen Stations:
First Station - Jesus is condemned to Death
Second Station - Jesus is made to bear His Cross
Third Station - Jesus falls the first time under His Cross
Fourth Station - Jesus meets His Mother
Fifth Station - Simon the Cyrene helps Jesus carry His Cross
Sixth Station - Veronica wipes the face of Jesus
Seventh Station - Jesus falls the second time
Eighth Station - Jesus speaks to the daughters of Jerusalem
Ninth Station - Jesus falls the third time
Tenth Station - Jesus is stripped of His garments
Eleventh Station - Jesus is nailed to the Cross
Twelfth Station - Jesus dies on the Cross
Thirteenth Station - Jesus is taken down from the Cross
Fourteenth Station - Jesus is buried in the tomb
After announcing each station, genuflect and say:
Guide:
We adore you O Christ and we praise you.
All:
Because by your holy Cross you have redeemed the world.
Following a scriptural narrative for each station, then all recite an Our Father, Hail Mary, and a Glory be to the Father. | <urn:uuid:a3b7ea26-0aca-4dda-b395-74a3ec581041> | CC-MAIN-2024-51 | https://saintmichaelcalhan.diocs.org/LinkClick.aspx?fileticket=Tu-ynFot4t4%3D&portalid=1 | 2024-12-02T11:09:27+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00421.warc.gz | 472,727,124 | 532 | eng_Latn | eng_Latn | 0.997039 | eng_Latn | 0.997039 | [
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Stable Marriage Problem
Matvey Borodin, Eric Chen, Aidan Duncan, Boyan Litchev, Jiahe Liu, Veronika Moroz, Matthew Qian, Rohith Raghavan, Garima Rastogi, Michael Voigt
PRIMES STEP Senior Group:
Mentor:
(The amazing) Dr. Tanya Khovanova May 22nd, 2021
What is the problem? *ahem* *attention_please.wav* Why are we here?
Thanks For Viewing! bye
But actually..?
Stable Marriage Problem
Introduction
Assumptions
Setting Up the Stable Marriage Problem
Rank people
Marry into stable pairs
Rogue Couples: A Forbidden Romance
- Rogue couple = a man and woman are NOT married to each other, but prefer each other over their current partners
- Rogue couples ⇒ unstable matching
- ⇒ Stable = no rogue couples
My only love sprung from my only hate! Too early seen unknown, and known too late! (Romeo and Juliet, 1.5.138-139)
Example
Examples and Non-Examples
Gale-Shapley Algorithm
(A systematic method for finding stable marriages)
How to Create Stable Marriages (Gale-Shapley)
Each unengaged man proposes
to the top ranked woman on
his list he has not yet
proposed to
Each woman picks her
favorite suitor (possibly
rejecting her previous
pick).
Next
Round
Start
Here!
Example
Men
Women
Round 1
| Men | |
|---|---|
| X: A B C Y: B C A | A: Y X Z B: Z X Y |
| Z: B A C | |
Round 2
| Men | | Women A: Y X Z B: Z X Y C: X Z Y |
|---|---|---|
| X: A B C Y: B C A | | A: Y X Z B: Z X Y |
| Y: B C | | |
| Z: B A | C | |
Does Gale-Shapley Always End in a Stable Marriage?
Yes!
It was proved 50 years ago, relax and move on.
Sudoku
Connection to Sudoku
Setting Up a Sudoku From Preference Profiles
Bands (group of n rows) represent women
Stacks (group of n columns) represent men
Interesting Couples (As Seen on Sudoku)
Rogue Couples
Definition: Pair of people who prefer each other to their current partners.
Step 1: Highlight the row of the woman's current partner and the column of the man's current partner.
Step 2: Find the H in the pair's box.
Step 3: To determine if a rogue couple: is the H above the row and to the left of the column?
Yes = rogue couple
No = not rogue couple
Soulmates
Definition: Pair of people who rank each other first (always married to each other).
Hell Pairs
Definition: Pair of people who rank each other last but are married in at least one stable matching.
Determining a hell pair:
For the pair, is the H in the bottom right corner? If this pair is married, are rogue couples present? No = hell pair Yes = not a hell pair
There cannot be more than one hell pair in a stable matching.
Gale-Shapley in Sudoku
Gale-Shapley in Sudokus
Round 1
Final Form
IN CONCLUSION
Acknowledgments
Thanks to marriage for making this presentation possible Thanks to Dr. Tanya Khovanova Thanks to PRIMES STEP and MIT
RIP Arkady Yurievich Zorkin-Breloshkin who was supposed to be featured in this presentation but had an unpronounceable name Shout-out to Yavor who replaced him at the last minute
References
[1] D. Gale and L. S. Shapley, College Admissions and the Stability of Marriage, The American Mathematical Monthly, Vol. 69, No. 1 (Jan., 1962), pp. 9–15.
[2] J. Rosenhouse and L. Taalman, Taking Sudoku Seriously: The math behind the world's most popular pencil puzzle, Oxford University Press (2011).
[3] E. G. Thurber, Concerning the maximum number of stable matchings in the stable marriage problem, Discrete Mathematics, Vol. 248, pp. 195-219, 2002.
[4] The On-Line Encyclopedia of Integer Sequences, published electronically at https://oeis.org, accessed in 2021.
Image Credits
Slide 7, all images were cropped from https://i.etsystatic.com/18339109/r/il/ed9366/1721385064/il_570xN.1721385064_45di.jpg
Slide 8, https://static.vecteezy.com/system/resources/previews/001/309/461/non_2x/business-men-and-women-vector.jpg https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSE2IyIMxIMnMFVJMaxDT9CsWg7gn0_3j8UiMPQd6HIzyATjD-fDRXTS-AqO hZlwK7UE20&usqp=CAU
https://www.pngitem.com/pimgs/m/50-505619_bridegroom-invitation-noivos-wedding-free-hd-image-wedding.png
Slide 9, File:DickseeRomeoandJuliet.jpg - Wikimedia Commons
Slide 17, Chill Out Deal With It GIF by DreamWorks Animation - Find & Share on GIPHY, https://i.pinimg.com/originals/91/41/e7/9141e7b6c06b26dad9a432b92a074b27.jpg, https://i.pinimg.com/736x/db/22/6f/db226f256e0c1ca9365a965df6dc2207.jpg
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Daniel Pink's Story Suggestions
* Write a mini-saga (extremely short stories, just fifty words long).
* Enlist in StoryCorps (record your own with a family member or friend).
* Whip out a tape recorder.
* Visit a storytelling festival.
* Experiment with digital storytelling.
* Read great stories.
Daniel Pink's book, A Whole New Mind: Moving from the Information Age to the Conceptual Age, can be ordered online at www.davisart.com.
"Story is just as integral to the human experience as design." —Daniel Pink
My life has always been full of stories. When I was a child, the bookmobile stopped in front of my house every other week and my siblings and I always checked out the limit of books. The only time I have been able to stay up all night was to finish reading a book because I couldn't wait until the next day to find out how the story ended. Fiction is still my favorite escape, and I am especially drawn to artwork that tells stories. My elementary students are always eager to tell me stories about their artworks, stories that deepen my understanding of them.
"Story represents a pathway to understanding that doesn't run through the left side of the brain." —Daniel Pink
In A Whole New Mind: Moving from the Information Age to the Conceptual Age, author Daniel Pink considers story as one of six essential right-brain-directed senses or aptitudes that are needed for success in our contemporary world, a time he calls the "Conceptual Age." Pink believes that now that
4 SchoolArts October 2007
facts and information are immediately available online, the ability to place these facts in context and to deliver them with emotional impact is more important. In other words, the ability to tell "an emotionally compelling narrative has become an essential aptitude." How better to do so than through art? This month we offer many forms of storytelling through art and invite you and your students to enter our first digital storytelling contest.
StoryCorps
Before we bought our own Airstream trailer, I had noticed that StoryCorps, a national project to inspire and help people to record their own personal stories, was using an Airstream as a portable recording booth. For these stories, two people record their conversation, often answering questions or remembering a special time.
ary StoryBooths in New York City and two traveling Airstreams, called MobileBooths. You can make an appointment at a StoryCorps near you or check out StoryCorps at www.storycorps.net and listen for ideas you can use for recording your own students' stories (about art) on podcasts and digital movies. (Daniel Pink's book also recommends StoryCorps.) A simple do-it-yourself guide (www.storycorps.net/participate/doit-yourself_guide/) is very helpful for making podcasts with your students.
Please keep sharing your students' stories of art. We will all be richer for it.
StoryCorps stories are broadcast on National Public Radio and archived at the American Folklife Center at the Library of Congress. There are two station- | <urn:uuid:ada17fa1-d08a-4f58-9ef5-a3cc41295136> | CC-MAIN-2024-51 | https://catalog.davisart.com/Promotions/SchoolArts/PDF/EC10_07.pdf | 2024-12-02T10:11:01+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00421.warc.gz | 137,840,028 | 634 | eng_Latn | eng_Latn | 0.998426 | eng_Latn | 0.998426 | [
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The Intent, implementation and Impact of our Curriculum – Computing.
Intent
When planning and teaching computing at St John's, we believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning. Computing, in general, is a significant part of everyone's daily life and children should be at the forefront of new technology, with a thirst for learning what is out there. Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.
Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum. Children must be taught in the art form of 'Computational Thinking' in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates.
Implementation
In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Each of these skills will be taught through exciting half termly units. In Key Stage 2 the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Even our children in Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
Impact
After the implementation of this robust computing curriculum, children at St John's will be digitally literate and able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.
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Pine Newsletter Autumn 2 Term 2023-24
Upcoming Diary Dates:
General Class News:
Children in Need
November 17th
Christmas Light Walk December 7th
Cromer Church Carol Service 18th December
Christmas Dinner Day 19th December
Welcome back to school—we hope you've had a good break and you're feeling refreshed. There is lots to look forward to this half term staring with our trip to Gressenhall on November 14th to help us understand more of our topic on the Victorians. We'll also be enjoying preparations for Christmas!
Maths
In maths we will be starting to look at subtraction both mental strategies and written column subtraction. We will move on to look at multiplication and division including sharing and grouping, arrays and times table and division facts. We will be practising our timetables. A good resource for this is :
https://www.turtlediary.com
English
Pine are looking at Fantasy this half term and exploring books by Philip Pullman, Kasu Kibuishi and Anthony Horowitz. We will be examining characters and character development as well as improving our persuasive writing.
All students have a log on for our learning platform IXL ( ht ps://uk.ixl.com ) which can be used to consolidate and to extend their learning.
RSHE
We will carry on with our work identifying prejudice and discrimination as well as considering responsibilities, treating others equally and thinking about how to prepare for adult life by learning about finance and jobs.
Science
In science we are going to be learning and practising different techniques for separating mixtures. We will learn about filtration, distillation chromatography and other methods to separate mixtures depending on their properties.
PE
During this half term lessons will be moving into the gym where students will learn the basic skills of Basketball. We will be looking at dribbling, passing and shooting techniques. We will then look to put all these skills together and play a mini game following the rules. The other PE lesson students receive will be Circuit training and learning some Boxing skills.
Other subjects:
In Music and Drama we will be exploring different games and techniques such as mime, character portrayal and role-play. In Topic we will be continuing with our work on the Victorians and how it was in this time that many of the Christmas traditions we enjoy today became popular. In RE we will continue to think about how religion peace and conflict are linked. These are always thought provoking lessons. In Outdoor Learning the children will be enjoying some seasonal activities and in art pupils will look at African art, particularly mark making and textiles.
Any other useful information
Thanks for supporting your young person with their learning out of school. We always encourage children to read books of their choice and will reward home reading with house points! Time spent practising times tables is also helpful. The following website has some helpful content.
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Emmanuel Prayer Needs
Ekids Sunday and Wednesday Truth Seekers
Praise: So many children who come to Emmanuel - we give thanks for them all.
* For Godly leaders/teachers who share the love of Jesus with these children.
* That the Kids are safe and & well protected with our "Plan to Protect "training.
Prayer:
* Adults who love to share their love of the Lord with children are needed for both Sunday morning EKids and Awana
* Children will bring their parents to church because of their enthusiasm and joy as they learn about Jesus.
* Families will come to know Jesus as their personal Saviour.
Study continued
8. In verses 9-12, James talks about the rich and the poor, and how we should not let our circumstances determine our value, or worth. Why should the poor person take pride, and what should the attitude of the rich person be towards their wealth?
9. Rewrite verse 12 and make it personal to your own life and circumstances.
C.S.Lewis God whispers to us in our pleasures, speaks in our conscience, but shouts in our pains: It is His megaphone to rouse a deaf world.
J.B.Phillips When all kinds of trials and temptations crowd into your lives my brothers, don't resent them as intruders, but welcome them as friends!
Starting October 2nd
When:
EKids Wednesday
Wednesdays 6:30-8:00pm
Contact: Donna Rodgers
Ages: Grades 1-5
Games, Crafts, Songs & a great Bible lesson!
Join a sermon based small group to study the book of James firstname.lastname@example.org
Contact Shawn • 613.849.5749
Do not merely listen to the word, and so deceive yourselves. Do what it says. James 1:22
Becoming the Real McCoy
James 1:1-12
Becoming the Real McCoy James 1:1-12
James 1:22 Do not merely listen to the word, and so deceive yourselves.
___ ______ ___ ______.
1. The theme of James' letter is Authentic Christianity. Scan through the letter and find as many references you can that emphasize this point. (To get you started: Check out James 1:22, 2:14; 3:10; 4:17)
Authentic faith:
Many kinds =
Otherwise....
A LIFE CHANGING ENCOUNTER WITH JESUS
James 1:1 James, a _____________ of God and of the Lord Jesus Christ. James: (John 7:5; Mark 3:21; 1 Cor 15:7)
James 1:1 To the twelve tribes _________________ among the nations. (See Acts 8:1-3)
SEE GOD IN THE MIDST OF TRIALS
James 1:2 Consider it ___________, my brothers and sisters, whenever you face trials of many kinds.
James 1:3 ...so that you may be __________ and __________, not lacking anything. (Also see 1 Peter 1:7)
LEARN TO TRUST GOD IN THE MIDST OF UNCERTAINTY
James 1:5 If any of you lacks _______________.
James 1:6-8 But when you ask you must _____________ and not ____________ Believe what?
REALISE THAT YOUR CIRCUMSTANCES DON'T DETERMINE YOUR WORTH
James 1:9-11 What are the things that don't determine our value?
Who determines our value?
James 1:12 Blessed is the one who perseveres under trial because, having stood the test, that person will receive the ______________________ that the Lord has promised to those who love him.
What is necessary for us to live authentically?
2. Have you ever felt like you were a phony? Why? What helped you when you were going through those times in your life?
Why does the way we go through difficult times show the authenticity of our faith?
3. Read James 1:2. Why does James say we should consider it pure joy to be going through all the trials we go through? (Also read 1 Peter 1:6-7)
4. Read James 1:3-4. James talks about a process that takes place when we go through trials. Explain the process. (Also read Romans 5:3-5). What should be our attitude as we go through this process?
5. In James 1:5-8, James talks about asking for wisdom. He is specifically talking about the wisdom needed to stand firm in the midst of the trials we are going through, and to learn God’s will in the midst of the difficulties that we are facing. What does James mean when he says that God gives wisdom to us generously, without finding fault?
6. James also says that we must believe and not doubt. Believe what?
7. From James 1:6-8, what are the consequences of doubt? If this is what you are going through, or have gone through, how does it feel, and what can you do about it?
Study continued on back cover | <urn:uuid:ba674821-51ff-4c9a-9fbd-70435a777a6b> | CC-MAIN-2024-51 | https://www.emmanuellife.com/photos/custom/James%20Notes%20Becoming%20the%20Real%20McCoy%20Updated.pdf | 2024-12-02T11:13:21+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00427.warc.gz | 693,827,358 | 1,107 | eng_Latn | eng_Latn | 0.994288 | eng_Latn | 0.996995 | [
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THE TWO THINGS YOU NEED TO KNOW TO MAKE A TWINE GAME
The following handout explains what a passage is in Twine and how to create links between them. These instructions apply to any story format in Twine, including the default Twine 2.1 format, Harlowe, and my preferred story format, SugarCube 2.
The concept of a passage
Twine games are made up of "passages" — discrete chunks of texts. (In classical hypertext theory, these are called "lexias.") Playing a Twine game involves moving from one passage to another. Passages have two elements: a name and content. The passage name is never shown to the player; it's just used behind the scenes by the writer to create the "architecture" of their game. The content, on the other hand, is what the user actually sees when they reach that passage of the game.
Making links
To make a Twine game, all you need to know is how to make links between passages. Twine makes this pretty easy. While editing a passage, create links with [[double square brackets]]. For example,
You are in a room with two doors. You can either enter [[the door on the left]] or [[the door on the right]].
Twine is smart and will automatically create two new passages to match what you've typed, one called "the door on the left" and one called "the door on the right." Players of your game will be able to click on the words between the brackets, which will bring them to the corresponding passages. If you would like simpler passage names, you can use | (the character you get when you type Shift-\). For instance, you could type,
You are in a room with two doors. You can either enter [[the door on the left|leftdoor]] or [[the door on the right|rightdoor]].
Here, within the [[ double square brackets ]] , the text before the | is what the reader sees and clicks on, and the text after the | is the name of the passage you’re linking to. Twine will create links to passages called leftdoor and rightdoor, which are slightly easier to work with than the unwieldy longer names.
There are lots of ways to make your Twine game look better (with CSS) or behave more like a game (by adding variables and doing some programming). But even if all you do is make a bunch passages tied together with links, you've totally made a Twine game — don't let anyone tell you any differently! | <urn:uuid:7f888e58-edc6-4197-a434-5b4c414aaf79> | CC-MAIN-2024-51 | http://www.adamhammond.com/wp-content/uploads/2017/03/1_gettingstarted_twineguide2-1_hammond.pdf | 2024-12-02T10:54:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00429.warc.gz | 37,304,926 | 524 | eng_Latn | eng_Latn | 0.999588 | eng_Latn | 0.999588 | [
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NABA International Butterfly Park:
Since its dedication in the fall of 2004, NABA's Butterfly Park in South Texas has matured into an attractive destination for butterfliers and nature enthusiasts, as well as for local families. Although the park is not yet fully developed, butterfly enthusiasts from across North America, and as far away as England and Australia, are finding their way to this butterfly oasis on the Rio Grande.
broad diversity of native plants in the gardens. To enhance this diversity, the plants are cut back after flowering to force denser growth and maintain the desired shape and size. They are also irrigated during periods of drought to encourage more flowers and an abundant nectar supply. The native plants that thrive in the gardens at the Butterfly Park are treated like prized plants at a botanical garden.
A typical day of butterflying at the Butterfly Park will often yield as many as 60 to 70 species, with a recorded high of 96 species for a single day. The major reason for the diversity of butterflies at the Park, is the New butterflies continue to be found at the Park!
Butterfliers who arrive at the Butterfly Park are invariably rewarded with large numbers of butterfly species. And it is not unusual for several of these species to be lifers. Recent sightings include Two-barred Flashers, Guava Skipper, Silver Emperor, Banded Peacock, Crimson Patch, Manybanded Daggerwing, Rudy Daggerwing, Ornythion Swallowtail, Red-bordered Pixie, and Common Banner. Gil Quintanilla's recent sightings and photographs of a Dingy Purplewing (June 30, 2007) and a Tiny Checkerspot (July 7, 2007) bring the Park's list of butterflies to 172 species.
The rich diversity of butterflies that can be found in the Rio Grande Valley ensures the success of the Butterfly Park, and has helped garner nationwide publicity for NABA's
The Butterfly Park staff continues to enhance the Park's biodiversity by visiting sites throughout the Lower Rio Grande Valley and identifying and then propagating additional native plant species that have potential as butterfly gardening plants. The Park's new native plant nursery was made possible through a grant from the Stanley Smith Horticultural Trust. Javier de Leon, until recently the Park's naturalist, is managing the project with the help of Carol Goolsby, the Park's Education Coordinator, and the volunteer assistance of Ann Vacek, the former Restoration Ecologist. Rio Grande Valley plant species, which are not found in cultivation, are grown, tested, and introduced into the Butterfly Park. Those that prove to be easy to cultivate, valuable as garden plants and as butterfly host and/or nectar plants, will be propagated for distribution to the public (see article about the Park nursery on page 50 of this issue).
A Dingy Purplewing (right) on June 20, 2007
and a Tiny Checkerspot (below) on July 7, 2007 brought the total number of butterfly species seen at the Park to 172.
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Immigration and Universal Suffrage
Grade 4 and beyond
Curriculum Connections: Visual Literacy, Immigration, Suffrage
This activity is a way to provide a lesson on visual literacy within a history curriculum, as well as an introduction to or exploration of political cartoons. If your students are unfamiliar with political cartoons, you may want to begin with the Skills Lesson: Political Cartoons.
Display the image. Give students time to generate and answer questions about the object and write notes. Use the background material at the end of this activity whenever you think it will encourage students to ask more questions and think more about how to engage with the portraits.
Click here for a high-resolution version of this image.
Potential Questions
* What is this object?
* When was it published?
* Where is it from?
* What do you know about that period in the United States?
* What is it showing?
* What was the cartoon's purpose?
Potential Questions
* Examine the image using the grid system and write down details from each grid. What do those details communicate?
* What do the words in the two lower corners mean in this context?
* How many ethnicities can you identify in this image?
* What kind of information does this source give you about the period after the Civil War?
* What questions do you have about this image as a result of examining it? Where might you be able to get more information about this image or answers to your questions?
* What background knowledge do you bring to your understanding of this image?
Background
The cartoon was created in support of the Fifteenth Amendment. The amendment was passed by Congress in February 1869 and, when this cartoon was published, it was being debated in state legislatures. New York at first ratified the amendment, but when a Democratic majority won in the fall of 1869 that vote was reversed. By March 1870, enough states had ratified the amendment for it to be added to the Constitution.
The image shows Uncle Sam (carving the turkey on the far-right) and Columbia (farleft), a symbol of the United States and of Liberty. Columbia sits between Black and Chinese families. This reflects the artist's (Thomas Nast's) support for both groups against the violence and prejudice they experienced. Some of the other ethnicities and races pictured include German, French, Arab, British, Italian, Spanish, Chinese, and Irish. In the upper right is a picture of Castle Garden, which was the main entry point for European immigrants before Ellis Island was established in 1890.
Extension Activity
As an exploration of the U. S. Constitution, give students the text of the Fourteenth Amendment: "All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws."
Explain to them that, although the amendment was written to guarantee the right to vote of Black men, many people, including suffragist Susan B. Anthony, believed that it guaranteed the right to vote to women, since they were citizens. Then discuss what being a citizen in the U. S. means.
Additional Resources
* Collection Essay "Immigration and Citizenship in the United States, 1865-1924"
* "Uncle Sam's Thanksgiving Dinner—Two Coasts, Two Perspectives" in Illustrating Chinese Exclusion, ThomasNastCartoons.com
* "Uncle Sam's Thanksgiving Dinner" in Applied Social Sciences Magazine at Encyclopedia.com
* "Uncle Sam's Thanksgiving Dinner" in On this Day, HarpWeek (archived) | <urn:uuid:46dbf533-06ca-48e6-a2fc-22e4b7dd095d> | CC-MAIN-2024-51 | https://dcc.newberry.org/wp-content/uploads/2022/04/UncleSam_Activity_Download.pdf | 2024-12-02T10:01:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00429.warc.gz | 175,626,741 | 789 | eng_Latn | eng_Latn | 0.998333 | eng_Latn | 0.998392 | [
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Class team
Miss Vance
School Day
* Pupils arrive at school
* Good Morning Routine/Greetings
* All pupils participate in individual OT circuits
* OT Walk
* Snack time
* Lesson 1&2 - Teacher lead input – work based activities – Teacch Baskets (intensive interactions)- Indoor and outdoor continuous provision.
* Break time
* Lunch time
* Lesson 3
* Break time
* Lesson 4&5 - Teacher lead input – work based activities – Teacch Baskets (intensive interactions)- Indoor and outdoor continuous provision.
* OT Walk
* Snack Time
* Home Time
Enhancements
* We have PE on a Tuesday afternoon taught by Warrington Wolves
* Swimming – This usually takes place in the Spring 2 Term
* Forest School – we will be having our sessions on a Tuesday afternoon during the second half of the Spring Term.
* This year we are going to introduce story massage into our weekly timetable.
* We have slots in the Sensory Room twice a week.
* We have an Attention Autism lesson everyday.
* We aim to go shopping as often as we can.
* Taiko Drumming in the Spring term
* We have music with Mr Higham on a Friday afternoon.
The Engagement Model
Engagement Model: 5 Areas
The 5 areas are not hierarchical, so there is no expectation that pupils need to demonstrate progress in all 5 areas. Instead, each of the areas represent what is necessary for pupils to fully engage in their learning and reach their full potential. The areas also provide the scaffolding to enable pupils to become independent in learning a new skill or concept.
Exploration
activity, for example, whether they display more than an involuntary or startled the stimulus or activity, for example, they may notice it or reach out to it. Exploration becomes more established when the pupil is still responsive to the same stimulus or activity when it is presented in different contexts or environments, for example, a different time of day, a different place or with different people. Exploration is important in identifying which stimuli or activities interest the pupil and motivate them to pay attention and investigate them further, so that they can develop new knowledge and skills.
This shows whether a pupil can build on their initial reaction to a new stimulus or reaction to the activity. Additionally, the pupil may be interested in and curious about
The Engagement Model
Realisation
Realisation becomes more established when the pupil uses the newly developed skills or knowledge in new ways and in different contexts or environments. This is important as it can keep the pupil excited in their learning and prevents an activity from becoming routine.
This shows how the pupil interacts with a new stimulus or activity or discovers a new aspect of a familiar stimulus or activity. They will display behaviours that show they want more control of the stimulus or activity, for example by stopping it or trying to make changes to it. The pupil will often show what familiar adults consider to be 'surprise', 'excitement', 'delight', 'amazement' or 'fear'.
Anticipation
Anticipation becomes more established when the pupil shows awareness that a familiar activity is about to start or finish, even when cues and prompts are reduced. Anticipation is important in measuring the pupil's understanding of cause and effect, for example if they do this, then something will happen. This prepares the brain for learning and helps with the pupil's memory and sequencing.
This shows how much the pupil predicts, expects or associates a stimulus or activity with an event. They may anticipate that a familiar activity is about to start or finish by interpreting cues or prompts such as auditory (what they hear), tactile (what they feel) and visual (what they see).
The Engagement Model
Persistence
Persistence is important so that the pupil maintains an activity long enough to develop and reinforce learning. It also helps the pupil apply their skills or knowledge so they can achieve their desired outcome.
This shows whether the pupil can sustain their attention in a stimulus or activity for long enough that they can actively try to find out more and interact with it. Persistence becomes more established when the pupil shows a determined effort to interact with the stimulus or activity. They will do this by showing intentional changes such as changes in their gaze, posture and hand movement.
Initiation
This shows how much, and the different ways, a pupil investigates a stimulus or activity in order to bring about a desired outcome. The pupil will act spontaneously and independently during a familiar activity without waiting for direction. Initiation becomes more established when the pupil shows they understand how to create an impact on their environment in order to achieve a desired outcome. Initiation is important to establish how well the pupil is developing independence, which is required for more advanced learning.
IEPs
We now link our IEP Targets with individual EHCP plans.
SCERTS
The first SCERTS clinic will be held during parents evening
OT
Shine therapy are our new OT.
They are here twice a week to advise and write new OT plans for the children.
EFL
If you don't know your log in details please Let school know so you can access EFL.
Homework
Sent out half termly with SCERTS targets and ideas to help.
Loading photos to EFL will be really helpful.
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'Let' imperative
Exercise 4.
Complete the dialogues with "let" and the words in brackets. ____________
Example:
A: Is it a good idea to visit them?
A: John, you can't travel alone.
B: No, it isn't. Let's not go there. (go)
B: Mum, please, let me do it. (do)
A: When do you think we should start?
B: ................... it right now. (do)
A: Where shall Susan meet you?
B: ................................ for me in the arrivals hall. (wait)
A: Oh, no! I left my driving licence at home.
B: Call your brother. ..................................... it to you. (bring)
A: I'm sorry, I didn't listen to you.
B: All right. ............................................ it once more. (repeat)
A: ......................................... the rock. (climb)
B: Oh, come on. We should try it at least.
A: We can't copy the document. The copier doesn't work.
B: .................................... a photo of it then. (take)
A: Wait a minute, please. I'm washing the dishes.
B: And where's Tim? ........................................................ (wash up)
A: Have you ever seen this picture?
B: No, I haven't. ........................................ a look. (have)
A: What did you say about my parents, Miss?
B: ...................................................... to school. I want to talk with them. (come)
A: Is Sheila faster than Mary?
B: Definitely. .............................................. the emails. (type)
Answer key
______________________________________________
A: When do you think we should start?
B: Let's do it right now.
A: Where shall Susan meet you?
B:
Let her wait for me in the arrivals hall.
A: Oh, no! I left my driving licence at home.
B: Call your brother.
Let him bring it to you.
A: I'm sorry, I didn't listen to you.
B: All right.
Let me repeat it once more.
A: Let's not climb the rock.
B: Oh, come on. We should try it at least.
A: We can't copy the document. The copier doesn't work.
B:
Let's take a photo of it then.
A: Wait a minute, please. I'm washing the dishes.
B: And where's Tim? Let him wash up.
A: Have you ever seen this picture?
B: No, I haven't. Let me have a look.
A: What did you say about my parents, Miss?
B: Let your parents come | Let them come to school. I want to talk with them.
A: Is Sheila faster than Mary?
B: Definitely.
Let Sheila type the emails.
Our tip: www.e-grammar.org/pdf-books/ All PDF exercises + grammar rules in one place. | <urn:uuid:e6fcf90e-ba0b-45a7-8513-5743ef49d411> | CC-MAIN-2024-51 | https://www.e-grammar.org/download/first-third-person-imperative-exercise-4.pdf | 2024-12-02T10:37:52+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00425.warc.gz | 709,631,860 | 603 | eng_Latn | eng_Latn | 0.9958 | eng_Latn | 0.998814 | [
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Two Miracles
This weekly bulletin insert complements the curriculum published by the Department of Christian Education of the Orthodox Church in America. This and many other Christian Education resources are available at http://dce.oca.org.
On September 6 we read Mark 5:1-20, which recounts one of the most dramatic of Jesus' healing miracles. Also on this day, we remember the miracle of the Archangel Michael at Colossae.
The story of the Archangel's miracle begins with the gratitude of a pagan father. This man's daughter, previously mute, was enabled to speak when she drank waters from a healing spring located near the city of Hierapolis. The father, desperate to find a cure for his daughter, had taken her to the spring after being told to do so by the Archangel Michael in a dream.
Overwhelmed with thankfulness, the father and his family members were all baptized. Then the father oversaw the building of a church dedicated to the Archangel. As the miracle became widely known, people with illnesses and disabilities began coming to the spring for healing. Some were Christians, some were pagans and idol worshippers, and it made no difference—the spring's waters were effective for everyone.
Many pagans who found healing at the spring followed the example of the mute girl's father, accepting baptism into the Christian faith. They were encouraged by the example of a believer named Archippus, who lived at the church and served as its sacristan for
decades. His unassuming manner, combined with sincere faith, made Christianity attractive to people who met him.
But some pagans feared the growing influence of the church that so strongly symbolized Christ's healing power, and decided to destroy it. They diverted a powerful mountain stream so that it would begin rushing toward the church and inundate it.
Saint Michael intervened by opening a fissure in the mountain, so that the stream's water plunged into it, bypassing the church. Since that time the place of the miracle has been called "Chonae" which means "plunging."
The account of the healing miracle in Mark's Gospel presents us with a man most people would hope to avoid. He lives "among the tombs" and is so violent that "he had often been bound with fetters and chains, but the chains he wrenched apart, and the fetters he broke in pieces; and no one had the strength to subdue him." He is clearly miserable, for he "was always crying out, and bruising himself with stones."
Such a man panics people; the only way they can think of to deal with him is with more and more chains. Jesus, by contrast, deals with him calmly, fearlessly and lovingly. Instead of binding the man, Jesus frees him; He drives the demons out of him, and before long the people see that he is "clothed and in his right mind."
The healing doesn't make people happy; in fact they are "afraid" and ask Jesus to go away. Perhaps even something as terrible as demon possession had become familiar, and frightened them less than having to see God's love and power right before them in the Person of Christ.
Troparion - Tone 4
Michael, commander of the heavenly hosts, we who are unworthy beseech you, by your prayers encompass us beneath the wings of your immaterial glory, and faithfully preserve us who fall down and cry out to you: "Deliver us from all harm, for you are the commander of the powers on high!"
Might we, confronted with God in person, also hope He would just go away? | <urn:uuid:b9690265-cea3-47ba-a461-ca81a4752952> | CC-MAIN-2018-05 | http://dce.oca.org/assets/files/inserts/two-miracles.pdf | 2018-01-18T21:31:38Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00731.warc.gz | 90,759,376 | 741 | eng_Latn | eng_Latn | 0.99847 | eng_Latn | 0.99847 | [
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TECHNISCHE UNIVERSITEIT EINDHOVEN
Faculty of Mathematics and Computer Science Exam Cryptography 1, Friday 29 January 2010
Name :
Student number :
Notes: This exam consists of 5 exercises. You have from 14:00 – 17:00 to solve them. You can reach 50 points.
Make sure to justify your answers in detail and to give clear arguments. Document all steps, in particular of algorithms; it is not sufficient to state the correct result without the explanation. If the problem requires usage of a particular algorithm other solutions will not be accepted even if they give the correct result.
All answers must be submitted on TU/e letterhead; should you require more sheets ask the proctor. State your name on every sheet.
Do not write in red or with a pencil.
You are allowed to use any books and notes, e.g. your homework. One copy of the textbook is available at the examiner's desk, you are not allowed to use the textbooks of your colleagues.
You are allowed to use a simple, non-graphical pocket calculator. Usage of laptops and cell phones is forbidden.
2WC12 - Cryptography 1 TECHNISCHE UNIVERSITEIT EINDHOVEN
1. This problem is about ElGamal encryption in the subgroup generated by g = 2 of IF47.
(a) Your secret key is s = 9. Compute your public key.
1 point
(b) Alice's public key is PA = 14. Use the random nonce r = 3 to encrypt the message m = 27 to Alice. 3 points
2WC12 - Cryptography 1 TECHNISCHE UNIVERSITEIT EINDHOVEN
2. This problem is about the discrete logarithm problem in IF41.
(a) Show that the multiplicative order of 7 is 40. Document how you compute high powers of 7 in IF41 efficiently. 3 points
(b) Show how the Pohlig-Hellman algorithm reduces the problem of computing m with 7 m = c to two smaller problems. 3 points
(c) Set up all preliminary work to solve 7 m = c in general.
3 points
(d) Now solve 7 m = 29 in this way.
2 points
3. This exercise is about factoring n = 1001.
(a) Use Pollard's rho method of factorization to find a factor of 1001. Use starting point x0 = 1 and iteration function xi+1 = x 2 i + 1.
4 points
(b) Perform one round of the Fermat test with base 2 to test whether 77 is prime. What is the answer of the Fermat test? 2 points
(c) Use Pollard's p − 1 factorization method to factor the number n = 1001 with base u = 2 and exponent 2 3 · 3 2 . 4 points
2WC12 - Cryptography 1 TECHNISCHE UNIVERSITEIT EINDHOVEN
4. (a) Find all affine points (x1, y1) on the Edwards curve x 2 + y 2 = 1 − 5x 2 y 2 over IF13. 4 points
(b) Verify that P = (6, 3) and Q = (3, 7) are on the curve. Compute [2]P + Q in affine coordinates. 4 points
(c) Translate the curve and P to Weierstrass form.
4 points
2WC12 - Cryptography 1 TECHNISCHE UNIVERSITEIT EINDHOVEN
5. This problem is about the Fiat-Shamir identification protocol. The public key is n = 119.
(a) You are the trusted party in charge of setting up users for the system. You know that your private key is p = 7, q = 17. Create a private key s for the user with identity ID = 93. 9 points
(b) Take over the role of the prover. Your secret key is s = 34 and your identity is ID = 85. Execute two rounds of the Fiat-Shamir identification protocol. In the first round, use r = 12 to compute the witness. The verifier presents you with challenge e = 1. In the second round, use r = 78. The verifier presents you with challenge e = 0. 4 points | <urn:uuid:4ab70785-cc8a-4f0d-84af-218edbd2d07a> | CC-MAIN-2018-05 | http://www.hyperelliptic.org/tanja/teaching/cryptoI09/exam/first.pdf | 2018-01-18T21:30:35Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00730.warc.gz | 475,802,297 | 953 | eng_Latn | eng_Latn | 0.829972 | eng_Latn | 0.985537 | [
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About Rutherford County Humane Society (RCHS)
Rutherford County Humane Society is a non-profit, 501(c)(3) organization that has been serving Rutherford County close to 50 years. Begun in 1979, with the mission to significantly improve the lives of unwanted and neglected animals, and to measurably decrease this number through our spay and neuter programs, volunteer foster homes, and outreach and education. We are an independent organization that works in collaboration with other area animal advocacy groups.
DID YOU KNOW
Thanks to you, over the last 5 years, 2,904 cats and dogs are now in safe and loving forever homes. This number has steadily increased from year to year.
In 2016, we were able to improve the lives of Rutherford County Pets.
Adoptions: 426 Cats and 257 Dogs.
Medical Treatment and Medicine: $82,013 spent on animals in our care
Neuter / Spay: 914 Cats and Dogs were altered which greatly reduces homelessness
Pet Food and Supplies: $25,528 spent on low income families and foster pets
You can begin helping animals in Rutherford County today!
http://rutherfordcountyhumanesociety.org
P.O. Box 998, Rutherfordton, NC 28139 828-286-0222
email@example.com
Rutherford County Humane Society
Dedicated to improving the lives of animals in Rutherford County, North Carolina
With Your Donation
Your donation helps us pay for veterinary medical care, often the first an animal has ever received—from initial inoculations to sometimes more serious treatment. Donations are also used for our spay and neuter programs, which prevent future populations of homeless or unwanted cats and dogs.
Whether you are making a one-time donation or wish to become a monthly sponsor,
Your Donation Will Support...
$5 a month – Food for one animal.
$10 a month – 3-year rabies shot for one animal
$20 a month – Vaccination for one animal.
$25 a month – Health exam & certificate for travel for one animal.
$50 a month – Neuter / spay for one animal.
$100 a month – Hospitalization for one animal for two days.
Happy "Tails"…
Meet Charmer
This little guy was rescued from very bad conditions at a hoarder's house and suffered from an extreme case of ear mites. Charmer seemed a hopeless case at times, spending most of his time hiding under a towel. After a successful treatment, he found his forever home.
His new family says: "We decided on keeping his name the same when my younger speech impaired son was able to say Charmer and insisted that would be his name. We are looking to get him registered as an emotional support animal with how he has helped and continues to help the three of us out so much, you can see the difference in both my children who have disabilities. Since he has been in our lives my panic attacks have lessened in severity. He seems to be able to sense when I have a panic attack coming on and has been able to subside them by jumping on my lap and rubbing all over me until it's over. He has provided and added love, laughter, enjoyment, happiness and companionship to our family and we want to thank you for saving him from his horrible situation and giving him a second chance and then giving us a chance and letting us adopt him. Even though it's only been six months it feels like he has been with us forever and we love him so much that it's hard to imagine a life without him in it."
What Else Can You Do?
Foster. This is one of the most personally rewarding experiences you may ever have. It can be one of the most direct ways you can help save a dog or cat's life.
Share your time and talent! All of our efforts depend on our passionately compassionate volunteers. Do you have a special skill, or even just an idea for helping animals that you want to put in to action? We can't wait to hear from you!
Volunteer and Support the Thrift Store. The thrift store is a major source of income for our organization. Located on Buffalo Creek Road in Lake Lure, the Thrift Store has newly been remodeled and is a clean, brightly-lit store offering housewares, linens, books, furniture, art and more. If you are in the area and looking for unique and wonderful bargains, come in and shop.
Speak out! Be the voice that Rutherford County animals don't have. If you see or suspect animal abuse, report it! If you want to see more humane laws in Rutherford County, join us in pressing our County Commissioners to make our county a home where people who love animals can live without being oppressed by such senseless lack of concern for our fellow creatures. Help us make Rutherford County a place of compassion for animals | <urn:uuid:c0fbf004-235b-4f27-b824-22e17f874cb6> | CC-MAIN-2018-05 | http://rutherfordcountyhumanesociety.org/RCHS%20Brochuree%20Dec-17.pdf | 2018-01-18T21:18:02Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00731.warc.gz | 296,514,768 | 1,045 | eng_Latn | eng_Latn | 0.995087 | eng_Latn | 0.998446 | [
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Commonwealth of Virginia Office of Governor Terry McAuliffe
November 28, 2017
Dear State Employees:
I am pleased to announce that the Virginia Museum of Fine Arts will offer state employees free admission to Terracotta Army: Legacy of the First Emperor of China, a highly anticipated exhibition that opened at the Virginia Museum of Fine Arts (VMFA) on November 18, 2017. This outstanding exhibition is a must see for everyone.
VMFA's special offer ensures that you and your families have an opportunity to see this story of the First Emperor's profound influence on Chinese history, art, and culture. Ten life-size terracotta figures, including warriors and a cavalry horse, will be featured in the exhibition, which will be on display until March 11, 2018.
Admission to VMFA's permanent collection is free every day of the year; some special exhibitions, such as Terracotta Army, require a fee. To claim your free ticket (one per employee) to Terracotta Army, present your employee identification card at VMFA's Visitor Services desk. Family members will get half off exhibition tickets, or $10 for adults; $8 for seniors; and $5 for children.
As part of this special offer, you also can present your ID card for discounts on dining and shopping at VMFA: a 20 percent discount on purchases in Best Café and the VMFA Shop, and a 10 percent discount at Amuse restaurant until March 11, 2018. The discount also applies to family members.
Terracotta Army will showcase 130 works of art, drawn from the collections of 14 art museums and archaeological institutes across the Shaanxi Province in China. The exhibition will tell how the Qin state developed into an empire under Ying Zheng (259–210 BC), who unified China and declared himself Qin Shihuang, or the First Emperor of Qin. His quest for immortality began soon after he became the king of Qin in 246 BC.
The terracotta figures to be on view belong to an underground army of life-size sculptures created by order of the First Emperor to accompany him to the afterlife. The terracotta army was not discovered until 1974, when farmers found pottery shards and bronze arrows while digging a well. Subsequent excavations led to the astonishing discovery of an estimated 8,000 terracotta figures buried in three pits east of the First Emperor's tomb mound.
An interactive exhibition in VMFA's Memorial Foundation for Children Teaching Gallery, Dig It! complements the Terracotta Army exhibition and offers visitors of all ages the opportunity to explore the field of archaeology through the use of augmented reality. Focusing on discovery, excavation, and lab study, Dig It! encourages visitors to uncover objects in VMFA's permanent collection through a virtual dig and learn more about their date, function, and how archaeology contributes to the study of objects from ancient China. Dig It! is free and open to the public until July 2018.
Regular ticket prices for Terracotta Army are $20 for adults, $16 for seniors, and $10 for college students and children ages 7–17. Tickets are free for VMFA members and children ages 6 and younger. Visitors can reserve tickets by phone at (804) 340-1405.
More information about Terracotta Army: Legacy of the First Emperor of China is available at https://vmfa.museum/exhibitions/exhibitions/terracotta-army-legacy-first-emperor-china/
I hope you are able to attend this amazing exhibit.
Sincerely,
Governor Terry McAuliffe | <urn:uuid:88af155d-6f87-4e3a-8552-b4b27ae660f9> | CC-MAIN-2018-05 | http://www.dhrm.virginia.gov/docs/default-source/discounts/vmfa-terracotta-army.pdf?sfvrsn=0 | 2018-01-18T21:36:59Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00730.warc.gz | 433,198,246 | 741 | eng_Latn | eng_Latn | 0.997764 | eng_Latn | 0.997982 | [
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Earthquake
Tip
32
Learning
Earthquake Design
and
Construction
Why is Quality critical in Earthquake-Resistant Buildings?
Quality and Earthquake Safety
Quality is critical for ensuring safety of buildings during earthquakes. Appropriate measures are required to control quality in all activities related to development of earthquake-resistant buildings; if not, the weakest link will fail. While quality control is important also for buildings meant to resist effects other than those meant to resist earthquake shaking, there is a difference. Buildings meant to resist only gravity loads are designed to resist loads much higher (say about 2 to 3 times more) than the gravity loads that may arise during lifetime of the building. And hence, no damage occurs in buildings with minor structural deficiencies in individual members, because of availability of adequate margin in design. Thus, some error can be tolerated in design or workmanship without serious consequences or getting noticed.
On the other hand, buildings meant to resist earthquake effects are designed for lateral earthquake loads much smaller (up to about 10 times smaller) than what may be experienced during severe shaking, if the building were to sustain no damage during severe earthquake shaking. This is because earthquakes occur rarely. Hence, ordinary buildings are expected to undergo damage during strong shaking. Every structural element is expected to respond in a certain way, and is tested to its limit when strong shaking is experienced. Thus, deficiencies in structural elements can result in premature, unwanted or unwarranted failures. Because there is no margin, effects of poor quality are clearly noticed; the negative consequences of poor quality are most visible during severe shaking. Therefore, quality is far more important in buildings exposed to earthquake effects than in those exposed only to other load effects (e.g., gravity loads).
What is Quality Control?
Quality control means adopting and ensuring formal procedures and processes that are based on scientific principles and professionally agreed norms. The need to ensure quality arises at every step of the building development process. These steps include:
(1) Conceptualizing structural configuration – Architects and Structural Engineers need to work together to adopt a good configuration;
(2) Designing the structure – Structural Engineers need to take utmost care while performing required calculations as per sound structural safety concepts and relevant design standards;
(3) Preparing structural drawings – Structural Engineers and Draughtsmen need to comprehensively and accurately present structural design intent in well detailed drawings;
(4) Selecting construction materials - Contractors need to take utmost care in selecting the intended construction materials, and adopting construction procedures as per standard specifications;
(5) Converting structural drawings at site – Competent Site Engineers need to faithfully follow structural drawings to ensure that the design intent is actually realized in the building working with Certified Artisans, as per good construction practices laid down in standards and specifications; and
(6) Undertaking post-construction activities – Maintenance Engineers need to embed long-term maintenance steps (like preventing leaks), thereby avoiding structural damage) in post-construction handling of structures, and preventing damage to buildings (especially to critical structural members).
What is Quality Assurance?
Rigorous, independent monitoring and correction need to be undertaken by competent third party professionals or professional agencies (other than those involved in the Quality Control effort) to ensure that the design intent is actually realized in buildings. This is referred to as Quality Assurance, and is required in each of the activities mentioned above.
How Quality can be Ensured
Owners and developers have the responsibility of ensuring that their buildings are functional, safe and durable, in addition to being economical and aesthetic. Quality must be ensured by all stakeholders involved in the building delivery process, including architects, structural engineers, draughtsman, contractors, site engineers, artisans (e.g., bar benders, carpenters and masons), and maintenance engineers. Each activity needs to adhere to a pre-specified procedure laid down in design codes and standards. There is no single activity that is more important than the others, which alone determines the quality of the building being built. For instance, just designing the building for a higher seismic lateral force to compensate for poor quality in construction will not ensure a safe building. Even if one of the key stakeholders fails to deliver quality, overall earthquake safety of building may be jeopardised.
Building owners need to seek professional services that comply with: (1) proper understanding and estimation of earthquake hazard at the site, (2) rigorous design, compliance with prevalent standards, specifications and bye-laws, (3) independent design review (peer review), (4) procurement of intended quality materials, (5) careful construction of the building, (6) independent construction audit, and (7) approved occupancy and use of buildings. Any
Why is Quality critical in Earthquake-Resistant Buildings?
shortfall in understanding or implementing (to the fullest) any of these aspects leads to compromising safety of life and property in the building.
Services of competent professional architects and engineers are essential to incorporate the above aspects in buildings; these professionals need to have past experience of having successfully provided such services. Building owners are faced with many challenges in earthquake-resistant design and construction. These include:
(1) Identifying competent architects and design engineers: There are many standards and specifications for earthquake-resistant design and construction of buildings, which architects and design engineers need to be conversant with. The mandatory curricula in architecture and engineering colleges often do not ensure that the required background is provided to graduates. Thus, it is unlikely that all architects and engineers practicing today understand earthquake behavior of structures, and the design techniques required to incorporate earthquake-resistance in them. So, building owners face a challenge related to selecting competent professionals to undertake earthquakeresistant design of their buildings. Governments need to establish robust systems for identifying competence-based licensing of engineers, who could assist building owners;
(2) Complying with Building Codes & Municipal Controls: Local governments require architects and design engineers to ensure safety of buildings through faithful compliance with various building codes and municipal bye-laws. This cannot happen only on the basis of voluntary effort by professionals – it is the responsibility of municipal authorities to enforce compliance. But, a severe shortage of suitable adequately trained personnel in municipal offices can be a bottleneck for ensuring compliance on part of local governments. Alternate strategies are required to build a robust system for Enforcement of Earthquake Safety, e.g., independent peer review by consulting engineers of good standing; and
(3) Undertaking hazard estimation studies: Seismic hazard assessment must consider many uncertainties. For ordinary buildings, it is best to adopt seismic design codes of the country. But, for projects of importance, site-specific studies are required, for which owners will require services of competent earthquake geologists, seismologists, earthquake geotechnical engineers and seismic structural engineers.
Faithfully converting construction drawings of buildings into actual structures is critical for ensuring earthquake safety of buildings. Competent contractors must be appointed by building owners to implement formal construction strategies and construct earthquake-resistant buildings. Quality control needs to be exercised at all stages of construction by Contractors. But, independent agencies need to test quality of all construction materials before accepting them. Similarly, independent competent engineers employed for site-supervision need to examine that work being is done as intended. These independent engineers employed for site inspection need to have requisite competence. Therefore, Competence-Based Licensing of Construction Engineers and Certification of Artisans are essential.
Professional Ethics
Earthquake-resistant design and construction is possible only with high ethical standards employed by all personnel involved. A project can be successfully executed only by avoiding all three types of errors – Error of Intention, Error of Concept and Error of Execution. Error of intention is really an issue of ethics, while errors of concept and execution are of competence. For instance, a professional accepting an assignment beyond one's competence is indulging in unethical practice. Similarly, if a professional realizes that one is unable to follow correct procedures and still proceeds with the project, it is an unethical practice. And finally, an engineer not following code provisions to reduce structural cost, indulges in unethical practice.
In civil constructions, society takes performance of a structure for granted. For instance, one drives over a bridge unconsciously, assuming it is safe. Hence, it is critically important to ensure and enforce highest levels of ethical standards in the practice of engineering. It is not possible to legislate virtues. But, the situation can be alleviated to some extent by putting in place systems and procedures, e.g., (a) competence-based licensing, wherein license to practice is given only after establishing that the person has at least a minimum set of skills required to practice design and construction, which may be revoked in case of a malpractice, and (b) a robust regulatory legal system, with a rigorous enforcement protocol and implementation mechanism that allows for swift penalties and punishments to erring individuals. Such systems have been effective in many countries, and must be established in countries like India.
Related - Earthquake Tip
Tip 9: How do make buildings ductile for good seismic performance?
Resource Material
Bellet,D., (2006), Fundamental Concepts and Principles for Assuring Acceptable Performance of Schools and the Education System, Chapter 10, Keeping Schools Safe in Earthquakes, Overseas Press India Private Limited, New Delhi
Authored by:
C.V.R.Murty
Indian Institute of Technology Jodhpur, India Sponsored by:
Building Materials and Technology Promotion Council, New Delhi, India
This release is a property of IIT Kanpur and BMTPC. It may be reproduced without changing its contents with due acknowledgement. Suggestions or comments may be sent to: firstname.lastname@example.org. To see all IITK-BMTPC Earthquake Tips, visit www.nicee.org or www.bmtpc.org. | <urn:uuid:8def9805-0c28-4c9a-8875-e66ba6c10ef0> | CC-MAIN-2018-05 | http://www.iitk.ac.in/nicee/EQTips/EQTip32.pdf | 2018-01-18T21:38:34Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00731.warc.gz | 468,280,124 | 1,966 | eng_Latn | eng_Latn | 0.995055 | eng_Latn | 0.995066 | [
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Western Kentucky University TopSCHOLAR®
DLPS Faculty Publications
9-8-2008
Chinese Fireworks
Haiwang Yuan Western Kentucky University Libraries, email@example.com
Follow this and additional works at: http://digitalcommons.wku.edu/dlps_fac_pub Part of the Marketing Commons, Other Education Commons, and the Other Social and Behavioral Sciences Commons
Recommended Repository Citation
Yuan, Haiwang, "Chinese Fireworks" (2008). DLPS Faculty Publications. Paper 19. http://digitalcommons.wku.edu/dlps_fac_pub/19
This Article is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in DLPS Faculty Publications by an authorized administrator of TopSCHOLAR®. For more information, please contact firstname.lastname@example.org.
Library Public Services
Firecrackers and Fireworks
The general Chinese term for firecrackers and fireworks is huapao, which is a portmanteau of yanhua and paozhu. Yanhua (smoke and flowers) or yanhuo (smoke and fire, or colorful fire when yan is pronounced in a different tone) refers to fireworks. Paozhu (cannon bamboo) or paozhang (cannon stick) stands for firecrackers, which used to be called baozhu (exploding bamboo).
Origin
Wang Anshi (1021－1086), a great thinker and man of letters of the Song Dynasty, once wrote in a poem: "baozhu sheng zhong yi sui chu; chunfeng song nuan ru tusu," meaning:
"Amidst the crackling of exploding bamboo a year is gone; In the warmth of a spring breeze we drink the wine of tusu."
This well-known couplet vividly described how people of his time celebrated the Spring Festival, or Chinese New Year. What stands out in the line is baozhui. In fact, the tradition of burning bamboo to create loud noises as part of Chinese New Year celebrations goes far back in history. Written in the late Western Zhou Dynasty (1046 BC-771 BC), a verse from the classic Shi jing, or Book of Songs, reads, "Ye ru he qi? Ye wei yang, tingliao zhi guang (How goes the night? It's not yet midnight, but tingliao is already blazing)." Here tingliao, according to historians, refers to a kind of torch made of bamboo, and as it burns, it makes crackling noises.
Why did the Chinese celebrate their New Year with crackling bamboo? Scholars from the Western Han (206 BC -AD 8) through the Southern Song (1127-1279) dynasties all recounted a popular belief that the noises could expel or scare away a mountain demon.
How did the tradition start? According to a legend, on every Chinese New Year's Eve, a monster nian would come out of the mountains to prey on humans. A god in the guise of a beggar scared the monster away with the crackling of burning bamboo. Humans then followed his example. Shen yi jing (Book of Gods and Spirits), a classic of the Han Dynasty (202 BC-AD 220), seems to have given a more practical answer: In ancient times, when camping deep in the mountains, people used bonfires to cook and to keep themselves warm. A strange animal called shansao, however, often harassed them despite the fire. It carried a disease that could cause chills and fever. The campers then used bamboo as the firewood. As it crackled while burning, it kept the frightened animal away from them.
History
While burning bamboo was still prevalent during the Southern Song period, people had already begun to stuff saltpeter (potassium nitrate) into bamboo sticks to get more exciting effects as they burned. The discovery of this compound was attributed to alchemists in the 7 th or 8 th century, who used it along with sulfur and charcoal to produce dan, or "pills of immortality."
But with the right ratio of the three components (61.54%, 30.77%, and 7.6%), they chanced to create gunpowder. The lucky person was said to be Sun Simiao (AD 541 or 581-682). Alchemist as well as a pharmacist, he was regarded as the father of gunpowder in China.
Another step was made at the same time when bamboo was used to make paper. Until then, paper, though invented in or even before the 2 nd century, had not been affordable to the average Chinese. The Song people rolled sheets of paper into small tubes, stuffed gunpowder into them, fixed a fuse into each, and the first modern-day baozhu, or firecrackers, came into existence. They then strung and fused smaller baozhu crackers together so they could be set off one by one in close sequence to create continuous explosions. They called this type of clusters bian (whip) or bianpao (whip cannon). By the time, the military had already employed rockets in battles, and the technology led to the invention of ertijiao (kicking twice) or liangxiang (sound twice), both referring to cannon crackers. It could be set on the ground or held gingerly in the hand, with the ignition of the fuse, its lower section exploded and produced from its bottom a powerful jet that catapulted the top part into the sky where it exploded again with a loud report that could spread far and wide.
Yanhua, or fireworks, did not become popular until the Qing Dynasty (1644-1911) although there are claims that it had been invented a few hundred years earlier. Some historians ascribe the birth of modern fireworks to Yongzheng Emperor (1678-1735). It was said that in the first year of his reign (1723), he ordered that huapao of novelty be made for the coming Lantern Festival celebration. The burden fell on the shoulders of Li Tai, a huapao specialist. The stressed Li Tai was relieved when he chanced on the colorful sparks shot out of beaten irons in a blacksmith's. He got the idea of mixing different sizes of iron particles with gunpowder to create the fireworks and propelling them into the sky with saltpeter.
Types
By 1930s-40s, there had been a great variety of fancy fireworks, such as "ground mouse," "swan with eggs," "drops of gold," "turnip flower," "big-leaf orchid," "big-leaf chrysanthemum," "double plum blossoms," "three layers in a row," and "double dragons playing with a pearl."
Fireworks fall into the big categories of shengkong (rising into sky), tuzhu (spitting pearls), penhua (throwing out flowers), shizhuan (turning and spiraling), and xianxiang (ignited while hanging). And they are subdivided into over a thousand different types. Take the shengkong category for an example. There are fireworks that can rise to different heights and those mixed with firecrackers or equipped with parachutes.
Production
Fireworks consist of combustibles (powders of aluminum and iron), flash and sound compositions, and glue (usually natural resin and dextrin). The compositions are rich in potassium chlorate, antinomy sulphide, potassium perchlorate, and potassium benzoate. The production of fireworks involves a complex process of composition grinding, sifting, drying, purifying, mixing, granulating, and pressing.
Early in the mid 18 th century, Liuyang County of Hunan Province had become a center of huapao (firecrackers and fireworks) production, with the capacity of producing 140,000 cartons a year. Today, there are over 7,000 factories in the business with about 1,000,000 employees. They are mostly in the provinces of Hunan and Jiangxi.
Market
Not only is China a birthplace of huapao, but it's also the largest producer and exporter since 1860s. Statistics show that in 2005, China sold 13 billion RMB yuan (over 1.8 billion U.S. dollars), a third of which from exports to over a hundred countries. That amounts to 90% of world's production of, and 80% of world trade in, firecrackers and fireworks.
For safety reasons, most Chinese cities banned firecrackers and fireworks in the 1990s. With the rise of national pride amidst economic success, the mounting cry for respecting traditions lifted or partly lifted the ban in nearly all the cities, thereby reopening up a large domestic market. To promote more international trade, Liuyang, a stronghold of China's huapao industry has held the Liuyang International Huapao Festival every other year since 1990.
Challenges and Possible Solutions
The Chinese huapao industry still faces a number of challenges, such as poor management, small-scale production, substandard technology, deficient training mechanism, and weak pollution control. As a result, fatal accidents occur frequently. From October to November in 2007 alone, 86 people died in 12 accidents. The fire that reduced a huge storage hub in Foshan City, Guangdong Province, on February 14, 2008 proved devastating to the industry throughout the country.
Efforts are being made to build better storages and plans are being developed to produce smokeless, nontoxic, pollution-free, low-noise, non-combustible products that will be both safe and entertaining. | <urn:uuid:1e6bd814-2b43-4393-9884-8f949197bd0d> | CC-MAIN-2018-05 | https://digitalcommons.wku.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1018&context=dlps_fac_pub | 2018-01-18T21:20:49Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00730.warc.gz | 677,029,434 | 2,019 | eng_Latn | eng_Latn | 0.965059 | eng_Latn | 0.997932 | [
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Mark 1, Mark 2, Mark 4, Luke 7
Web site "nathanolsen.com"
Next Weeks Lesson: "The Sermon on the Mount" (Matthew 5)
Today's Lesson: "[He] Took Our Infirmities, and Bare Our Sickness"
(Mark 1-2; 4:35-41; Luke 7:11-17)
1. He that loveth father or mother more than me is not worthy of me (Matthew 10:35-38)
A. How are verses 35 and 36 sometimes fulfilled when a person joins the Church?
B. Knowing that the Lord wants our families to be peaceful and united, why do you think he made these statements?
C. To whom should our first and strongest loyalty go?
2. A discussion on Miracles. (Bible Dictionary pg 732-733
)
A. What is one of the Savior's miracles that you would like to have witnessed? Why?
B. What is the danger of miracles?
3. Jesus travels through Galilee teaching the gospel and performing miracles.
(
Mark 1:14–15, 21–45
)
A. As Jesus traveled throughout Galilee teaching the gospel, he performed many miracles, including healing the sick and casting out devils (Mark 1:34, 39). Why did Jesus perform these and other miracles during his ministry?
B. Why were the people in the synagogue in Capernaum amazed at Jesus' teachings and his ability to cast out unclean spirits? (See Mark 1:22, 27)
C. By what authority did Jesus teach and perform miracles?
D. How do we have access to this power and authority today?
E. According to Mark 1:41, what was one reason Jesus healed the leper?
F. Jesus performed many miracles that directly blessed just one person. What do these incidents
demonstrate about how Jesus feels about us individually?
G. How has he shown love and compassion for you?
H. How can we show Christlike love and compassion for those around us?
4. Jesus forgives a man's sins and heals the man of palsy. (Mark 2:1–12)
A. By the time the Savior healed the man with palsy, he had performed many miracles. Because of the great faith of those who lowered the man through the roof, Christ decided to teach those assembled in the home a higher eternal principle. Instead of merely healing the man and sending him on his way, he responded by saying "Son, thy sins be forgiven thee." What eternal principle is he attempting to teach with this response?
B. How did the scribes respond?
C. Who are the scribes? (Bible Dictionary pg 770)
D. Christ's ability to read the minds of those around him allowed a distinct advantage to many of his discussions. Why?
E. The people in the congregation are really sure who this "miracle worker" is. Christ is attempting to reveal his God ship once more to them.
F. Levels of men on earth.
(1) Ordinary Human being.
(2) Ordinary Human being with the priesthood.
(3) Priesthood holder with special authority due to his additional duties. (General Authorities, Stake Presidents, Bishops etc)
(4) A Prophet.
(5) A God on earth.
5. Jesus calms the sea, casts out devils, and raises the son of the widow of Nain from the dead. (Mark 4:35–41; 5:1–20 and Luke 7:11–17)
A. The physical aspects of the Savior's miracles often
symbolized spiritual truths. What spiritual truths can we learn from the following miracles?
(1) Mark 4:35–41. Jesus calmed the sea.
(2) Mark 5:1–20. Jesus cast out a legion of devils.
(3) Luke 7:11–17. Jesus raised a young man from the dead.
B. Of all the miracles that the Savior performed, which one has spiritually strengthened you? Why?
6. Jesus heals a woman with an issue of blood and raises Jairus's daughter from the dead. (Mark 5:21–43)
A. How did the woman with an issue of blood show her faith? (Mark 5:25– 29)
B. What was the cause of her healing? (Mark 5:34)
C. How did Jairus show his faith in the Savior? (See Mark 5:22–23) What did Jesus say to strengthen Jairus's faith when Jairus heard that his daughter was dead? (Mark 5:36)
D. How can you apply these words in your life?
E. Why do you think faith must precede miracles? (Ether 12:12, 18; Moroni 7:37)
F. Why don't miracles alone provide a firm foundation for faith?
G. Brigham Young said: "Miracles, or these extraordinary manifestations of the power of God, are not
for the unbeliever; they are to console the Saints, and to strengthen and confirm the faith of those who love, fear, and serve God" (Discourses of Brigham Young, sel. John A. Widtsoe [1941], 341). | <urn:uuid:a70c57c0-a43f-411b-9774-9e5f2948be99> | CC-MAIN-2018-05 | http://www.nathanolsen.com/gd/nt/20030302.pdf | 2018-01-18T22:02:32Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00730.warc.gz | 521,235,605 | 1,107 | eng_Latn | eng_Latn | 0.995497 | eng_Latn | 0.995902 | [
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LEVERAGING TECHNOLOGY FOR CRITICAL THINKING
BY DR RIK BAIR AND DR BETH TEAGARDEN BAIR
|
Current Critical Thinking Dilemma
After reviewing the 2013-2016 College Learning Assessment Plus (CLA+) standardised test results from dozens of public colleges and universities, The Wall Street Journal reported that many students did not improve their critical thinking skills over their four years of secondary education. One would surmise that the top academic universities delivered the best results; however, their students on average produced little or no growth in critical thinking. For employers looking for a workforce that can quickly solve problems, this is a disappointing statistic that does not bode well for the future. As parents of these students witness the rising costs of tuition and student loans, they struggle to justify sending children into the higher education realm.
The CLA+ test was administered to undergraduate students, who take very few, if any, fully online courses at most universities. If we assume that most of these students are being taught in a face-to-face environment, then we can also relate the results of this article to learners in the K-12 realm. Critical thinking and reasoning skills should be a part of every course at every level to encourage learners to either seek out information on their own or at the very least, ask the right questions. With the growing list of technology tools, avenues to allow learners to pursue knowledge are readily available to make face-toface environments become a blended or flipped classroom design.
Learner Forensics
Have you been an instructor in a classroom that has just finished discussing the directions for an assignment and turned the learners loose only to now find a line of students at your desk asking for help? It makes you wonder why you even bothered to give directions! The instructional goal is not to enable learners, but to train them to evaluate the process, contemplate possible resources, consider alternatives, and ask probing personal questions to problem solve. Otherwise these learners fall into the trap of developing poor learning habits.
Although using technology does not mean the learners will automatically become critical thinkers, it provides a familiar environment for today's learners. Students are already using technology daily with social media and entertainment at a higher rate than they are for learning. This premise indicates that students may not know how to learn effectively when using technology in an educational environment. The key is to combine the use of digital technology and the student's mindset to apply critical thinking skills.
Instructional Forensics
To leverage the power of technology, the instructional design needs a framework that provides avenues of informationseeking methods. This design incorporates technology with a learning purpose to develop disciplined thinkers who attack problems. For instance, the instructor divides the students into groups of three and gives them a real-life situational problem, such as facing an incoming category five hurricane with no other help available. They will not be able to relocate, so they must plan how they will survive in their home. The instructor frames this assignment with the technology tools he/she wants the students to use as part of the research and development, and then the final presentation of their plan. A planned practice session may be necessary for students using the chosen technology tools for the first time, and the instructor should keep it simple to cover the basics.
To begin the project, instruct the students to use a Mindmap software to brainstorm the various challenges they need to consider, like loss of power, loss of water or food, storm surge, and wind damage. This organizer will initiate the beginning steps for students to ask the right questions, such as "If I lose power, what will I eat?" Learners must
immediately address the three prongs of critical thinking: creativity, reflection, and adaptability (MACAT, 2016). As the learners brainstorm and complete a Mindmap, they will find creative and workable solutions while working through relevant and flawed ideas. The Mindmap is important for students to include in their final presentation, and it provides the framework for considering alternatives. By grading their initial thought process, the instructor motivates them to put effort into the brainstorming aspects.
Next the instructor frames the research process and provides directions for the students to gather and organise their data. The students can make educated guesses about how they will handle some of the problems they will face, but the instructor's design includes using the Internet to research prior hurricanedamaged areas to investigate the conditions that people faced and how they survived different aspects. As the students place themselves in another's shoes, they address the critical thinking stages of evaluating what was effective and what could have been improved, as well as articulating opinions, solving problems, and developing solutions (MACAT, 2016). For this part of the project, the instructor can include a game of rewarding bonus points for the most creative solutions for each problem. Perhaps the instructor could incorporate a budget, where the students must face the choice of buying, wiring and fueling a generator versus obtaining supplies like candles. They should also consider what happens when they run out of fuel.
Now that the students have acquired and assessed this content, they can use a technology tool to organize and spread the knowledge to others. In this crucial final stage of critical thinking, the learners take a stand for their decisions, based on their research and problem solving. By creating a tool that could in turn teach others, the critical thinking students reach the highest level of Bloom's revised taxonomy: create
(Anderson et al., 2001). As they teach others, the learners obtain an even stronger grasp of the content and skill development. WebQuest tools such as Zunal.com are easy to use and a great choice for compiling and organising content into a learning environment. WebQuests are structured, studentcentered technology tools, so they allow for the learners to go at their own pace to analyse and synthesise the content.
As a final project, the students can pretend they are members of a World Disaster Response Team, who are going to reach out to people on an island that are about to suffer from a direct hurricane hit. The students can present their content as a WebQuest that will instruct the audience to consider their options for each potential aspect of the hurricane they will be facing. The instructor can challenge the students to engage their audience by adding media, such as video clips or images of storm surge and 320km per hour wind damage.
In this example, the Instructional Designer has integrated key aspects in a range of critical thinking and processing skills with various technology tools. Using a rubric, he/she can grade the learners on communication, collaboration, creativity, problem solving, and innovation. Because the students are already versed in social media tools, they can easily communicate and work outside of the normal classroom parameters. If instructors can employ such pedagogical methods in lesson planning, they can better prepare this generation for the workforce and reinforce the journey to disciplined thinking as well as the envisioned results.
References
Anderson, LW, Krathwohl, DR, Airasian, PW, Cruikshank, KA, Mayer, RE, Pintrich, PR, Raths, J, and Wittrock, MC 2001, A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Belkin, D (2017, June 06). Exclusive test data: Many colleges fail to improve critical-thinking skills. The Wall Street Journal Eastern Edition. Retrieved from https://miami-primo.hosted. exlibrisgroup.com:443/uml:Everything:TN_gale_ ofa494485264
Gurung, B. and Rutledge, D 2014, 'Digital Learners and the Overlapping of their Personal and Educational Digital Engagement', Computers & Education, Vol. 77, pp. 91–100.
MACAT (2016, March 16) What is critical thinking? A definition for real-life. Retrieved from https://blog.macat.com/what-is-critical-thinking/
Porter, WW, Graham, CR, Spring, KA and Welch, KR, 2014, 'Blended Learning in Higher Education: Institutional Adoption and Implementation', Computers & Education, Vol. 75, pp. 185–195.
Dr Richard Bair is the Director of the Distance Learning Institute for the University of Miami in Coral Gables, Florida. Contact via email@example.com
Dr Beth Teagarden Bair is the National Service Coordinator at Frostburg State University in Frostburg, Maryland. Contact via firstname.lastname@example.org
| | <urn:uuid:14129532-df1a-4fad-90e9-62f2f67649c1> | CC-MAIN-2018-05 | http://aitd.com.au/LiteratureRetrieve.aspx?ID=161310 | 2018-01-18T21:20:14Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00731.warc.gz | 12,565,405 | 1,738 | eng_Latn | eng_Latn | 0.997063 | eng_Latn | 0.997345 | [
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Guests
Health Services Advisory Committee (HSAC) Meeting
February 10, 2015 Puget Sound ESD, Renton
Puget Sound ESD Early Learning Staff
Tamara Bout,SeaMar CHC
Mary Eddy
Gene Gousie
Debi Chadwick,Parent Representative
Maggie Grate
Denyse Guthrie
Jessica Donohue,Smile Partners
Janice Heck
Tina Horner
Courtney Druffel,Multicare Mary Bridge Children's Hospital
Suzanne Kohaya
Katy Levenhagen
Vicki Gezon, Tukwila School District
Catherine Marshall
Candace McKenzie
Gini Gobeske, Tacoma Pierce County Health Department
Nasteha Muse
Cheryl Polasek
April Guzman, SeaMar CHC
Leticia Salcido
Marie Savage-Hopfauf
Rachel Joyce, Community Health Care
Stephanie Stevens
Laurel Tierney
Abbe Salk, Lindquist Dental Clinic for Children
Joanne Tran
Denetta Uzzell
Dr. Stuart Shorr, Renton Pediatric Associates
Caitlin Young
Gloria Smith, Tacoma Daycare/Puyallup YMCA ECEAP
Elise Tanner, The Tooth Fairies
Gabriela Villagomez-Morales,Parent Representative
Welcome
Attendees introduced themselves
Healthy Habits Program Goal & Seminar Series
* Healthy Habits for School Readiness Seminar Series
Laurel Tierney, Senior Coordinator, Nutrition
Maggie Grate, Nutrition Coordinator
* Maggie shared information regarding the 5-2-1-0 campaign, which promotes healthy choices for children and families
o Lesson plans will be provided to Family Advocates & Teachers
o Maggie guided the group through a sample lesson on Fruit
o "Big Books" are being created for teacher use in classrooms
o Staff are looking for more books on healthy habits in various languages
CACFP Proposed Changes
Katy Levenhagen, Nutrition Coordinator
* CACFP is funded by the United States Department of Agriculture (USDA)
* The Child and Adult Care Food Program (CACFP) provides meal requirements and reimburses funds spent on meals & snacks
* CACFP is proposing changes to their infant meal pattern and their 3-5 year old meal pattern
Current Requirements for 3-5 Year Old
Proposed Requirements
* Highlights of proposed changes:
CACFP Proposed Changes, continued
Menu Review & Input
Katy Levenhagen, Nutrition Coordinator
* Participants broke into groups to review and discuss sample menus, and provide feedback
* Katy passed out menu samples from Educare, Kent, and Federal Way
* Participants also noted potential CACFP requirement changes
Announcements
PSESD Early Learning Staff
* Pilot program for using Otoacoustic Emissions (OAE) machines rather than audiometers for hearing tests
* Peer Programs began on January 20 th with approximately 50 parents who will be trained as Peer Educators
o 6 sites trained on OAE machines
o Screen, if child does not pass then re-screen in 2 weeks, and then refer to primary care physician for audiologist referral
o Center based Early Head Start sites will be trained in March, home based Home Visitors will be trained in June
* Federal Review for the Head Start Expansion grant (grant 187) will occur during March and April
o 6 classrooms at 4 sites
o Reviewers divided up topics and will visit the ESD and centers/sites times between March and April
o Environmental health & safety review
o No major concerns, few minor concerns
Community Agency Updates
Community Partners
* Gini – measles outbreak information; children exempt from immunizations need to be quarantined for two consecutive incubation periods if there is an outbreak at their school.
* Dr. Shorr –current flu mist & flu shots are not as effective against influenza A, please watch for sick children. TamiFlu can be used to reduce length of illness, and in households with sick members, can be used as a preventative measure in children as young as 6 months of age.
* Jessica – Smile Partners acquired more pre-K sites in Snohomish County, Federal Way, and Seattle
* Courtney – 5-2-1-0 message incorporated into Pierce County library system story times
* Vicki – Science Café sponsored by Pacific Science Center. Trend of food allergies in developed countries, puffed peanut snacks study conducted in Israel shows incorporating foods early shows fewer food allergies
* Rachel – 2 nd round of EHS dental screening complete, parents are screened with children. Next round will be in July. Free baby shower event with Molina Health Care for low income women – baby shower theme with an educational component at Hilltop Regional Health Center at S 12 th & MLK next Wednesday (February 18 th )
* Elise – 1 in 4 children under the age of 5 have dental cavities, stressed drinking water after eating to help rinse mouth if not brushing
* April – SeaMar is opening a site in Yelm | <urn:uuid:06a13f16-af83-44b5-9b69-5f7e40208d77> | CC-MAIN-2018-05 | http://earlylearningwa.org/images/ForStaff/HUB_Health_Nutrition_Safety/HSAC/HSAC_Minutes_10FEB2015.pdf | 2018-01-18T21:43:46Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00733.warc.gz | 98,790,289 | 1,064 | eng_Latn | eng_Latn | 0.884814 | eng_Latn | 0.964549 | [
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A
Web‐based
earth
systems
science
graduate
course
for
middle school
teachers
Robert
Myers Edwin
L.
Shay Hilarie
Davis James
Botti
Abstract:
On‐line
courses
consisting
of
communities
of
learners
are
experiencing increasing
use
and
credibility.
This
paper
outlines
the
design,
development
and implementation
of
a
middle
school
teachers'
earth
systems
science
graduate
course. This
16‐week
course
was
developed
at
the
Center
for
Educational
Technologies®, Wheeling
Jesuit
University,
under
the
sponsorship
of
the
National
Aeronautics
and Space
Administration's
Mission
to
Planet
Earth.
The
themes
of
earth
system
science content
and
collaborative,
inquiry‐based
science
education
prevailed
within
an electronic
environment
where
teacher
participants
took
responsibility
for
their learning
within
a
structure
of
clear
expectations.
The
course
was
delivered
through
the
World
Wide
Web
(WWW)
and
featured collaborative
exercises
and
threaded
discussion.
This
on‐line
asynchronous environment
was
chosen
to
accommodate
teachers
in
remote
locations
and
those whose
schedules
did
not
provide
for
on‐campus
attendance.
Participants
were chosen
for
the
course
based
on
access
to
the
WWW
and
their
stated
interest
in helping
refine
the
course
for
future
iterations.
The
course
also
addressed
the
US National
Research
Council's
standard
for
using
inquiry‐based
approaches
in
science teaching.
This
was
accomplished
by
modeling
a
collaborative,
student‐centered environment
in
which
teachers
relied
on
each
other
to
develop
knowledge.
An
overriding
objective
in
the
development
of
this
on‐line
course
was
to
create "reasons"
for
individuals
to
engage
in
the
material.
The
population
consisted
of
very busy
classroom
teachers.
Course
developers
purposely
designed
the
structure
to
be student‐centered
so
that
participants
relied
on
each
other
for
input.
As
discussed above,
this
was
accomplished
through
the
jigsaw
strategies
that
made
participants depend
on
each
other
for
essential
information
in
creating
the
earth
systems diagrams.
There
is
always
room
for
improvement
and
fine
tuning,
but
developers have
been
pleased
with
the
implementation
of
this
course.
After
minor
tuning,
it
will soon
be
offered
again
and
will
provide
a
model
for
development
of
other
on‐line courses.
For
full
text
please
go
to http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=615226 | <urn:uuid:6d02fd48-fea8-42b0-b4ce-6eaf21390fa0> | CC-MAIN-2018-05 | http://www.cet.edu/pdf/igaars2.pdf | 2018-01-18T21:25:35Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00733.warc.gz | 409,293,657 | 1,063 | eng_Latn | eng_Latn | 0.996799 | eng_Latn | 0.996799 | [
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"When I look up at your skies, at what your fingers made— the moon and the stars that you set firmly in place—what are human beings that you think about them; what are human beings that you pay attention to them?" Psalm 8:3-4
- From 8 AM to 3 PM, Monday through Friday, June 13‐17, June 20‐24, June 27‐July 1, July 6‐8, July 11‐15, July 18‐22, Rehearsals and Field Day July 25 and Closing Program and Open House July 26.
- For 50 students who haveCOMPLETEDPre‐K to 5 th grades, IN OTHER WORDS, ENTERING Kindergarten through 6 th grades in theFall.
- On the McCurdy Ministries Campus
- Emphasis will be placed on STEM education, cultural experiences and faith building fun.
- A director and instructors will be employed to run the program.
- McCurdy Charter School senior students and McCurdy graduates attending college will be employed as camp counselors.
- Students will be organized into galaxies according to grade levels they will be in the following school year; including:
K and 1—20 students in two sections
2, 3—15 students
4, 5, 6—15 students
- A learning center rotational model with four stations each day will be used with science and engineering, math and technology, arts, drama and leadership, Vacation Bible School crafts, storytelling, drama and music.
- Breakfast and lunch will be provided at no charge on a daily basis by the Rio Arriba County Breakfast and lunch program.
- There will be an open application process for the camp starting May 9, 2016, for which will be open to the entire community.
- Tuition will be $55 per week for a total of $330 for the summer and will include daily breakfast and lunch as well as all expenses for field trips. Financial aid will be available with $200 for each child who qualifies for free lunches and $150 for each child who qualifies for reduced lunch. Families with other children in the household participating in Camp Stars will receive a $10 per week discount. Tuition for the first child in any household will be $55 per week, the second child will be $45 and any subsequent child will be $45.
Registration forms will be available from Eufemia Romero, administrative assistant or Denise London, Business Manager. For more information, please call 505‐753‐7221, ext. 210 or log onto our website:www.mccurdy.organd click on the tab Our Ministries, then from the drop down menu, click on Camp Stars and all the necessary forms will be available to download and complete. Call 505‐753‐7221, ext. 264 to register. | <urn:uuid:62d86b66-c105-46de-bb12-c954c03a7176> | CC-MAIN-2018-05 | http://mccurdy.org/campStars_16/5%205%2016%20Revision%20of%20flyer%20that%20has%20contact%20info%20%20and%20explanation%20of%20levels.pdf | 2018-01-18T21:19:06Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00732.warc.gz | 224,408,402 | 928 | eng_Latn | eng_Latn | 0.998749 | eng_Latn | 0.998749 | [
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The National Music Museum, founded in 1973, is one of the premiere institutions of its kind in the world. Its renowned collections, which include more than 14,500 American, European, and non-Western instruments from virtually all cultures and historic periods, are the most inclusive anywhere.
The Planets!
Launch your rocket for a trip through outer space. Explore the Solar System through the music of Gustav Holst. Discover which musical instruments portray the mysterious characteristics of far off worlds. Construct your own instruments to take home.
Where:
National Music Museum, Vermillion
When:
Monday, June 7 through Thursday, June 10
Time:
June 7 – 9: 9 to 11:30 a.m. Thursday, June 10: 9 a.m. to 1 p.m. (lunch served for students, then family and friends invited for afternoon session)
Who:
All sessions conducted by Dr. Deborah Check Reeves, Museum Educator
Ages:
For students entering the fourth through sixth grade in the fall of 2010.
Registration fee:
$20 for all four sessions, all materials to be taken home, mid-morning snack provided.
PROGRAM DESCRIPTIONS
June 7
The Bringer of War and The Bringer of Peace. Hear and see the instruments that depict Mars and Venus.
June 8
The Winged Messenger and The Bringer of Jollity. How can speed and humor be portrayed by instruments for Mercury and Jupiter?
June 9
The Bringer of Old Age and The Magician. Saturn and Uranus evoke old and wizardly sounds of instruments.
June 10
9:00 – 11:00: The Mystic. The class concludes with Neptune and the mystical sounds of the gamelan.
11:15 – 12:00: Lunch served for student participants.
12:00 – 12:30: Kinder Konzert! Perform gamelan music from Java for invited family and friends. After the concert, show family and friends some of the artifacts in the galleries that you learned about during the week.
REGISTRATION FORM
Please tear off this section and mail it to, or drop it off at, the NMM with your registration fee of $20.00. Registration is due by Wednesday, June 2. Register early.
Summer Explorer Series
Child's name___________________________
Child's age ____________________________
Child's grade (fall 2010): _______________
Parent's or Guardian's name:
________________________________________
Address: ________________________________ ________________________________________
Home phone number: ______________________
Work phone number: ______________________
Email: __________________________________
NATIONAL MUSIC MUSEUM The University of South Dakota 414 East Clark Street Vermillion, SD 57069 605-677-5306 firstname.lastname@example.org | <urn:uuid:46545712-7f58-420a-b294-ad60e11f5c02> | CC-MAIN-2018-05 | http://collections.nmmusd.org/Calendar/2010/SummerExplorerSeriesRegistrationForm.pdf | 2018-01-18T21:40:25Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00734.warc.gz | 69,718,849 | 590 | eng_Latn | eng_Latn | 0.998036 | eng_Latn | 0.998036 | [
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A FRESH START: LATIN AT SICP!
Q: Do all Classics students begin their Latin studies at SICP?
A: Yes, 99.999 % of incoming Latin students begin with Latin I.
Q: Do most students like Latin?
A: Most students who choose Latin like it because it is a fresh start. They find that they like the classes and continue for four years. By the time they graduate, students get the opportunity to read such authors as Julius Caesar, Cicero, Ovid, and Vergil.
Q: How many years of a language are required at SICP?
A: For graduation, a student must take three years of the same language.
Q: Why take four years of Latin?
A: Four years of the language fulfills part of the requirements of the Honors Diploma. Also, many significant colleges and universities prefer four years of a language. In addition, Latin strengthens language skills in English. The College Board reports higher verbal scores for students who take Latin.
Q: Are there extracurriculars related to Latin?
A: Absolutely, SICP has a strong Classics Club. They compete with other schools in Certamen (students compete in teams to show their knowledge of the Ancient Greek and Roman world) and participate in the National Junior Classical League. Please e-mail Mr. Sparapani for more information (see e-mail address below).
Q: What if I have studied Latin?
A: We have a placement exam on April 1 st to insure that you are placed in the correct class.
Q: Do you offer Ancient Greek?
A: For students who do well in Latin I, we offer a special three-year Latin-Greek program that begins in the sophomore year. Students learn to read excerpts from Homer by their junior year. During senior year, students read excerpts from Aesop, Herodotus, Thucydides, Xenophon and Plato.
Q: Is there a summer trip to Rome or Greece?
A: Yes. Every two years we have a summer trip to Italy, Greece, or Roman Europe. The next trip will be summer 2017. Please e-mail Mr. Sparapani for more information (see email address below).
Q: What if we have additional questions?
A: Please feel free to e-mail any of our Latin teachers with any concerns or questions you have.
Dr. Heisler at: email@example.com
Mr. Sparapani at: firstname.lastname@example.org
Dr. Wood at: email@example.com | <urn:uuid:4940403b-611d-400a-a82f-d7f0064323ef> | CC-MAIN-2018-05 | http://ignatius.org/media/2939/latin-faqs-2017.pdf | 2018-01-18T21:28:29Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00732.warc.gz | 165,160,197 | 558 | eng_Latn | eng_Latn | 0.99776 | eng_Latn | 0.99776 | [
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Storytelling
Galleri Charlotte Lund, 29 Aug- 12 Oct, 2013
Artistʼs statement by Sean Micka
Storytelling is structured like suite of vignettes. The paintings are portraits of landscapes, and are conceived as the central protagonists. The drawings outline the narratives form and content and the printed-matter are artifacts and are the establishing scenes in for which the story begins.
Storytelling is a multi-disciplinary project composed of a series of interrelated paintings, drawings and printed-matter about the landscape and itʼs geology (mineral-deposits), and its transformation into an economic resource (a commodity). As such, the exhibition collectively structures a nonlinear narrative regarding images of "nature" through the idea of the landscape in the United States.
The paintings portray the landscape as a geographic-site and geological-formation, and as diptychs unite two shared-modes of picturing the landscape, simultaneously: once as a mode of representation and once as a mode of abstraction. For example, the gridded color-chart is an index (matrix) of the landscapes chromatic-structure, an abstraction of the representation (and vice-versa, as each mode oscillates back and forth). In short, like the atomʼs that compose a particle, or the crystalline-structure that gives form to a mineral-ore, these are the chroma (colors) that compose an image and construct a picture.
The ribbons that tether the diptychs together are visual-designs that employ the color-charts grid as a method by which to organize information about the mineral-deposits buried below the landscape. They are data-streams created to make visible what is invisible: raw earth, its deep temporal layers of stratatification and sedimentation. For example, each colorʼs unique gridpattern is assigned the name of a specific mineral-ore that is discoverable in the landscape, and simultaneously corresponds, to the information contained in the topographic maps. These "topological" ribbons are accompanied with metallic-mylar and translucent vinyl representing the color and visual-characteristics of the periodic element that the mineral-ore bears (i.e., gold and silver).
The contour-drawings outline each landscapes narrative as well as the pictorial (and/or graphic) structure of the image. Situated below the drawing is handwritten text that maps together meaningful information about the landscapes geography, geology, mineralogy and periodic elements, and the cultural, and socio-economic and political events that have occurred there. A state-outline of the territories shape ends the text with a dot designating the sites coordinates in latitude and longititude. Like the strata buried deep within the Earths crust, the text is like a geological formation, it is the support system, structuring the many layers of meaning that has crystallized through temporal-processes and historical accumulations.
The printed-matter are physical pages from publications. They are paper artifacts made obsolete by our techno-digital-age. They are cultural documents tied to social-institutions: the periodical (National Geographic Society) and the library book (Readers Digest, serial book-club). The story begins here, in other words, from a picture-photograph in a publication to a worldview that
structures a historical background of meaning and constructs ideological positions and political consensus about the meaning(s) of nature.
Through these seemingly disparate geographic sites -from Mt. Whitney in the Sierra Nevada, Parker Peak of Yosemite, Mt. Shasta of the Cascade Range, and Shiprock in the Colorado Plateaus- one can begin to see, from the particular-to-the-general, that the project is in intentionally structured by a specific thread. It weaves together the social and political struggles that arrive out of the capitalist mode of production. Where, for example, raw-materials of the earth are transformed into commodities; sovereign territory dispossessed and then appropriated into private-property for resale, lease or rent (prospecting and mine-clams); mineral-ore transformed into a currency (rocks into gold); time and temporality into a financial credit-debt system (goldbonds and certificates). In short, through the continual dispossession of these landscapes, from their indigenous populations there is peculiar kind of accumulation of wealth (or what Marx describes as "primitive accumulation" in Vol. 1 of Capital. See my text in "Shiprock"). And one that at great cost, not only gives rise to precariously uneven socio-economic development and environmental destruction, additionally gives rise to terminal attitudes toward our planet. What is it stake here is this: Itʼs important to remind ourselves of the fact that the earth is a physical body, and one with metabolic systems much like our own, and it isnʼt, nor are we, disposable subjects ("natural resources" can and will be depleted). Lastly, in terms of geological-time, it precedes us by billions of years and will inevitably proceed us by billions of years. | <urn:uuid:eaa66dcf-bb1b-45c8-8cc7-b86175addbfa> | CC-MAIN-2018-05 | http://gallericharlottelund.com/files/sm_artist_statement_storytelling.pdf | 2018-01-18T22:02:06Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00733.warc.gz | 130,652,360 | 1,013 | eng_Latn | eng_Latn | 0.993952 | eng_Latn | 0.993863 | [
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Bethlehem Lutheran School, Lakewood, CO Science Curriculum Grade 2 (revised 4/01)
God created, rules and orders His universe. Science is the framework through which we discover, observe, analyze and synthesize the natural laws of God's creation. Understanding these laws and the systematic nature of the world assists and enhances the student's awareness and ability to be a better steward of God's earth and universe.
Science provides a conceptual framework for the understanding of natural phenomena and their causes and effects. Science study develops students who are scientifically literate, able to recognize that science is not value-free, and are capable of making ethical and moral judgments regarding science, social and technological issues.
To provide the student with an understanding of God's creation in the areas of Life Science, Physical Science, and Earth Science through facts, observation, and experimentation.
State Standard 1
Students understand the processes of scientific investigation and design, conduct, communicate about and evaluate such investigations.
Classroom objectives
1.1 The science program will provide students with a study and basic understanding of the universe that God created for us to use, care for, and enjoy, also it will provide this understanding of God and His universe through factual knowledge, experimentation, inquiry, observation and cooperative learning situations.
State Standard 2
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
Classroom objectives
2.1 The student will be able to recognize how matter produces sound through vibration.
2.2 The student will be able to define "light" and demonstrate an understanding of how light travels.
2.3 The student will be able to identify the different sources of heat, and why all living things require heat.
State Standard 3
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Classroom objectives
3.1 The student will be able to recognize and describe the characteristics of insects, fish, amphibians, reptiles, birds, and mammals.
3.2 The student will be able to compare their physical appearances and abilities during various phases of growth.
3.3 The student will be able to generalize the importance of plants and how they grow.
State Standard 4
Earth and Space Science: Students know and understand the processed and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space.
Classroom objectives
4.1 The student will be able to identify and compare the Earth's land formations, and observe how the Earth has changed and is still changing today.
4.2 The student will be able to classify conditions in the air which create the earth's weather.
4.3 The student will be able to understand and appreciate the vastness of our solar system and its components.
4.4 The student will be able to appreciate the earth's environment, including all resources available.
State Standard 5
Students know and understand interrelationships among science, technology and human activity and dhow they can affect the world.
Classroom objectives
5.1 Students will use a variety of materials to make simple products and identify what can be recycled and what cannot.
5.2 Students will identify careers that use science and technology.
5.3 Student will identify use of technology in their everyday life.
State Standard 6
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Classroom objectives
6.1 To appreciate and have a better understanding of the complexity of God's wonderful and vast creation.
6.2 To recognize our uniqueness and to take responsibility for our universe. | <urn:uuid:411b01aa-9152-4300-9219-97c82159190f> | CC-MAIN-2018-05 | http://bethlehemdenver.com/wp-content/uploads/2016/04/2-science.pdf | 2018-01-18T21:15:14Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00734.warc.gz | 40,420,449 | 745 | eng_Latn | eng_Latn | 0.996078 | eng_Latn | 0.995916 | [
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Playful family "dinnight" for the under 5s
With Melitsa Avila
Monthly ideas to encourage playful moments during dinner and family night
"Dinnight"
Family dinner + Family night = Family Dinnight (Yep! I did make up that word)
Let‟s face it dinner isn‟t always fun with the under 5s. By the time everyone is sitting ready to eat there might be a lot of tension around. Dinnertimes have changed a lot since having children. Dinner used to be a long leisurely affair with conversation and laughter. It can be again.
Right now there are many of us who eat dinner with the children alone while our partner is not yet home or alone as single parents. We eat with our children or they eat and we eat when our partner gets home or just later so we can eat what we want. We cook two or more meals. All of this takes time and so much energy. It‟s hard to see how dinner can be anything but busy chaos full of strong emotions.
You‟ve planned to have a family night but well it‟s just not happening or consistently so you are looking for some suggestions for your multi-aged family.
How to use these suggestions?
Whether you eat family meals together every night or once a week try some of the conversation starters or bring your own. It might take their mind of that Pak Choi you slipped onto their plate.
Quick: Print the questions and leave in the centre of the table
5-10mins more: Print and cut out each question. Fold and place in a clear vase in the centre of the table.
10-15mins: Print and laminate a set of questions to use for the week/month. Use a dry erase marker to add questions.
Family dinner is a good time to reconnect, share and become „our‟ family by learning the customs. For our family our focus is on manners, taking turns, and responding appropriately.
We can‟t say we get it right all the time. But we can say we try and have a lot of fun along the way.
I had a little fun with the dinner courses but we all love having dessert first so take these in whatever order that suits your family.
Melitsa
| All rights reserved copyright 2011
Appetizers- Conversation starters
Bring your own list of questions to the table that reflects your age/stage.
Stuck? Try these questions to get the conversation going
1. What is your favourite animal?
2. If you could choose your clothes tomorrow what would you wear?
3. What makes you laugh?
4. If you could paint your room ONE colour what would it be?
5. ………………………………………………………………………………………………………….
6. ………………………………………………………………………………………………………….
First Course -Recommended family game
Stare!
What we like it
Works with multiple ages
Language and vocabulary builders
Competition
Artistic and unusual pictures lead to conversation
Easy to adapt the rules to suit multiple ages/stages
Aim: Player 1 looks at the card which contains a scene. Tries to remember what they see. It‟s timed. Roll the die. Player 2, once timer runs out , uses the number rolled to look at the corresponding number on the back of the card with the scene. Player 2 asks the question. If they get it right they move forward by the same number on the die + another roll + another question and so on until they either get the question wrong or finish the card.
Buy it
| All rights reserved copyright 2011
Second course -Book recommendation
Tell your own funny story altogether as a family.
See my review on the Play-Activities blog.
Buy it
Salad course -Podcast recommendation for kids or parents
Listen on the go with your mp3, in your car, at the gym, computer or through your mobile phone. Most of us have part of the school run and our time when you want to grab an audio.
Parents: Todd and Laura cohost this parenting show: Parentingunpluggedradio
Dessert Course- Music to listen to via Internet radio:
http://www.live365.com/index.live:
Genre: Mandarin Radio
Description: "Non-stop Mandarin Pop. Modern music from the thriving music scenes in Taiwan, Singapore, Hong Kong and China. Music tends to light rock with melodious dance tracks, great voices, modern sounds, retro styles & top production."
Grab a world map or globe. Guess where in the world? Try and identify instruments (from as broad as string, wind, electric, voice etc to cello, saxophone or guiro!) Ask the children how it makes them feel or to move to the music.
| All rights reserved copyright 2011
Cheese course-Blogs to visit :( via RPTI)
Plan your next play activities for the month by visiting these play blogs for inspiration
o http://worksformehomemaking.wordpress.com/
o http://etadventures.blogspot.com/
o http://spaghettiboxkids.com/blog/
o http://www.mama-jenn.blogspot.com
o http://goodhappyday.blogspot.com/
o http://emmysbookoftheday.blogspot.com/
o http://SMMARTideas.blogspot.com
o http://momistheonlygirl.blogspot.com/
o http://totplay.blogspot.com/
o http://tonsoffunpreschoolactivities.blogspot.com/
o http://somewhatorganizedslightlycrafty.blogspot.com/
Feel free to copy and share this download. It‟s free.
Melitsa Avila is a military wife and busy mum to three young boys. She's a former primary school teacher. She started Play-Activities.com, a free play activity weekly email
for children under 5 after having her first child.
She's passionate about empowering parents to engage in practical play activities that cover all the developmental areas at home without having to buy special onetime use products, flashcards or electronic equipment; just like it
Melitsa is an advocate for keeping the under 5s playing creatively using everyday materials mums will find in their homes using educational and fun activities. It's amazing how everyday objects such as a: wide open space, pine cone, marching song, colorful scarf, yarn, pudding, cereal boxes and paper can be put to so many playful age appropriate experiences....you'll be amazed too!
| All rights reserved copyright 2011 | <urn:uuid:b147ecd9-fd93-4b77-9a2f-049344e03911> | CC-MAIN-2018-05 | http://growingnimblefamilies.com/wp-content/uploads/2012/09/Playful-dinner-conversations_Jan.pdf | 2018-01-18T21:25:55Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00735.warc.gz | 154,588,001 | 1,343 | eng_Latn | eng_Latn | 0.991036 | eng_Latn | 0.997422 | [
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HOUSING FACT SHEET
DELAWARE
All statistics are specific to Delaware unless otherwise noted.
KEY HOUSING FACTS
- Many individuals with disabilities must rely on Supplemental Security Income (SSI) as a main source of income, which gives a monthly benefit of only $733. With this income, an individual can afford rent of only $220.
- A minimum wage worker in Delaware ($7.75) would need to work 109 hours per week to afford the 2-bedroom Fair Market Rent (FMR) 6 of $1,096 (2015).
- The National Low Income Housing Coalition estimates that 59% of renters in Delaware cannot afford the 2-bedroom FMR 6 .
- The greatest housing demand is for renters earning less than 50% Annual Median Income (AMI) (42%) and renters earning more than 80% AMI (38%). For owners, the greatest housing demand is for households earning between 80% and 120% AMI (33%) and owners earning above 120% AMI (39%) 3.
HOUSING FACT SHEET
DELAWARE
POVERTY AND HOMELESSNESS
NOTES AND SOURCES
1. U.S. Bureau of the Census, 2010 and 2014 American Community Survey Estimates.
2. Delaware Population Consortium, 2015 Population Projections.
3. GCR Incorporated, Delaware Statewide Housing Needs Assessment 2015-2020.
4. U.S. Department of Housing and Urban Development (HUD) Area Median Income.
5.
U.S. Department of Housing and Urban Development (HUD) Fair Market Rent.
6. National Low-Income Housing Coalition, Out of Reach 2015.
7.
Delaware Department of Labor, Office of Occupational & Labor Market Information. 2015.
8. U.S. Bureau of the Census, 2015 Poverty Thresholds.
9. Lexis-Nexis Database and County Sheriff Sale Records. Compiled by the Counties, Attorney General's Office, and Delaware State Housing Authority.
10. Affordable Home Price based on median wages as reported by Delaware Wages 2015. Formula assumes 4.25% 30-year fixed rate mortgage, $200 monthly taxes and insurance, and other debt of 12%.
11. U.S. Department of Housing and Urban Development, 2008-2012 CHAS data, compiled by DSHA. The four housing problems are: incomplete kitchen facilities, incomplete plumbing facilities, more than 1 person per room, and cost burden greater than 30%. The four severe housing problems are: incomplete kitchen facilities, incomplete plumbing facilities, more than 1 person per room, and cost burden greater than 50%. Cost burden is the ratio of housing costs to household income. For renters, housing cost is gross rent (contract rent plus utilities). For owners, housing cost is "select monthly owner costs", which includes mortgage payment, utilities, association fees, insurance, and real estate taxes.
12. Long & Foster Real Estate, MarketMinute, March 2016. Based on data supplied by SCAOR/Trend and its member Associations of Realtors.
SRM: 5/2/2016 | <urn:uuid:0be9de04-39e4-49fa-bf47-2e27c09fd6ea> | CC-MAIN-2018-05 | http://destatehousing.com/FormsAndInformation/datastatmedia/ds_delaware_fs.pdf | 2018-01-18T22:00:15Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00735.warc.gz | 97,441,736 | 655 | eng_Latn | eng_Latn | 0.986111 | eng_Latn | 0.981293 | [
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Passaic Arts & Science Elementary K-3
December 2017 Lunch Menu
NUTRITION NEWS:
With winter fast approaching, it is important to not lose track of healthy eating.
Warm hearty soups are the perfect way to incorporate many food groups into one dish. Prepare your soup with winter vegetables such as winter squashes, turnips, potatoes, whole grains such as barley and brown rice, and lean proteins such as ground turkey or chicken. Add low fat milk and cheese to creamy soups and serve with a piece of fresh fruit for dessert and you have the perfect meal ready for winter.
All meals are served with the Vegetable of the Day and/or a selection from Mac's Veggie Patch, Fruit of the Day and Low Fat Milk Choice
Student Lunch $2.90
Reduced Lunch $0.40
Adult Lunch $3.75
Crispy Chicken salad with a Dinner Roll
Monday:
Tuesday:
Turkey & Cheese Sandwich Turkey, Ham, and Cheese
Wednesday:
Sandwich
Thursday: Italian Sub
Friday: Tuna Salad Sandwich
Assorted Halal Sandwiches
Yogurt Bag Bagel Bag Cereal Bag Fruit & Cheese Platter with Pita
Connect with us!
Fresh Vegetables, Featured Salads, Bean Salad, or Veggie Dippers Available Daily
Monday
4 Popcorn Chicken Soft Pretzel Stick Honey Glazed Carrots Fresh Apple
5
Taco Tuesday Twin Tacos with Taco Meat, Shredded Cheddar Cheese, Lettuce, Tomatoes & Salsa Steamed Rice Corn Fresh or Chilled Fruit
11 Crispy Chicken Sandwich Emoji Fries Fresh or Chilled Fruit
18 Chicken Nuggets
Confetti Rice Steamed Peas Fresh or Chilled Fruit
Tuesday
Wednesday
6
Warm Breadstick Sautéed Broccoli Fresh or Chilled Fruit
Pasta Alfredo with Garden Vegetables
13
Creamy Macaroni & Cheese
Breakfast For
Soft Pretzel Stick
Pancakes
Dippers
Fresh Celery
Fresh or Chilled Fruit
Lunch
Sausages Sweet Potato Tots Warm Cinnamon Apples
19
20
Thursday
Friday
1
Freshly Prepared Caesar Salad Fresh or Chilled Fruit
Personal Pan Pizza
7
Grilled Ham &
Sandwich Tomato Soup Fresh Veggie Dippers Fresh or Chilled Fruit
Cheese Bella's Pizza New York Style Freshly Prepared Italian House Salad Fresh or Chilled Fruit
14
15
Stuffed Crust Cheese Pizza
Country Slaw Fresh or Chilled Fruit
21 First Day of Winter
Cheese Lasagna Rollup with Marinara Sauce Broccoli Italiano Fresh or Chilled Fruit Holiday Pretzel
Hamburger or Cheeseburger on a Bun
Freshly Prepared
Tomato Salad
Cucumber &
Fresh or Chilled Fruit
All-Natural Beef Hot Dog on a Bun
Holiday Meal
Potato Wedges Fresh or Chilled Fruit
Fajita Chicken, Cheddar Cheese over Rice with Lettuce, Tomatoes,& Salsa Tostitos SCOOPS!® Tortilla Chips Steamed Corn Fresh or Chilled Fruit
22 Assorted Pizza Day Fresh Veggie
Dippers Fresh or Chilled Fruit
25
26 27 28 29
Our well-balanced lunches available for the week, average between 550-650 calories, with less than 10% of total calories from saturated fat and 0 grams of trans fat!
Questions or Concerns? Please Visit www.MaschioFood.com or Call Maschio's Food Services at: (973)928-5544
TO CHANGE
"This institution is an equal opportunity provider"
8
MENU SUBJECT | <urn:uuid:3cc6cf48-9bc1-421c-aab5-6d94ba0587bd> | CC-MAIN-2018-05 | http://passaiccharter.org/wp-content/uploads/documents/2017-2018/Lunch/LunchMenu/december/K3Lunch.pdf | 2018-01-18T21:17:20Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00735.warc.gz | 280,314,272 | 753 | eng_Latn | eng_Latn | 0.957915 | eng_Latn | 0.957915 | [
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Pennsylvania Municipalities Can Protect Wetlands
Wetlands are areas that are regularly saturated or covered by water for long periods of time. Wetlands occupy only a few percent of the land area of Pennsylvania, but they perform valuable functions much larger than their footprint on the landscape. Some wetlands are easily recognized; others have subtle boundaries. Wetlands are found in low, flat places where rainwater does not drain away quickly, as well as in sloping areas where seeps or springs provide extra moisture. Plants that grow in wetlands are capable of withstanding wet, oxygen-poor soil conditions.
Wetlands do not require maintenance, but function effectively without expenditure of human labor, fossil fuel energy, or money. Their benefits accrue not only to the owners of the land they occupy, but also to the public at large. Wetlands help keep streams clean by filtering out sediment and other water pollutants. They are places where floodwaters can collect without causing damage to people or to natural systems. Some wetlands support forests; others, scrub or herbaceous plant communities. They are attractive green spaces, offering an ever-changing seasonal display of foliage and blossoms, where much sunlight is converted to biomass. Wetlands provide habitat to many kinds of plants and animals, some of which are found nowhere else. They are biologically productive areas critical to the survival of fish, ducks, and other wildlife. They are also fragile ecosystems, easily damaged by fill and by rain-carried pollution running off the intensively managed areas used by people for mining, industry, farming, roads, and residences.
Left alone, wetlands tend to persist indefinitely, although their biological communities may vary over time. But wetland functions are highly vulnerable to changes in land use within and near them.
For a long time wetlands were considered to be waste places eligible for conversion into more directly "useful" land. Public policy in this country strongly favored the drainage of wetlands for farming and their filling for many purposes. During the late twentieth century, however, both Federal and State laws were enacted to protect remaining wetlands from the formerly widespread destruction that had eliminated at least half of the wetlands our ancestors found when settling in the conterminous United States. Now those who would convert wetlands into dry land must show a valid need to do so, must keep the conversion to a practicable minimum, and usually must provide some compensatory mitigation after undergoing a review by government agencies of their development plans. Securing permits and abiding by conditions of approval can be costly. Law enforcement efforts seek to remove the ever-present economic incentive to ignore wetland regulations in order to save construction time and money.
Only those wetlands known to exist and held in high esteem by people ever experience protection against land use conversion, whether undertaken for private gain or for public purposes. Available maps show only about half of the existing wetlands in Pennsylvania, and typically are not accurate in local detail. Given the variety of natural environments, the location and limits of wetlands may not be easily recognized in the landscape. If wetlands, streams, topography, and other onsite features are not identified accurately at the outset of planning for each land development project, the resulting project designs may encounter great difficulty during permit review. Conservation groups, wetland scientists, and professional regulators and consultants may oppose project plans if appropriate protective measures have not been included for wetlands and other environmental features.
In Pennsylvania the basic power to regulate land use is vested in local municipalities, which are the government units closest to the people who must live with the impacts of activities nearby. Land development must meet Federal and State requirements for protection of various resources, but how land is used is primarily a local matter. The Municipalities Planning Code authorizes municipal governments to enact ordinances that require measures to protect the environment when new construction is undertaken (http://mpc.landuselawinpa.com/1.html). Many municipalities regulate the subdivision of land and the approval of new development, but the ordinances affecting a development cannot be changed after the development plan has been filed. In Pennsylvania, municipalities can elect to be more stringent than Federal or State agencies when protecting wetland resources appreciated by local residents. Some Pennsylvania municipalities regulate activities in upland buffers next to wetlands, as well as in the wetlands themselves.
In practice, municipalities typically have limited access to expertise for wetland identification and regulation and little understanding of how to accomplish wetland protection in cooperation with Federal and State agencies. It makes little sense for any project to undergo municipal review and approval, only to encounter rejection at the State or Federal level because wetlands were not accurately identified and considered at the outset. Project plans can be revised, but time, effort, and money are wasted by the project sponsor, by the municipality, and by other reviewers. There is a practical, commonsense alternative by which municipalities can reduce their review burden, eliminate arguments over wetland boundaries, and do a favor for developers.
Every Pennsylvania municipality with interest in wetland protection should require that a landowner obtain a formal Jurisdictional Determination establishing the limits of wetlands and other bodies of water from the Army Corps of Engineers, prior to accepting any preliminary subdivision or land development plan as complete for municipal review. In Pennsylvania the Corps of Engineers is the agency with expertise and responsibility for establishing the limits of waters and wetlands. Its methods have been adopted by the Pennsylvania Department of Environmental Protection, which typically accepts the Corps' technical findings. After twenty years of practical use, the 1987 Corps Wetlands Delineation Manual currently is being augmented by regional supplements that incorporate advances in the science of recognizing wetland plants, soils, and hydrology in the field. On sites obviously lacking waters and wetlands, the absence of such features can be established quickly by office review. But for all other sites, the surveyed jurisdictional boundaries of wetlands and other waters should be clearly identified after field investigation and Corps field inspection---before local site plan review starts. For small lots the Corps will provide a Jurisdictional Determination upon request. For large properties and real estate developments the Corps requires technical information from the landowner's or project sponsor's experts and surveyors, but even for large projects there is no fee for jurisdictional determinations. | <urn:uuid:d12a8ee6-5ad0-4cba-9e1f-16ebddf5488c> | CC-MAIN-2018-05 | http://www.schmidco.com/PA_Muni_Can_Protect.pdf | 2018-01-18T21:59:08Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00734.warc.gz | 567,056,013 | 1,291 | eng_Latn | eng_Latn | 0.99668 | eng_Latn | 0.997279 | [
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THEATRE BATON ROUGE Spring Classes 2018
Class Title________________________________________________________________________________________________ ___
Name___________________________________________________________________ _Age/Grade____ ____________________
Parent or Guardian (if under 18) _________________________________________________________________________________
Billing Address _____________________________________________City_______________________State________Zip________
Phone_______________________________ Email__________________________________________________________________
Emergency Contact Info. (Must be different than person listed above.)
____________________________________________________________________________________________________________
Confidential Info. (medical or other special needs of the student such as allergies, medications, physical or emotional disabilities)___________________
___________________________________________________________________________________________________________
Payment Method: Check will not be accepted for classes and camps. Thank you!
Credit Card # ___________________________________________________________________________
Exp. Date ______/______ Security Code _________
Total Amount Enclosed: $__________
PLEASE NOTE: IT IS ESSENTIAL TO ALL CLASSES THAT STUDENTS ATTEND ALL SESSIONS. THANK YOU!
Two by Two
March 27-April 12, 2018
6:00 PM – 8:00 PM
Ages 18+ $125
CLASS WILL MEET 2 TIMES A WEEK FOR 3 WEEKS, ON TUESDAY-THURSDAY EVENINGS.
In this class, participants will join with a partner to work and develop two scenes, a dramatic and comedic piece, between two actors. Scenes will come from both classic theatre and new works.
INSTRUCTOR: Jack Lampert
Acting Skills
Saturdays, April 14-May 19, 2018 9:00 AM – 10:30 AM
Ages 9-12
$125
This class is filled with games and activities that help students understand the basics of acting without a lot of rigorous work. Students will learn warm-up techniques, improvisational games, and create scenes with fellow classmates to feel at ease on stage and get those creative juices flowing. It doesn't matter what skill level your child is on in their acting journey because this class caters to them all. Class Limit: 15 students.
In this class, each student will review singing technique focusing on breathing and vocal placement. Also, musical theater basics will be incorporated into class. Age appropriate repertoire will be selected by the instructor, and students will perform as individuals and in ensemble numbers. Students will have a brief performance during the final class. Class Limit: 15 students.
INSTRUCTOR: Beth Nash Bordelon
In this class, children will learn the basic building blocks of theatre performance. Through various theatre games and activities, we will work on improvisation skills, character development, and the art of storytelling. We will discover diverse ways to instill self-confidence and will explore several ways to help coax your child out of their shell. Your child will learn all about the wonderful world of theatre in the most fun and entertaining way possible! Class Limit: 15 students.
INSTRUCTOR: Caty Steward
This class has something for tappers of all levels. Whether you are learning the steps for the first time or dusting off your tap shoes, everyone will learn and have fun in this Broadway style tap class. Class will consist of a warm-up, center floor work and beginner traveling tap exercises. Each class, students will learn a combination incorporating the steps that were introduced that week. Students will be taught vocabulary, rhythm construction, and syncopation. Students should wear comfortable clothes. Tap shoes are required. Class Limit: 15 students.
INSTRUCTOR: Sonya Blanchard
In this course students will cover basic technique of vocal production: breathing and placement of tone. Repertoire will be selected from Broadway musicals and the basics of musical theater will be incorporated into class. Our goal is to help you develop a healthy, versatile singing voice adaptable to the many styles required in musical theatre today. Students will have a brief performance during the final class. Class Limit: 15 Students
INSTRUCTOR: Beth Nash Bordelon
PLEASE NOTE: IT IS ESSENTIAL TO ALL CLASSES THAT STUDENTS ATTEND ALL SESSIONS. THANK YOU!
To register, return or mail this completed form with your payment (cash or card only please) information to: TBR Box Office, 7155 Florida Blvd., BR, LA 70806 You can also register via phone by calling: 225-924-6496. Spaces are limited, so register early. | <urn:uuid:b585a633-5742-4cf2-a39a-11dd8dc05ff1> | CC-MAIN-2018-05 | http://theatrebr.org/assets/2018-spring-class-form.pdf | 2018-01-18T21:20:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00734.warc.gz | 358,632,912 | 877 | eng_Latn | eng_Latn | 0.989838 | eng_Latn | 0.998463 | [
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Prioritizing Prevention
Copyright © 2009 Integral Concepts, Inc.
Prioritizing Prevention
Enormous efforts and dollars are spent in production operations reacting to, containing, and solving problems. However, considerably more effort is needed in product design and manufacturing to prevent product failures, scrap, and other inefficiencies.
Warranty costs and product recalls persist and product liability suits are widespread. Over the past 30 years, plants and jobs have moved overseas, and the U.S. has lost over 30% of its manufacturing jobs (source: Bureau of Labor Statistics). Warranty costs of large U.S. manufacturers typically average 2% of revenue. So, for every $1 Billion in revenue, a company spends a preventable $20 Million in warranty expenses. Recall costs (just for consumer products and excluding automotive recalls) are more than $700 Billion annually (according to the Consumer Product Safety Commission).
We are all aware of the practice of prevention. For example, most parents faithfully have their children immunized against various diseases in order to prevent them from occurring. Many consumer products display warning labels to discourage unsafe usage.
However, considerably more effort is needed in product design and manufacturing to prevent product failures, scrap, and other inefficiencies. There are significant opportunities to evolve beyond the traditional efforts spent on problem prevention.
Traditional Approaches to Problem Prevention
Many methods and tools have been adopted in order to prevent issues. Some of the more common include:
Failure Mode & Effects Analysis (FMEA) – An analysis tool used to identify potential product or process failure modes, their effects, severity, "detectability", and probability of occurrence. The highest risk items are addressed by taking corrective actions to reduce the risk of occurrence. FMEA is typically completed by a cross-functional team based on their knowledge, experience, and beliefs.
Steven Wachs Principal Statistician Integral Concepts, Inc.
Poka-Yoke (Mistake-Proofing) – Any mechanism in a manufacturing process or product that helps an equipment operator or user avoid mistakes. Its purpose is to eliminate product defects or mistakes by preventing human or process errors as they occur. An example is the inability to remove a car key from the ignition until the transmission is put into "park" – thereby avoiding an unsafe parking condition.
Inspection – There is a common misconception that as long as everything is produced within specification that no problems should occur. However, almost all product failures, recalls, and warranty items are not related to part characteristics failing to meet specifications. Manufacturers make substantial investments in inspection processes (people and machines) in an attempt to avoid potential problems.
What-If/Scenario Analysis – Brainstorming technique to consider possible scenarios and the probable outcomes. Solutions to prevent potential major issues are developed.
Progressive Methods for Problem Prevention
Many of the common approaches above rely on opinions, experience, and beliefs. These approaches should be supplemented with quantitative, datadriven techniques that are superior for predicting and preventing more complex issues that may arise. These methods include:
Design of Experiments (DOE) – An invaluable tool to efficiently develop process understanding regarding the relationship that many factors (and their interactions) have on key process outputs. DOE is often utilized as a problemsolving tool. However, its use to develop extensive process understanding so that problems may be avoided has been more limited. Effective and efficient use of DOE is the best approach to develop the required knowledge to effectively prevent problems.
Statistical Process Control (SPC) – The application of properly designed control charts on key process parameters will quickly detect process changes before they result in harmful consequences. To be extremely effective, appropriate choices must be made regarding the type of chart, sample size, and sampling scheme. Often, when SPC is deployed, common misconceptions and misapplications prevent maximum benefits from being realized (see "Misapplications of SPC…and the Consequences."
Reliability Testing & Prediction – While many product validation tests are typically specified and performed during the product development process, less emphasis is placed on test-to-failure reliability testing. Reliability is the probability that a device will function at some specified time in service and
reliability testing allows quantitative predictions of product reliability. Where testing times are impractically long, accelerated life testing or degradation testing may be performed to develop reliability estimates.
Barriers to Problem Prevention Success
Several barriers prevent widespread and effective efforts in problem prevention. They are summarized below.
Performance Objectives & Reward Systems
Measurable performance objectives drive most behavior within companies. The issue with preventative efforts is that they are by nature difficult or impossible to measure. Problems that are avoided never occur so that their impact and cost is never seen. Companies must realize that proper investments in problem prevention are necessary and will pay off – although quantifying the return may be difficult.
Conversely, problem solvers are seen as heroes in many companies and gain substantial rewards. While efficient and effective problem solving is very important, efforts at problem prevention must be equally valued.
Lack of Dedication to Training with Subsequent Application
The progressive methods for problem prevention require some in-depth training and application experience. Unfortunately, training is typically viewed as a discretionary expense, especially in these trying economic times. Where training has been done (e.g. Six Sigma), it often sacrifices depth in the most useful quantitative methods, for breadth in a multitude of qualitative methods – which lack power to prevent complex issues from being prevented.
When training in progressive methods is conducted, it must be followed up with applications to build expertise and confidence. Training participants must be expected to adopt and apply the methods rigorously which will result in returns that far exceed the cost of the training.
Short-Term and Myopic Thinking
Short-Term thinking produces short term benefits at the expense of long term success. Clearly making decisions based on short term impacts are not consistent with preventative efforts that pay off years down the road. Certainly, our children face a more difficult future given many of the financial and policy decisions that have been made to provide short-term benefits without regard to the future impact especially given the predictable changes in the landscape.
From Reaction to Prevention
Many companies are trapped in a cycle of reaction and fire-fighting which prevents any real focus on controlling, predicting, and preventing. It's ironic when participants in a training seminar dedicated to problem prevention are missing important chunks of the seminar to "fight another fire." A real commitment must be made to value problem prevention and deploy methods that are required to break out of the reactionary cycle. | <urn:uuid:1b57fbaf-22d0-48db-a1a4-1bb35727f312> | CC-MAIN-2018-05 | http://www.integral-concepts.com/docs/Prioritizing%20Prevention.pdf | 2018-01-18T21:47:36Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00735.warc.gz | 483,265,678 | 1,335 | eng_Latn | eng_Latn | 0.996455 | eng_Latn | 0.996518 | [
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Communicationes N. 273 31/12/2014
INDEX:
- St Teresa and St John of the Cross translated into Chinese using the simplified script
- The Camino de Luz shows devotion for Saint Teresa in the United States and Asia
- Celebration of the 80 th anniversary of the Tangier's foundation in Morocco
- The collection for Wadi es-Siah has reached one hundred thousand Euros
China
St Teresa and St John of the Cross translated into Chinese using the simplified script
Taiwan, December 31, 2014 (Communicationes).- St Teresa of Jesus' Book of her Life and the Way of Perfection and St John of the Cross's Dark Night and Ascent of Mt Carmel have been published in Chinese in Taiwan, using the simplified Chinese script.
The Xinde Catholic publishing house in Shijiazhuang has brought out both editions.
This was one of the projects encouraged by the centre of the Order for the fifth centenary of the birth of Saint Teresa of Jesus.
The Fifth Centenary Foundation and CITeS were the two main institutions behind bringing this project to the light. Sr Clara Jiang, of the Missionary Sisters of Bérriz, has been the soul of the initiative.
The Camino de Luz
The Camino de Luz shows devotion for Saint Teresa in the United States and Asia
Indonesia, December 31, 2014 (Communicationes).-
The stage of the Camino de Luz in the United States aroused enormous interest that was not limited to the Carmelite communities of San Antonio (Texas) and San Francisco (California). Even the very popular North-American media, such as Fox News or Ksat television chains, made mention of the historic Carmelite pilgrimage and interviewed members of the team.
In Korea, the Camino de Luz was received with a press conference with the Apostolic Nuncio followed by a massive Eucharistic celebration.
Already in Taipei (Taiwan, China), in one of the largest parishes that the Discalced Carmelite Order has in Asia, a solemn Mass had been celebrated in the presence of the Vatican Nuncio, three Bishops, 22 priests and more than 1,200 in the congregation.
In Indonesia the Teresian relic was received in Bajawa with cultural dances. This was followed by a procession through the city to the novitiate where, as in the rest of the liturgical acts, many people took part.
All the videos and photos of the Camino de Luz can be seen in:
www.stj500.com/caminodeluz
Tangier
Celebration of the 80 th anniversary of the Tangier's foundation in Morocco
Tangier-Morocco, December 31, 2014 (Communicationes).- The Tangier's Community.- We thank the Lord for having granted us to celebrate 80 years of Carmel's presence in this land. Thanks to the nuns who began this adventure, thanks to those who have persevered. As His Grace, our Archbishop, said at the Solemn Eucharist on 13 th , we give thanks to God for his call, for his Love and his grace, which accompany us each day.
We also thank God for the great gift of the presence of our Father General, Saverio Cannistrà, who wanted to come to share these days with us. We were able to speak with him, to laugh and share hopes, joys and concerns...
The Archbishop presided at the Solemn Eucharist for the 80 th anniversary, while Fr General gave the homily. The Mass was solemn, beautiful, simple and very moving. Religious and friends filled the chapel and, as an exceptional happening, our Muslim friends, since in Morocco this is not normally permitted. Among them were the bricklayer, painter, contractor, carpenter with his child, and even a neighbour with her three young children. Everyone was happy.
The hymns had been rehearsed for a long time. We dared to sing the offertory in French – taught to us by Sr Laetitia in August. The final hymn was in Arabic and had been taught to us by Fr Joel, a venerable Franciscan Priest who live in distant Mekinés, but in Spring was our professor in Arabic. For Communion we could not miss St Teresa's Vuestra Soy. There was the family spirit which is found each day in this tiniest of churches.
Thus, Fr Saverio got to know first hand this tiny flock in the Land of Islam, their Pastor, Mons. Santiago Agrelo ofm, and nearly all the other Franciscan Friars in the Custody of Morocco, the religious, committed laity and our friends and neighbours, faithful to their Muslim faith.
Collection
The collection for Wadi es-Siah has reached one hundred thousand Euros
Israel, December 31, 2014 (Communicationes).- P. Attilio Ghisleri.- During the meeting held in spring between the General Council of the Order of Carmelites and the General Definitory of the Discalced Carmelites it was decided to make an extraordinary collection in their communities, for the purpose of assisting the restoration and conservation of the ruins of the first Carmelite monastery in Wadi es-Siah on Mt Carmel in Israel.
Amongst the Discalced Carmelites, thanks to the collaboration of an infinity of communities, the collection reached 100,000 Euros.
After the restoration carried out in the seventies, the ruins of the first monastery, as well as the beautiful natural environment surrounding them, have been gradually deteriorating.
For this reason, the collection money will be used for certain conservation works to the structure, protection of the place and reorganizing the access for pilgrims who arrive at Mount Carmel in order to pray and meditate in the place where the first hermits dwelt, beside Elijah's spring.
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GET TO KNOW YOUR BOOK
The first thing we shoud do (this goes for any textbook) is to read, not just skim, the introduction to the textbook. Here we will find vital information on how the book is written and what the different figures and sections mean. Knowing this information will help us as we skim through chapters, do our homework, or prepare for tests. After we are familiar with how the book is laid out, we can begin reading it.
SKIM
The ability to quickly scan a chapter in order to refresh for a test, prepare for a lecture, or even write a report becomes an invaluable tool that most students learn early on in high school or sometimes sooner. However, when tackling a mathematics textbook, regular skimming techniques won't make the grade. In fact, if that is all you rely on, you will find mathematics will become confusing, dreadful, and feared (if you don't already). That doesn't mean we through skimming out the window, we just need to have a different purpose.
Preview the Chapter
Before studying a chapter it is always a good idea to get an understanding of where things are headed. In mathematics, concepts are generally learned in a sequence. For example, in order to understand multiplication, you first learned how numbers are ordered (1,2,3,etc.), then you learned how to add them, and finally you learned how to add groups of numbers (multiplication). Getting a preview of where you are headed will help in understanding the purpose for a given concept and will help in putting the pieces together.
Mark Key Concepts
As you skim, take a pencil and circle the definitions, theorems, and concepts that you don't fully understand. This will help you to know where you should spend more time when you actually start reading the chapter. Don't spend a lot of time trying to learn the concepts at this stage, just make note that these are items that you will need to spend more time on. When you are reading the textbook, once you understand a concept that you have circled, simply erase the circle and move on to the next concept.
READ
Reading a math textbook can often feel like your reading another language. That is because you are. Mathematics is a language of its own that uses symbols, definitions, and theorems to try and be as precise as possible. This can often lead to confusion and frustration if you are unfamiliar with what the different symbols mean or if you are unfamiliar with a mathematical term. However, it is possible to get the most out of your textbook if you follow a few simple tips.
Slow Down!!
As you begin to read, you need to read to understand the mathematics, not just memorize facts and formulas. Because mathematics is a language of its own, you can't read a math textbook like you would a novel or any other textbook; you need to take your time and make sure that you understand the current material before you move on. Just know that reading a math textbook will take more time than reading other books and plan accordingly. Don't rely on skimming or reading just what's in the boxes because if you do, you may not understand the concept well enough to move on. This can lead to further confusion and frustration later on. If you don't understand a concept, take the time to really read the chapters and sections pertaining to that topic.
Study the Examples
A common misconception is that the examples given are just extra reading and unnecessary. Like other figures and illustrations, examples are given to help you understand and grasp a concept. By taking the time to really understand the examples, you give yourself the opportunity to understand the underlying concept.
Often it is the case that some of the examples will have steps that have been omitted to help preserve space and save money, take the time to fill in those steps, especially if you are having a hard time understanding a concept. Having all the steps written in you book will help you if you ever need to review the example again.
A good way to make sure that you understand a given example is to do it yourself. This may seem like extra work, but it is a great way to solidify your understanding of a concept. After all, you are reading to understand.
Read Again and Read More
Most students don't completely understand a concept the first time they read about it. In fact most may need to reread a section several times to really get a grasp on the concepts being taught. Don't be afraid to spend the time you need to understand what is being taught.
Textbooks typically favor a certain learning style and are unable to cater to every possible learning style. Mathematics textbooks are no exception. If you find that after several read- ings of a certain section you still don't understand a concept, you may benefit from looking to another source. Internet, YouTube videos, and different textbooks can be invaluable sources for better understanding. A word of caution however, be sure that you are searching for understanding a concept, not just an answer to a problem.
WRITE
An excellent way to know if you understand a concept is to write about it. Some textbooks will have homework problems that require you to write out explanations or give reasons for certain steps in a problem. Take the time to do these types of problems even if they are not assigned. If you can't answer the problem or give adequate reasons, chances are your understanding of the concept is not as complete as it could be.
If your textbook doesn't have these kind of problems, then you can build your understanding by writing summaries as you complete different sections in your book. Write them as if you your trying to explain the concept to a good friend who doesn't understand the concepts. Doing this kind of activity will help you see where your strengths and weaknesses are. This will help you focus your study time on those concepts that still need a little refinement.
By far the best way to check your understanding is to do your homework. A lot of classes will assign homework problems, but then won't collect them or they will be worth very little points. This is not a free pass on homework. If you really want to understand a concept, you need to do the homework. If you come across problems that you don't know how to solve, it shows a possible lack of understanding of a concept and shows you where you should spend some extra time.
Get to Know Your Mathematics Textbook
Introduction (Preface)
1. Does your textbook have an introduction or a preface? YES NO
2. If so, what pages is it on?
3. What kind of information is given in the introduction or preface?
4. Of all the information given, what are two things you learned about your textbook?
Content
1. How does your textbook mark important words?
2. How does your textbook identify definitions?
3. How does your textbook identify theorems or rules?
4. How does your textbook identify examples?
5. Find a definition from the first chapter and write it down here.
6. Find a theorem anywhere in the book at write it down here.
Glossary and Index
1. Does your textbook have a glossary? YES NO
2. If so, what pages is it on?
3. If you do have a glossary, find a word you didn't know before and write its definition here.
4. What page does your index start on?
5. If you answered question 3, what page can you find more information about that con- cept or word? If your book doesn't have a glossary, find a word in the index that you are not familiar with and write the page number where you can find more information.
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Light on Oxford: The Greyfriars Priory excavations
BAS
The subjects of this season's BAS winter lectures have moved from trains (in a talk delivered at a speed exceeding that of any train), to art, the cathedral in the fields and, in February, to archaeology. Personally, I rather dread the prospect of lectures given by archaeologists, having suffered rather too many that proceeded thus:
First, we dug Trench 1 (a slide of a trench looking much like every other trench one ever saw appears). We didn't find anything. Then we dug trench 2 … and so on, ad infinitum.
Well, Ben Ford's talk was not like this. In fact it was exemplary in that he spoke about what the findings of his excavation meant, and showed slides which illustrated his point so well that they spoke for themselves. Moreover, he conveyed this to us with enthusiasm and authority.
The excavation in question had taken place in Oxford, adjacent to the Westgate Centre or, in medieval terms, mainly outside the walled city and extending to the south between the Thames and the Cherwell. Its focus was the Greyfriars friary, where building began in in 1240s and continued until the Dissolution, soon after which it was demolished, mainly by the citizens of Oxford, who robbed it of its timbers and stones to build their own houses. An aerial view of the site showed the footings of the complex of buildings, including foundation trenches emptied by the citizens, and places on the lower and soggier ground where timber baulks had been driven into the soil, rather as in Venice, to provide underpinnings for the buildings there. Some of these timbers had previously been used in other buildings, so that there is information to be had about not only the dates of the friary buildings but also of earlier buildings in Oxford. The view from above also showed where the course of a stream running through the site had been changed to make room for an addition to the friary complex, an extravagant measure as the building could easily have been accommodated with a slight change to its position or dimensions.
Other findings include the tiled floor and the writing implements shown in the accompanying illustrations. The tiling is medieval and formed part of the cloister walk. The 'stabbed Wessex' tiles (so called because they were 'stabbed' in the back to improve their adhesion when set in mortar) made attractive patterns, and the worn state of many bears testament to the heavy use of the cloister. The writing implements include a pencil made entirely of (metallic) lead, and a quill pen made not from a feather but a long-bone of a goose, or something of a similar size. Roger Bacon, philosopher and scientist, who studied and taught at Greyfriars, wrote, presumably with an instrument similar to one of those newly found, that 'light was the most extraordinary of all realities - as if the wind had become visible'. Such insights, however, proved dangerous and he was subsequently imprisoned for the 'suspected novelties' in his teaching. Robert Grosseteste, the first lecturer appointed to Greyfriars, Chancellor of Oxford University and Bishop of Lincoln, whose lectures Bacon attended, also carried out scientific work. One of his conclusions from this was that the universe began with an explosion, but this seems not to have been thought dangerous - theologically, at least.
Grosseteste left his collection of books to Greyfriars where it became one of the first libraries of Oxford University. Later, they acquired a further collection consisting of commentaries on the Bible. These books were still at Greyfriars in 1317, by when they formed two libraries, one for the friars, the other for students.
Anyway, Ben Ford shed light, Baconian or otherwise, on the findings of his excavation, and conveyed with a light touch the results of much time spent in libraries. It seems certain that the post-excavation work will shed further light and provide interesting reading.
Garry Marshall | <urn:uuid:b34ea5e6-859e-464f-862e-4fb0187349d6> | CC-MAIN-2018-05 | http://bucksas.org.uk/newsletter/newsletter_2017_1_10.pdf | 2018-01-18T21:40:35Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00738.warc.gz | 52,533,565 | 831 | eng_Latn | eng_Latn | 0.998955 | eng_Latn | 0.999321 | [
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Heat Warning – COOL CENTERS TO BE ACTIVATED COUNTYWIDE
Date: 9/11/14
Contact Persons:
Maria Y. Juarez Executive Director Community Action Partnership of Riverside County (951) 955-4900
Jose Arballo Jr.
Riverside County Department of Public Health
Senior Public Information Specialist
Office: (951) 358-5599
Cell: (951) 712-3705
A heat warning is being issued across Riverside County as temperatures are expected to climb to well into the triple digits through the weekend (Sep 12-14). Cool centers in the affected areas will be open to provide relief to residents.
Individuals susceptible to excessive heat, including the elderly and families with young children, are encouraged to visit a cool center during extended periods of excessive heat. Cool Centers will provide snacks and water, in addition to activities and resource information.
Riverside County health officials are particularly urging residents in the Coachella Valley and desert areas, where temperatures regularly reach triple digits during the summer, that the high temperatures can pose dangers to those who believe they are acclimated to the heat.
"The predicted temperatures are a reminder that summer isn't quite over, and we need to be mindful of the impact that extreme heat can have on our health," said Dr. Cameron Kaiser, public health officer for Riverside County. "Taking extra precautions can make a big difference."
Kaiser reminded those who will be driving long distances to check their vehicles to make sure they are running properly and to carry extra water in the car. Drivers are also urged to never leave children, the elderly or pets in a vehicle even for a short period of time.
People with the following symptoms should try to remain in a cool place and drink water to prevent dehydration:
* Headache
* Weakness or muscle pains
* Dizziness
* Nausea and vomiting
For more information or for a list of cool center locations, call (888) 636-8676 or visit www.rivcohealthdata.org. Speech or hearing impaired individuals may call TTY (951) 955-5126. For a list of summer-weather information and health recommendations, visit www.capriverside.org.
The heat advisories and cool centers are services offered by the Community Action Partnership of Riverside County, Riverside County Department of Public Health, Riverside County Fire Department, Community Connect, and the American Red Cross.
Fecha: 9/11/14
Contactos:
Maria Y. Juarez Directora Executiva Community Action Partnership of Riverside County (951) 955-4900
Jose Arballo Jr. Senior Public Information Specialist Riverside County Department of Public Health
Office: (951) 358-5599
Cell: (951) 712-3705
El Departamento De Salud Público del Condado de Riverside, ha enviado un Advertencia de Alta Temperaturas para la mayoría de los áreas del Condado. Centros para refrescarse o llamados "Cool Centers" estan abiertos.
Se espera que la temperatura alcance ó que exceda los 97˚ grados durante los próximos tres a cinco días consecutivos. Los Centros para refrescarse o llamados "Cool Centers" estarán abiertos al público. Los cool centers proporcionarán bocadillos y agua, además de actividades e información sobre recursos.
Personas con los siguientes síntomas deben tratar de permanecer en un lugar fresco y tomar agua para prevenir la deshidratación:
* Dolor de cabeza
Esté atento a los siguientes síntomas de los malestares por calor excesivo:
* Mareos
* Náusea y vómito
* Debilidad ó dolor de músculos
Información sobre las advertencias de calor serán colocadas en los cool centers y en la pagina Web www.capriverside.org. Para más información o para obtener una lista de los cool centers disponibles, llame al (888) 636-8676 o visite www.rivcohealthdata.org/. Personas con problemas auditivos pueden llamar TTY (951) 955-5126.
Los avisos de calor y los cool centers son servicios ofrecidos por la Asociación de Acción Comunitaria del Condado de Riverside, el Departamento de Salud Publica del Condado de Riverside, Departamento de Bomberos del Condado de Riverside, Community Connect, y la Cruz Roja Americana.
ADVERTENCIA DE ALTAS TEMPERATURAS – | <urn:uuid:537780e6-0b39-4997-a52c-1fbfb2b6b67a> | CC-MAIN-2018-05 | http://rivcoph.org/Portals/0/heat_advisory_draft.pdf | 2018-01-18T21:35:47Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00736.warc.gz | 285,216,647 | 948 | eng_Latn | eng_Latn | 0.498098 | eng_Latn | 0.696469 | [
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#2067 The Yom Kippur War and the Abomination of Desolation – The post-World War II U.S. waxing great toward the South and toward the East as a second Syria/Antiochus IV Epiphanes, part 326, Nuremberg Day of Judgment, (xxix), The Assassination of Abraham Lincoln: Abraham Lincoln is closely associated with (i) Booth and (ii) Thanksgiving because of the similarities between the Jewish Feast of Booths and the American 'Christian' Feast of Thanksgiving
Abraham Lincoln and Thanksgiving. Thanksgiving was first celebrated by the settlers at Plymouth in the Massachusetts colony in 1621 under the leadership of Governor William Bradford. Washington and Madison each issued a Thanksgiving proclamation once during their presidencies. It was not until 1863, however, when Lincoln issued his Thanksgiving Day Proclamation, that the holiday was established as a national annual event, occurring on the last Thursday of November. The first observance of the national holiday came one week after the dedication of the Soldiers National Cemetery at Gettysburg.
Review: Abraham Lincoln was assassinated by Booth because he was a counterfeit type of Moses. Obviously, Abraham Lincoln stood fully in the role as a type of Moses, delivering blacks out of Southern slavery. It is because of Abraham Lincoln's role as a counterfeit type of Moses – whose deliverance of Israel from Egypt is seen and commemorated in the Feast of Booths –
that the Lord ordained the assassin of Abraham Lincoln to be a man named Booth – John Wilkes Booth.
Moses in the Wilderness
Key Understanding: Abraham Lincoln and Thanksgiving and Booth. It was not until 1863, when President Abraham Lincoln issued his Thanksgiving Day Proclamation, that the holiday was established as a national annual event. Abraham Lincoln is closely associated with Thanksgiving because of the similarities between the Jewish Feast of Booths and the American Feast of Thanksgiving, to further confirm the spiritual/prophetic understanding that the Lord ordained Lincoln to be assassinated by John Wilkes Booth because of his role as a counterfeit type of 'Feast of Booths' Moses deliverer.
Here is #2067–Doc 1, which contains the content of Abraham Lincoln's October 3, 1863, Thanksgiving Proclamation, after which the holiday was established as a national annual event.
Click here for #2067–Doc 1
Click here for the Original Source of #2067–Doc 1
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Guidelines for Formulating and Designing Green
Products
Earth Friendly Products
Introduction
This guide provides advice for chemists and technical staff in order to help them apply a sustainable product design within Earth Friendly Products and across the supply chain. A design-for-sustainability
checklist focuses on specific aspects of product design. These are implemented at the start of the detailed design stage and again at the end of this stage to account for any refinements to the
specifications. For new products, a life-cycle assessment should be carried out on the final products to measure the improvement in performance compared to the baseline design, as well as to identify target
areas for future product development.
Business Benefits
In addition to saving money, a sustainable product design can also deliver additional business benefits, including the following:
* Environmental Marketing: Many customers now include sustainable product design issues in the tender documentation and a "greener" image can increase market share.
*
Enhanced Reputation: Demonstrating good environmental performance can exchange the company's standing with shareholders, investors, employees, customers and other stakeholders.
Improvements in Workplace Health and Safety: Reduced waste and emissions combined with safety-conscious management practices all provide a safe and healthy environment.
Guidelines for Formulating and Designing Green Products
Earth Friendly Products
Revised – 2016
*
*
Increased Staff Morale: There is a growing awareness among staff that business must play a role in working towards sustainable development. This can provide a strong personal incentive
to pursue sustainable product design.
Life-Cycle Assessment (LCA) Tools
Sustainable product design aims to minimize cots and environmental impacts. Improving resource productivity – producing more goods and services with fewer inputs of materials and utilities and with
less pollution and waste – will reduce business costs and benefit the environment. Sustainable design takes into account the costs and environmental impacts of a product over its entire life cycle (see Fig
1).
LCA is a methodology for evaluating the environmental impacts of a material through tis entire life cycle – from its initial production to its eventual reuse, recycling, or disposal. LCA attempts to identify
and quantify all relevant environmental impacts for materials so that comprehensive comparisons can be made.
Guidelines for Formulating and Designing Green Products
Earth Friendly Products
Revised – 2016
Issues within the Business and along the Product Life Cycle
As with any design changes, sustainable product design can have upstream and downstream impacts on suppliers, customers, and recyclers. Sustainable product design additionally can have an impact on a wide range of business issues including the following:
* Purchasing
Guidelines for Formulating and Designing Green Products
Earth Friendly Products
Revised – 2016
*
Manufacturing
*
*
*
*
Promote good indoor air quality (typically through reduced emissions of VOCs and/ or formaldehyde)
Incorporate recycled content (postconsumer and/ or postindustrial)
Have low embodied energy (the energy required to produce and transport materials)
Do not contain toxic compounds and their production does not result in toxic byproducts obtained from local resources and manufacturers
*
Are biodegradable
Design to Minimize Resource Consumption
The first consideration is to use fewer materials and utilities over the product's life cycle and generate less waste. The goals of sustainable design are to improve resource productivity through the following
practices:
*
Minimize the use of materials and utilities
*
*
Eliminate the use of hazardous materials
Maximize efficacy and performance
*
Generate zero waste and pollution during production
Using fewer ingredients in the formulas has the benefit of reducing inventory storage, transportation, energy and formula costs. Fewer ingredients also may reduce consumers' overall chemical
exposure to potentially sensitizing ingredients and may make products safer for more people.
The key to implementing a minimalist approach is to optimize the formulas.
Guidelines for Formulating and Designing Green Products
Earth Friendly Products
Revised – 2016
Synergistic Ingredients
In addition to optimizing the formulas, another important strategy in minimalist formulation is to look for synergistic ingredients. These are ingredients that interact with each other to create even greater
beneficial effects. The problem, of course, is that these are difficult to find. This an added bonus of a minimalist approach. Particular attention should be focused on the following:
*
Material content (avoiding toxic materials)
*
Energy consumption
*
Product waste
* Reusability/ Recyclability of the packaging at the end of life
*
Emissions during production (e.g. noise, heat)
Packaging Design
Packaging has to protect the goods, facilitate handling and distribution, present information and act as a marketing tool for the product. Inadequate packaging can result in product damage, customer returns
and wastage. Poor packaging design can even result in injury.
Changes to product packaging will require consultation with customers, whereas design for materials'
recycling at end of life will require consultation with recyclers. Good packaging design has a vital role
Guidelines for Formulating and Designing Green Products
Earth Friendly Products
Revised – 2016
to play in producing packaging that is both fit for purpose and environmentally appropriate. Reviewing the materials and design of the product packaging may identify the following opportunities:
* Optimize the packaging's use (i.e. matching the packaging to the level of protection needed
*
Introduce reusable transit packaging
* Design for recyclability whenever possible
* Use lighter weight containers
* Increase cube efficiencies
* Decrease fuel usage
* Reduce transportation costs
*
Reduce greenhouse emissions
* Lower costs per piece
*
Reduce use of virgin material
* Reduce the amount of plastic that ends up in landfills
Evaluate the Distribution System for Space-Saving Opportunities
Wasted space in packaging results in excess materials, transport, handling and storage.
*
To reduce a package size while maintaining its integrity, begin with understanding the known sizing of the transport mode that will be used and then minimizing the package size to hold
everything at the lowest possible cost
By using life-cycle approach, take into account how these materials perform in a recycling stream
Guidelines for Formulating and Designing Green Products
Earth Friendly Products
Revised – 2016
*
* Additionally, know where the raw materials are sourced and ensure that the resulting packaging provides the required functionality for the product.
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Wayne Pacelle The Vegan.com Interview
By Erik Marcus
Wayne Pacelle is a Senior Vice President with the Humane Society of the United States. He's also a vegan. This interview traces his path towards veganism and onwards into the animal rights movement. There's much discussion of state ballot initiatives, which Pacelle sees as a key entrypoint toward expanding the rights of animals.
How did you get your start in the movement, and how did you end up pursuing a career in animal rights?
How did you get your start in the movement, and how did you end up pursuing a career in animal rights?
I think I was genetically programmed to oppose harming and killing of animals. I had no any obvious environmental influence: my home was neutral on animals. I had no family member who hunted or trapped or did anything that involved abuse of animals. But at the same time we were a normal nuclear family with meat on the table as a regular feature of our diet. We were not a shelter for animals. I often wonder what it is that make those of us who care about animals tick.
As a teenager, I often expressed concerns about animals. Many times,my friends pointed out the obvious inconsistencies in my arguments, since I professed concern for animals, but still ate them. When I went to college the weight of the inconsistency was unbearable and I became a vegetarian and then a vegan just a month later. Soon after, I started an animal rights organization at Yale called the Student Animal Rights Coalition. We had vegan meals instituted in the dining hall system for people who wanted that choice. We protested deer hunting on land the university owned in northern Connecticut, we protested needless and cruel experiments at the medical school. I was also very active in the anti-apartheid movement and we tried to get the university to divest its resources in South Africa.
Why did you choose to become involved with the Humane Society of the United States?
Out of college I became an Assistant Editor and later Associate Editor of The Animals' Agenda, the national magazine of the animal rights movement. And I also started a group in Connecticut called the Animal Rights Alliance. I ran under the green party for city council, and raised issues of animal rights during the campaign. Then I joined the Fund for Animals as National Director, and served there for five and a half years. We did a lot of work on wildlife issues, particularly against sport hunting, and we were also in the mix on a broad range of animal issues. We did a lot of field protests against hunting where we would walk with hunters and talk with them about hunting. And in the process they were seldom able to make a kill (the distraction and six people tromping with a hunter scared away the animals). We also challenged the constitutionality of state hunter harassment laws, and there are some close parallels there with the food disparagement laws that are emerging in agricultural states.
Then I moved on to Humane Society of the United States (HSUS) in order to focus on national political organizing for animals. The HSUS is a big-tent organization, and anybody who cares about animals at any level is welcome.
How have the Humane Society's efforts regarding livestock and poultry evolved during the 1990s?
It's an issue that has to be addressed by any group that is concerned about animals, simply because more animals suffer in agricultural settings than in any other sphere. HSUS has taken the approach of challenging the intensive systems of confinement and is working to illuminate those issues for consumers. At the same time, the group is working with small farmers on a better model for food production in the United States.
Do you feel any inconsistencies as a vegan that your organization is working people who sell animals for slaughter?
Within the movement many people are at different stages in terms of their food choices. I know that in my teens I was deeply concerned about animals but was still eating animals. I think that we have to be open to people who feel that way, and try to bring them along to as compassionate a diet as they can handle.
Financially, even an organization as large as the Humane Society is seriously outgunned by the opposition. How do you expect to compete in the legislative arena against the likes of Tyson Foods and other huge meat operations, most of which give away millions of dollars a year to elected officials of both parties?
Ultimately I believe that the strength of grassroots constituency is greater than corporate donations. Politicians rely on money to get their message out but if the public is unreceptive to the message they will fail to be elected. So if enough people are concerned about animals and demonstrate that concern in the political process, than we will have material progress for animals in that arena.
Can you describe how state ballot initiatives work, and how you chose these initiatives as a focal point for HSUS campaigns?
24 states include provisions in their constitution allowing citizens to make law directly through the initiative process. Citizens gather a requisite number of signatures and secure a place on the ballot for a measure to be approved or disapproved by voters. We believe that most people have concerns about animals and don't want them cruelly treated. They will vote to protect animals if given the opportunity.
What is your track record on past ballot initiatives?
I've had my hand in nine ballot initiatives and been fortunate enough to win eight of them. The only loss in the state of Idaho where we failed to ban spring bear hunting and baiting and hounding of bears.
Have any of these initiatives targeted food animals?
Not yet, but we are working with groups like Farm Sanctuary to examine issues that might be suitable for a statewide ballot. All of the issues we've done in the past have been on wildlife issues, but in 1998 there are three initiatives on domestic animals.
Which ballot initiatives coming up in November are you most excited about?
There are going to be six initiatives and two referenda dealing with animal issues (initiatives are when citizens gather signatures for ballot, while referenda are when legislators refer a measure to the ballot.) We expect that two anti-cockfighting initiatives in AZ and Missouri to pass handily. This will leave just three states that still allow cockfighting. We also expect passage of a measure to bar the slaughter of horses for human consumption in California.
Then there are the tougher initiatives. We will face a bitter and costly fight in California to ban trapping and poisoning of wildlife. Much of that trapping and poisoning is conducted by the agriculture industry in a war on wildlife in order to graze sheep and cattle. We will also have a very difficult fight in Ohio where we are trying to ban the target shooting of morning doves. There are 300,000-400,000 doves shot by hunters a year since 1995 when the legislator eliminated protection for these backyard birds.
Are you seeking people to become involved in HSUS-sponsored ballot initiatives?
These initiatives fail unless people concerned about animals become involved. Tabling, hosting house parties, and distributing literature near polling sites are all essential ingredients of a successful statewide initiative. It's also a very powerful action to simply cast your vote to protect animals. We want and need people to be involved. And they can turn to us for information on how to get involved.
The importance of the initiatives is not just the specific reforms that are enacted. The importance is in creating a trained network of political activists who can then initiate other reforms at the local, state, and federal levels. But the key to successful organizing is having an issue focused in order to build your grassroots infrastructure, otherwise it is extremely difficult to keep people engaged and there's nothing that will provide opportunities for political training.
Despite the gains made by the animal rights movement over the past ten years, the conditions for farm animals are clearly getting worse. In just ten years, for example, the number of chickens slaughtered each year in this country has nearly doubled. How do you hope to reverse this trend?
Human population growth is ultimately one of the most significant that we as a movement have to grapple with. It's a simple equation that more consumers translates into more animals raised for food. But I do think that people have a capacity for learning and changing their behaviors and the case for eating lower on the food chain is so overwhelming when you examine the animal cruelty, environmental, and human health components. People will continue to change their eating habits as they understand those issues. For the sake of the animals, there's nothing more powerful than changing your diet.
http://www.vegan.com/issues/1998/oct98/pacelle.htm | <urn:uuid:92d5512b-7296-4d14-ac03-6420769a52b1> | CC-MAIN-2018-05 | http://www.ncraoa.com/articles/AR/WaynePacelleVegan.comInterview.pdf | 2018-01-18T21:51:00Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00739.warc.gz | 527,189,215 | 1,724 | eng_Latn | eng_Latn | 0.999292 | eng_Latn | 0.999327 | [
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ARTHRITIS
Arthritis is a chronic disorder that affects one in seven Canadians, half of whom are between the ages of 30 to 50 years old. In the US, Arthritis is the number one cause of disability, affecting over 40 million individuals.
Arthritis includes approximately 100 inflammatory and non-inflammatory diseases that affect the body's joints, connective tissue, and other supporting tissues such as tendons, cartilage, blood vessels, and internal organs.
More common forms of arthritis include:
* Osteoarthritis
* Rheumatoid Arthritis
* Gout
* Ankylosing Spondylitis, a chronic inflammatory disease of the spine
* Psoriatic arthritis.
Arthritis can also develop as a result of an infection. Symptoms of arthritis may include swelling in one or more joints, early morning stiffness, recurring pain or tenderness in any joint, obvious redness and warmth in a joint, unexplained weight loss, fever, or weakness combined with joint pain that last more than two weeks are typical symptoms of arthritis. Skin, joint, kidney, lung, heart, nervous system, and blood cell infections may accompany fatigue and difficulty in sleeping.
Individuals with Arthritis tend to experience their disease in 'flares', where the disease will become more prevalent and then disappears again. As a result, an individual may not experience any symptoms for several weeks, and then be affected without warning. In some cases, the disease can remain dormant for months or years, before flaring up again. In addition, the level and extent of arthritis varies greatly from one individual to another.
Persons with Arthritis In The Workplace
Technology And Adaptive Devices
Different adaptive devices are available for the workplace, depending on what part of the body is affected by arthritis. For example, an individual with arthritis in their hands may be able to walk without any pain, but may experience great difficulty typing. In this case, devices to help with page turning, writing, and holding are all appropriate to use. Rather than helping with the work itself, the devices are designed to help with joint protection, energy conservation and pain management.
Devices include:
* Large buttoned telephones
* Curved computer keyboards
* Joint-friendly mouse
* Large-grip pen
* Door-knob attachment
* Ergonomic resources, such as furniture that positions you to work effectively and with minimum physical stress.
Accommodations for Individuals With Arthritis:
Daily Living:
* Allow use of a personal attendant at work
* Allow use of a service animal at work
* Ensure that the facility is accessible
* Move workstation closer to the restroom
* Allow longer breaks
* Refer to appropriate community services
* Allow access to a refrigerator
Fatigue/Weakness:
* Reduce or eliminate physical exertion and workplace stress
* Schedule periodic rest breaks away from the workstation
* Allow a flexible work schedule and flexible use of leave time
*
Allow work from home
* Implement ergonomic workstation design
* Provide a scooter or other mobility aid if walking cannot be reduced
Fine Motor Impairment: Add sub heading
* Implement ergonomic workstation design including arm supports, page turner, and book holder
* Provide alternative computer and telephone access, writing, and grip aids
Gross Motor Impairment:
* Modify the work-site and workstation to make them accessible
* Provide parking close to the work-site
* Provide an accessible route of travel to other work areas used by the employee
* Adjust desk height if wheelchair or scooter is used
* Ensure that materials and equipment are within reach range
* Move workstation close to other work areas, office equipment, and break rooms
Stress:
* Develop strategies to deal with work problems before they arise
* Provide sensitivity training to coworkers
* Allow telephone calls during work hours to doctors and others for support
* Provide information on counselling and employee assistance programs
Temperature Sensitivity:
* Modify worksite temperature and dress code
* Use fan/air-conditioner or heater at the workstation
* Allow work from home during extremely hot or cold weather
* Maintain the ventilation system and redirect air conditioning and heating vents
* Provide an office with separate temperature control
This information was compiled by Open Door Group to assist BC businesses to have successful working relationship with persons with disabilities in our communities.
For more information contact:
Open Door Group
Toll Free: 1-866-377-3670
Email: email@example.com
Website: opendoorgroup.org | <urn:uuid:8f282735-be4c-4e70-92f1-775355a96935> | CC-MAIN-2018-05 | http://www.opendoorgroup.org/pdf/ARTHRITIS_Fact_Sheet.pdf | 2018-01-18T21:52:01Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00740.warc.gz | 525,617,588 | 919 | eng_Latn | eng_Latn | 0.994094 | eng_Latn | 0.996478 | [
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Level 2, 5 Wilson St, Newtown NSW 2042 PO Box 1132, Newtown NSW 2042 ph 0428 817 282 email email@example.com web www.irn.org.au ABN 34 373 750 383
Agricultural Competitiveness Taskforce Department of the Prime Minister and Cabinet PO Box 6500 CANBERRA ACT 2600
12 November 2014
Submission to the Agricultural Competitiveness Green Paper
The Inland Rivers Network ("IRN") is a coalition of environment groups and individuals concerned about the degradation of the rivers, wetlands and groundwaters of the Murray-Darling Basin. It has been advocating for the conservation of rivers, wetlands and groundwater in the Murray-Darling Basin since 1991.
Member groups include the Australian Conservation Foundation; the Nature Conservation Council of NSW; the National Parks Association of NSW; Friends of the Earth; Central West Environment Council; the Coast and Wetlands Society and the Wilderness Society, Sydney.
IRN does not support the recommendations in the Agricultural Competitiveness Green Paper ('the Green Paper') to consider the funding of new dams in Australia. Planning for Australia's future water supply must concentrate on managing demand and investing in improved water use efficiency for existing high water use industries.
Climate change predictions will place greater pressure on Australia's water availability. There is no capacity to consider the growth of large water using industries.
The phasing out of flood irrigation for cotton and rice production should be a high priority for improving the water use efficiency of existing industries.
The fact that agriculture is the largest single user of water, 59% in 2011-12 (ABS 2013c), and irrigated agriculture produces only 29% of the gross value of agricultural
value (ABS 2013g) is a clear indication that water use efficiency in agriculture needs to be improved.
The Australian taxpayer has expended $15b in water reform processes since 2007. A majority of this investment is based on addressing the environmental degradation of the Murray Darling Basin caused by the number of large instream storages and over allocation of water access entitlements.
IRN does not support investment in new dams in Australia because of the damage caused to the environmental integrity of river and wetland systems and the social and economic impacts on downstream communities that rely on natural flooding regimes and on healthy rivers.
The environmental impacts of large dams are well known and well documented in a wide range of international, national and Murray-Darling Basin studies.
The regulation of the major river systems has caused the loss of natural flow sequences and volumes of flow, change in seasonality of flows, impacts on water quality both instorage and instream and loss of connectivity with floodplains and groundwater systems. The reduction of wetlands, water dependent vegetation communities and wildlife populations has been a major negative outcome from the impoundment of large volumes of river water across the state.
The social and economic impacts of large dams are also well understood with challenges to water sharing and equity for downstream communities and industries developed around natural flood sequences.
The management of water delivery and constraints, costs to broader community and issues associated with maintenance, dam safety and mitigation of environmental
impacts are major challenges for dam managers.
IRN considers that the Federal Government support for a cap of 1500 GL on water buybacks to achieve the outcomes of the Murray Darling Basin Plan is a retrograde
step that will prevent the cost effective achievement of the Basin Plan outcomes.
Sustainable communities rely on a healthy environment. Water sources are a critical element of the Australian environment that has already been over exploited.
There will be no future for competitiveness of Australian agriculture if increased demand for water use is not well managed. New dams will not improve water security in Australia. They will cause a retrograde step in redressing current degradation of the natural environment.
Yours sincerely
Bev Smiles
INLAND RIVERS NETWORK
Working for river and wetland health since 1991 | <urn:uuid:e4e9bc90-11f4-4321-8777-3dc0ca88ec20> | CC-MAIN-2018-05 | http://agwhitepaper.agriculture.gov.au/GP%20Submissions%20for%20publication/GP147%20Inland%20Rivers%20Network%20Inc.pdf | 2018-01-18T22:07:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00739.warc.gz | 13,503,240 | 811 | eng_Latn | eng_Latn | 0.984363 | eng_Latn | 0.993938 | [
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Syracuse
AQS QuiltWeek Row #5
Syracuse Block
10" x 10" finished block size 6½" x 60½" unfinished row size
Fabric Requirements:
Teal: ⅓ yard
*If traveling to the show, pick up your favorite fabrics to put in that row!
Lime: ⅓ yard
White: ¼ yard
Cutting Instructions: From the teal fabric, cut:
6 – 1½" x 10½" rectangles
6 – 1½" x 8½" rectangles
6 – 2½" x 6½" rectangles
9 – 2½" x 2½" squares
From the lime fabric, cut:
6 – 1½" x 10½" rectangles
6 – 1½" x 8½" rectangles
6 – 2½" x 6½" rectangles
9 – 2½" x 2½" squares
From the white fabric, cut:
12 – 1½" x 8½" rectangles
12 – 1½" x 6½" rectangles
Block Assembly Instructions:
1. Sew a 2½" x 2½" teal square to each side of a 2½" by 2½" lime square as shown below. Make 3 teal/lime units. Repeat with the remaining 2½" x 2½" lime and teal squares, sewing the lime squares to each side of a teal square. Make 3 lime/teal units
2. Sew a 2½" x 6½" teal rectangle to each side of a teal/lime unit made in step one as shown below. Make 3 teal squares. Repeat with the remaining 2½" x 6½" lime rectangles, sewing them to each side of the lime/teal units. Make 3 lime squares.
3. Sew a 1½" x 6½" white rectangle to each side of the squares make in step two as shown below. Make 6.
4. Sew a 1½" x 8½" white rectangle to the top and bottom of each of the squares from step three as shown below. Make 6.
5. Sew a 1½" x 8½" lime rectangle to each side of the teal/lime squares completed in step four as shown below. Make 3. Repeat with the 1½" x 8½" teal rectangles, sewing them to each side of the lime/teal squares. Make 3.
6. Sew a 1½" x 10½" lime rectangle to each side of the teal/lime squares completed in step five as shown below. Make 3. Repeat with the 1½" x 10½"teal rectangles, sewing them to each side of the lime/teal squares. Make 3.
Row Assembly Instructions:
Sew the blocks together as shown below. Be sure to alter their directions so the seams don't match up. | <urn:uuid:1ad10902-076e-46ec-9874-62ecbd7c11bc> | CC-MAIN-2018-05 | http://www.aqsblog.com/wp-content/uploads/2016/04/syracuse.pdf | 2018-01-18T21:38:54Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00740.warc.gz | 382,123,733 | 633 | eng_Latn | eng_Latn | 0.929163 | eng_Latn | 0.989282 | [
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Ballymena Youth Fair encourages young people to make positive life choices 8 November 2016
Over 650 year 11 pupils in the Ballymena area attended the Annual Youth Fair this week. The focus of this year's fair was on Mental Health, raising awareness of support and emotional wellbeing services available as well as to encourage young people to make positive choices in their lives.
CYPSP Smoothie Bike encouraging healthy eating and exercise with Year 11's from Dunclug College
Local organisations such as EA NI Youth Service, Women's Aid, Brook, Start360 Connections Service, Cara-Friend, People Plus NI, Cancer Focus NI, Barnardos Bereavement Service, Beyond Skin were present at the fair to showcase the range of support services available to young people in the area, and how they can access this support.
Veronica McKinley, NICHI Project, North Antrim Community Network said, "This Youth Fair is a great opportunity for a range of services to provide information and raise awareness on health issues to young people attending post primary schools in the Ballymena area".
The fair was organised by Ballymena Children and Young People's Strategic Partnership (CYPSP) Locality Group and the Ballymena Learning Together Partnership, with funding support from the Public Health Agency and North Antrim Community Network.
EA NI Youth Service along with pupils from Slemish College
Sandra Anderson, CYPSP Participation Worker capturing views of young people on the day
Speaking at the event, Hector Deane, Coordinator of Ballymena Learning Together, said, "Today's annual event is great opportunity for students, and indeed their teachers, to network with the voluntary and statutory agencies that exist within the community to foster young people's health and well-being during the important years of their development."
The Children and Young People's Strategic Partnership (CYPSP), led by the Health and Social Care Board, is a multi-agency partnership that includes the leadership of key statutory agencies and community and voluntary organisations that have a responsibility for improving the lives of children and young people in Northern Ireland.
CONTACT US
Ballymena Locality Planning Group, please contact Selena Ramsey, Locality Development Officer for the Northern Outcomes Area;
Telephone 028 2563 6608 or Email firstname.lastname@example.org
See the CYPSP Ballymena Locality Planning Group webpage at: www.cypsp.org/locality-planning-groups/ballymena-locality-group/ | <urn:uuid:57843183-630f-4758-adcb-d2fd3509bfc5> | CC-MAIN-2018-05 | http://healthallianceni.com/site/wp-content/uploads/2014/12/Ballymena-Youth-Fair_2016-8-November-2016-2.pdf | 2018-01-18T22:06:05Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00741.warc.gz | 144,151,838 | 517 | eng_Latn | eng_Latn | 0.982898 | eng_Latn | 0.988844 | [
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Queen: 'Killer Queen' (from the album
Sheer Heart Attack)
(For component 3: Appraising)
Background information and performance circumstances
'Killer Queen' was written by Freddie Mercury and featured on Queen's third studio album Sheer Heart Attack released in November 1974.
Freddie Mercury was born Farrokh Bulsara on 5 September 1946 in Stone Town, Sultanate of Zanzibar (now Tanzania) and grew up in India, where he was educated at St Peter's Boys School and took up the piano at the age of 7. At the age of 17 his family moved to Middlesex, England.
Queen was formed in London in 1970 with singer Freddie Mercury, guitarist Brian May, drummer Roger Taylor and bassist John Deacon. Sheer Heart Attack and A Night at the Opera (1975) brought them international success.
'Killer Queen' was the first single from the album and it is one of the few songs where Freddie Mercury wrote the lyrics first, which are about an upper-class prostitute.
'Killer Queen' reached number 2 in the British charts and provided them with their first top 20 hit in the US, peaking at number 12 on the Billboard singles chart.
The song won Freddie Mercury his first Ivor Novello Award.
Performing forces and their handling
The vocal part is performed by Freddie Mercury and is a high male voice – tenor.
'Killer Queen' uses lead and backing vocals, piano, overdubbed with a honky-tonk (jangle) piano, four electric guitars, bass guitar and drum kit. Guitars and vocals are overdubbed to create a richer colour.
The guitars use techniques such as slides,
bends, pull-offs and
vibrato.
The song uses plenty of recording techniques and effects including multi-tracking, EQ, flanger, distortion, reverb, wah-wah, panning and overdubbing.
Note: These set works guides are Pearson's interpretation of the set works and every effort has been made to ensure these are appropriate for use in the classroom.
There may be other interpretations which are also valid and any such differences would not be considered errors, or require any updates to the guides.
Melody
- The text setting is mainly syllabic.
- The backing vocals use a mixture of words and vocalisation (e.g. bars 8–9) to the sound 'ooh' and bar 18 to the sound 'ba'.
- The melody starts mostly conjunct with small leaps of a third or fourth.
- The verse and chorus combine conjunct and wide angular leaps in the melodic line.
- Bars 7 and 8 show an altered descending sequence.
- Leaps often feature a rising major sixth (e.g. bars 6–7). There are some exceptionally large leaps such as an octave in bar 62.
Structure
'Killer Queen' is in verse–chorus form.
Note: These set works guides are Pearson's interpretation of the set works and every effort has been made to ensure these are appropriate for use in the classroom.
There may be other interpretations which are also valid and any such differences would not be considered errors, or require any updates to the guides.
Note: These set works guides are Pearson's interpretation of the set works and every effort has been made to ensure these are appropriate for use in the classroom.
There may be other interpretations which are also valid and any such differences would not be considered errors, or require any updates to the guides.
Texture
- The main texture is homophonic.
- Use of layering
- Use of imitation.
- Three-part texture during guitar solo.
- Antiphonal (e.g. bars 67-68)
- Use of panning (e.g. bars 42-43 backing vocals)
Harmony and tonality
- The song is in Eb major.
- Opening in C minor and closing on an E♭ major chord, the tonality is ambiguous at times. There are many passing modulations, strengthened by perfect cadences but often followed by parallel shifts, moving to a new key.
- Most chords are in root position.
- Some chords are in first or second inversion.
- There is some use of dissonance (e.g. bar 30).
- Seventh chords (e.g. bar 4).
- Circle of fifths (e.g. bars 20–21).
- Use of altered and extended chords (e.g. F 11 bar 47).
- Pedal used bars 27–30.
Tempo, metre and rhythm
- Moderato tempo with a dotted crotchet pulse of 112 beats per minute.
- Swung feel
- The time signature is mainly in 12/8 compound quadruple time.
- It does occasionally insert a bar of 6/8, which has the effect of extending the phrase length.
- Syncopation is frequent throughout (e.g. bars 44–46).
- Every verse and chorus start with an anacrusis (upbeat).
- Triplets in bar 18.
Note: These set works guides are Pearson's interpretation of the set works and every effort has been made to ensure these are appropriate for use in the classroom.
There may be other interpretations which are also valid and any such differences would not be considered errors, or require any updates to the guides. | <urn:uuid:07e668a4-d2ca-48a3-b246-45df982101c5> | CC-MAIN-2022-27 | https://qualifications.pearson.com/content/dam/pdf/GCSE/Music/2016/teaching-and-learning-materials/Killer_Queen_set_work_suport_guide.pdf | 2022-06-27T20:18:42+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00293.warc.gz | 517,062,089 | 1,106 | eng_Latn | eng_Latn | 0.998461 | eng_Latn | 0.998363 | [
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Young Children Experiencing Homelessness, Adversity, and Trauma: An integrated look at improving outcomes and services
Joan C. Eichner, MPA, MPH University of Pittsburgh Office of Child Development
University of Pittsburgh Office of Child Development
http://www.ocd.pitt.edu/
My Own Four Walls
http://www.hearus.us/projects/my-own-fourwalls-video.html
Learning Objectives
1. Understand the impacts of trauma and adversity on the health and development of young children and the parent-child relationship.
2. Apply the concepts of toxic stress, a life course perspective, and results from the ACE Study to challenges in serving families.
3. Brainstorm to improve cross-system service integration, data collection, and collaboration to improve practice and policy.
Some Background
* Family homelessness
– The homeless housing system
– "Doubled up"
– An invisible problem
– Service silos
– Missing the prevention boat
Needs Assessment in Allegheny County
* Relationships with 15 housing agencies
* Interviews with staff and parents
* Partnership with the Dept. of Human Services
* Early Childhood Mental Health Consultation
* Emotion Coaching
* Resource Coordination
* Working groups
* Best Practice Tip Sheets
* Literature and practice review
Opportunities
* Apply trauma-informed, strengths-based approaches
* Training, technical assistance, and support
* Culture change in housing programs
* Break down silos
* Understand the importance of quality
* Unify and streamline the housing system
Outcomes
* 5 concept papers for Human Services Block Grant call for proposals
* Review of the homeless system
* Building a buzz
* Constant communication
* Presentations
* Data sharing
* Voicing concerns
* Offering support
* Making linkages
* Service coordination pilot in emergency shelters
* Developmental screening
* Conferencing and Teaming
* Bright Spaces pilot
Objective 1
Understand the impacts of trauma and adversity on the health and development of young children and the parent-child relationship.
42-53%
Typical Yet Invisible
Compared to Stably Housed Peers
* 4 x's the rate of delayed development
* 2 x's the rate of learning disabilities
* 3 x's the rate of emotional and behavioral problems
* Sick 4 x's more often
Through the Eyes of Parents
Relationships Make a Difference!
"Fire can warm or consume, Water can quench or drown, Wind can caress or cut.
And so it is with human relationships; we can both create and destroy, nurture and terrorize, traumatize and heal each other."
- Bruce Perry, 2006
Objective 2
Apply the concepts of toxic stress, a life course perspective, and results from the ACE Study to challenges in serving families.
The Adverse Childhood Experiences (ACE) Study, 1998 – ongoing
* Researched psychosocial origins of major public health problems
* Assessed exposure to multiple types of abuse, neglect, violence, and household dysfunction during childhood
* 17,000 participants from general population
Adverse Childhood Experiences Study
* Exposure to ten ACE including:
– Abuse (Emotional, Physical, Sexual)
– Neglect (Emotional, Physical)
– Household Dysfunction (Mother treated violently; Household member substance abuse, mental illness, incarceration; Parental separation or divorce)
Major findings
* Very strong relationship between ACEs and poor health
* Individuals who suffer trauma in childhood remain at risk throughout their lives
* If you have one ACE, you are likely to have more than one
ACE Study Findings
* Adults with ACE scores of 4 or more were:
– 12 x's more likely to have attempted suicide
– 7 x's more likely to be alcoholic
– 10 x's more likely to inject street drugs
* Adults with 6+ ACEs died 20 years earlier than those without ACEs
Public Health Effects
ACES linked to leading causes of death
Social effects
Graded relationship to:
* Heart Disease
* Cancer
* STIs, HIV/AIDS
* Obesity
* Teen pregnancy
* Relational difficulties
* Difficulty with job performance
ACE Pyramid
Allegheny County Data
* 46 children from 13 housing programs
* Ages 0-10*
* Threshold for significant risk is 4 ACEs
– 62% had 4 or more ACEs
* Vs. 6% in the original study (age 0-18)
– Only 2 children had no ACEs
– One 3 year old had 10 ACEs
– An infant had 5 ACEs
Prevalence of ACEs
member
Witnessing DV
Emotional neglect
Physical neglect
Emotional abuse
Physical abuse
Sexual abuse
Frequency of ACEs
Snapshot of 5 moms
* 4/5 had 4 or more ACEs
* 80% of their children had 4 or more ACEs
Repeating a cycle from the previous generation?
Continuing the cycle for the future generation?
Early Development and Toxic Stress
Center on the Developing Child, Harvard University http://developingchild.harvard.edu/resources/ multimedia/videos/three_core_concepts/
Types of Stress
Toxic stress
Tolerable stress
Positive stress
What is toxic stress?
* Long term and intense
* Experienced without adequate supports
* Increases the risk for stress-related disease and cognitive impairment
Toxic Stress can cause:
* Problem behaviors
* Permanent changes to brain structure, size, and function
* Effects learning, memory, and executive function
* Disruption of other developing organ systems
* Permanent elevation of stress hormones
* Prolonged activation of the stress response systems (fight, flight or freeze)
Corrosive to Healthy Development
* Smaller brain and body size
* Prone to illness
* Impaired learning, memory, mental flexibility, selfregulation
* Difficulty discriminating emotions, boundaries, forming relationships
* Responds quicker and more intensely to future stress
* Poor school performance
A Biodevelopmenal Framework for how early experiences "get into the body"
infant
mother
teenager
Mental
health
Physical
health
housing
Supportive
services
A Life Course Perspective
* Timeline
* Timing
* Environment
* Equity
Objective 3
Brainstorm to improve cross-system service integration, data collection, and collaboration to improve practice and policy.
Policy questions
* Where do we get the biggest bang?
* How do we reduce toxic stress and prevent ACEs at a community level?
* How do we build the political will to do so?
* What are effective communication strategies?
Practice Implications
* Promote nurturing relationships
* Listen
* Be trauma informed and strengths based
* Build partnerships with quality services
* Support transitions
* Use a holistic perspective
* Demand structural supports, policies, and guidelines
Preventive interventions
* Education, training, and professional development
– Social workers, foster parents, preschool teachers, pediatricians, judges, police….
* Invest in new ideas to reduce adversity while enhancing protective supports
* Build collaborations across providers and perspectives
Helpful Resources
The Adverse Childhood Experiences Study, http://www.acestudy.org/home Centers for Disease Control and Prevention Adverse Childhood Experiences (ACE) Study, http://www.cdc.gov/ace/index.htm
Center on the Developing Child, Harvard University, http://developingchild.harvard.edu/ Felitti, V. et al. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine 14(4).
Fine, A. and Kotelchuck, M. (2010). Rethinking MCH: The life course model as an organizing framework.
National Scientific Council on the Developing Child. (2007). The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper #5.
National Scientific Council on the Developing Child. (2010). Early experiences can alter gene expression and affect long-term development: Working paper no. 10: Center on the Developing Child Harvard University.
Shonkoff, J.P. and Garner, A.S., et al. (2012). The Lifelong Effects of Early Childhood Adversity and Toxic Stress. Pediatrics – The Official Journal of the American Academy of Pediatrics, 129 (1).
National Center on Family Homelessness, http://www.familyhomelessness.org/
Presenter contact info:
Joan Eichner University of Pittsburgh Office of Child Development 400 North Lexington Street Pittsburgh, PA 15208 412-244-5310 email@example.com | <urn:uuid:0e55be47-6e73-4ed3-aa2c-be2c6fd66239> | CC-MAIN-2018-05 | http://www.ocd.pitt.edu/Files/PDF/Eichner_Young%20Children%20Experiencing%20Homelessness%20Adversity%20and%20Trauma.pdf | 2018-01-18T21:58:47Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00741.warc.gz | 495,324,994 | 1,799 | eng_Latn | eng_Latn | 0.88324 | eng_Latn | 0.979613 | [
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1. Illustrate interesting events from your lives or imagination, in the form of comic strips. Do it on a chart paper.
2. Write an essay on the following topic- " The importance of English in Today's World."
3. Showcase the art of 'Cubism' in an innovative way (eg- make a collage or draw something using cubism art, you can use adobe photoshop also), do it on an A4 size paper or chart paper.
4. Grammar Worksheet- 1 & 2 (Book- Grammar and language skills) in book itself.
Summer Vacation Holiday Homework.
1) Prepare the question-answers of the exercises of the chapters completed till now. If you have any difficulty with any question, you can ask your science teacher of your school during vacation.
2) Activity: Prepare a chart of the various nutritious food consumed by you during vacation. Mention each date and one food item for each of the nutrient you have consumed. The final date should be the last date of the holiday. Fill it up on a daily basis. If needed use more than one A4 sized paper. Decorate them properly. The format is hereby Shown.
SUMMER HOLIDAY HOMEWORK
1. निम्िलिखित में से किसी एि विषय पर निबंध लििें।
िषषा ऋतु
टेिीविजि
2. गमी िी छुट्टटयों िष िर्ाि िरते हुए अपिे लमत्र िो एि पत्र लििें।
3. िीचे लििे गदयषंश िष उत्तर दें।
4. प्रनतटदि 1 पेज सुिेि लििें एिं कितषब पढ़ते हुए ऑडियो क्लिप भेजें।
DELHI PUBLIC SCHOOL HAJIPUR
HOLIDAY HOMEWORK MATHS
* Subject enrichment – In A4 size paper write all the definition till all chapters taught in class. (And file it in stick file)
* Make a formula chart from the chapter taught in class
* Every day solve at least 10 questions of maths in rough copy from chapter taught in class
All instructions are already explained in class how to do homework still if any questions arise in mind then you can call me..
(Thankyou gaurav kumar)
Delhi Public School Hajipur Summer Holiday Assignment
Grade :-VII Sub :-Social
Science
1. Find out the importance of botanical plants available in your surroundings.write down their biological name and collect the leaf of particular plant and paste It on a piece of paper.
2. Collect image of different archaeological sites and the items found from thses sites and also Different heritage of India.
3. Collect image of all seven wonders of of world. | <urn:uuid:7b13da6b-e8a1-486e-b75a-0b9f9ed6b7da> | CC-MAIN-2022-27 | https://dpshajipur.com/upload/attach/974611652730392_Grade_7.pdf | 2022-06-27T21:52:12+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00293.warc.gz | 255,075,310 | 602 | eng_Latn | eng_Latn | 0.796357 | eng_Latn | 0.991594 | [
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GMO Soybean Oil Found to Cause Diabetes, Obesity at Higher Rate than Sugar
By: David Gutierrez, Natural News
Soybean oil is more likely to induce diabetes and metabolic syndrome than pure fructose, according to a study conducted by researchers from the University of California-Riverside and published in the journal PLOS ONE.
"That was a surprise, given that most people think that unsaturated fatty acids are supposed to be healthy," lead author Poonamjot Deol said.
The study was designed to evaluate different types of fat in comparison with sugar to determine how they increase the risk of the cluster of symptoms known as metabolic syndrome. These symptoms -- central obesity, high fasting blood glucose, high triglycerides, high blood pressure, and low HDL ("good") cholesterol -- are associated with a significantly increased risk of diabetes and cardiovascular disease.
Saturated fats are the healthiest type
The researchers fed mice one of four diets. The first two diets derived 40 percent of their calories from fat to approximate the typical U.S. diet. In the first of these, all of the fat came from coconut oil, which is mostly saturated fat. In the second one, half the fat came from coconut oil and half came from soybean oil, which is mostly polyunsaturated fat. This second diet was similar to the amount of soybean oil consumed in the average U.S. diet.
The other two diets contained the same amount of calories and roughly the same volume of food, but some of the fat was replaced with fructose in levels similar to that consumed in the average U.S. diet.
The fructose diets were the highest in sugar, so the researchers believed that mice on these diets would add more body fat and develop more insulin resistance. Indeed, the mice on the fructose diets gained about 12 percent more weight than those on the saturated fat-heavy coconut oil diet.
However, the surprising finding was that mice on the soybean oil, fructose-free diet actually gained 9 percent more weight than the mice on the fructose diet and 25 percent more weight than mice on the coconut oil diet. The mice on the soybean oil diet also had fattier livers and higher insulin resistance than mice on the coconut oil or fructose diets.
"We've actually tested corn oil, and we found that it was also causing more obesity than coconut oil, but not as much as soybean oil. We haven't tested canola yet," Deol said.
GMO connection?
In order to help uncover the causes of any changes observed, the researchers also performed an in-depth analysis of gene expression and metabolism in all four groups. They found that soybean oil caused changes in the expressions of genes regulating not just how the liver processes fat but also how the body metabolizes various foreign chemicals, including drugs and environmental toxins.
Another possible cause for the observed effects of soybean and corn oil -- although not one mentioned by the researchers -- is the genetic modification of those foods. Fully 89 percent of U.S. corn acreage and 94 percent of U.S. soy acreage is now modified to resist various herbicides, primarily Roundup (glyphosate). Studies have shown that genetically modified organisms (GMOs) can have metabolic effects; in addition, GMOs are sprayed with much higher levels of herbicides, leading to higher levels of endocrine-disrupting herbicide residue on foods.
For those hoping to cut soybean oil (GMO or not) out of their diets, the best thing to do is cut back on processed and restaurant foods. That's because soybean oil has become ubiquitous in the U.S. food supply; it now accounts for 60 percent of U.S. oil consumption.
"It's so prevalent in our food system. If something says vegetable oil, it's most likely soybean oil, or soybean oil is a component," Deol said.
Sources for this article include:
http://www.foxnews.com http://ucrtoday.ucr.edu/30416 | <urn:uuid:8de90d2a-446f-43d5-aa4b-0267c54389bd> | CC-MAIN-2022-27 | https://www.terrytalksnutrition.com/DBfiles/InTheNewsFile/52420.pdf | 2022-06-27T22:03:17+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00293.warc.gz | 1,073,382,524 | 811 | eng_Latn | eng_Latn | 0.999059 | eng_Latn | 0.999077 | [
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PURSUIT A monthly wellness newsletter from Better You
September is National Cholesterol Education Awareness month and it's a great time to focus on maintaining habits that are good for your heart health. Let's take a moment to understand what cholesterol is and how you can improve your levels. Cholesterol is found in all cells of the body, and it's needed to make hormones, vitamin D, and substances that help you digest food. Unfortunately, too much cholesterol in the blood puts you at a greater risk for heart disease and stroke.
it back to the liver so excess cholesterol doesn't build up in the bloodstream. LDL is called the "bad" cholesterol because if there is too much in the bloodstream, it can cause a buildup in the walls of your arteries, which can lead to a heart attack or stroke.
Cholesterol is transported in the blood by carriers called lipoproteins- High Density Lipoprotein (HDL) also called good cholesterol and Low Density Lipoprotein (LDL) or bad cholesterol. Cholesterol is carried by LDL through the body in order to help with vital functions. HDL then shuttles
Unfortunately, there are no warning signs that your cholesterol is high, so you'll need to have it checked during your annual doctor's visit. If you find that your numbers aren't in the healthy range, it's important to know how you can improve your cholesterol by focusing on diet and exercise. Here are a few things to keep in mind.
Lowering Your LDL (Bad Cholesterol)
Foods That Raise Your LDL
* Saturated fats like meat, full-fat dairy products and baked goods.
* Trans fats (partially hydrogenated oils), found in cakes, candy, cookies and fried foods.
Foods That Lower Your LDL
* Fiber like oats, barley, fruits and vegetables, whole wheat pasta, beans and lentils.
* Fruits such as blueberries, red and purple grapes, plums and cherries.
* Dark, leafy greens such as spinach, kale, collard greens and cabbage.
* Omega-3 fatty acids from fatty fish (salmon, mackerel, trout or albacore tuna), walnuts, flaxseeds and soybeans.
Raising Your HDL (Good Cholesterol)
* Exercising and controlling your weight
* Eat less refined sugar and simple carbohydrates like white bread, pasta, rice, cookies and candy
* Eat more fish and omega-3 fatty acids
* Lower your alcohol intake and quit smoking
For more information about what you need to do to improve your cholesterol, visit heart.org/cholesterol.
It's Important to Understand Depression
Depression goes beyond feeling a little down from time to time. It can creep into every part of your life, affecting your thoughts, feelings, actions and even physical health. It's important to remember this is a medical condition and not a weakness or the result of laziness or personal failure. It can affect anyone regardless of age, gender, culture, or health situation.
We all have times when we feel sad or down about things, and that's a normal part of life. Over time sadness passes, but
Roasted Broccoli with Smashed Garlic
depression can continue for months and even years. If you have overwhelming feelings of unworthiness, helplessness or hopelessness for weeks at
Ingredients:
* 1 ½ pound broccoli florets, cut long with part of stem
* 6 cloves garlic, smashed
Here's a great way to make broccoli if you are tired of making it the same old way. Roasting broccoli with garlic creates a sweet, nutty flavor and an aroma that wafts through your kitchen. Try it topped with shaved parmesan, red pepper flakes or fresh lemon juice.
* 2 tablespoons extra virgin olive oil
* kosher salt and fresh pepper
Directions:
1. Preheat oven to 450°.
2. In a baking dish combine broccoli, olive oil, garlic, salt and pepper.
3. Roast broccoli about 20 minutes, until broccoli is browned and tender.
a time, you may suffer from depression. Here are some other signs to look for:
* Feeling sad, anxious, or lonely
* Loss of energy
* Change in concentration or the ability to remember things
* Difficulty making decisions
* Lack of sexual desire
* Thoughts about dying or suicide
If you think you are suffering with depression, please be sure to discuss it with your doctor. Depression isn't a normal part of life, and you don't have to live with it. For more information, visit psych.org.
Nutrition:
Servings: 4. Serving Size: 1/4th of broccoli. Calories: 126; Fat: 7.5 g; Protein: 4.3 g; Carb: 13.7 g; Fiber: 5.7 g.
Recipe and image courtesy of www.skinnytaste.com
We comply with applicable Federal civil rights laws and do not discriminate on the basis of race, color, national origin, age, disability or sex. ATENCIÓN: Si habla español, tiene a su disposición servicios gratuitos de asistencia lingüística. Llame al 1-800-352-2583 (TTY: 1-877-955-8773). ATANSYON: Si w pale Kreyòl Ayisyen, gen sèvis èd pou lang ki disponib gratis pou ou. Rele 1- 800-352-2583 (TTY: 1-800-955-8770). Florida Blue is a trade name of Blue Cross and Blue Shield of Florida, Inc., an Independent Licensee of the Blue Cross and Blue Shield Association. All materials, content and forms contained in this newsletter are the intellectual property of Better You and may not be copied, reproduced, distributed or displayed in full or in part without expressed written permission by Better You.
90361 0917
SEPTEMBER 2017
2 | <urn:uuid:67b7d2d2-b5f4-4029-84f2-257b81408f12> | CC-MAIN-2022-27 | https://www.cityofgainesville.org/Portals/0/risk/Newsletters/Better%20You/2017%20September%20PURSUIT%20Newsletter.pdf | 2022-06-27T20:07:29+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00293.warc.gz | 743,413,141 | 1,226 | eng_Latn | eng_Latn | 0.993749 | eng_Latn | 0.994946 | [
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VerDate Apr<15>2004
11:26 Jun 28, 2004
POPULAR ELECTION OF SENATORS
SEVENTEENTH AMENDMENT
The Senate of the United States shall be composed of two Senators from each State, elected by the people thereof, for six years; and each Senator shall have one vote. The electors in each State shall have the qualifications requisite for electors of the most numerous branch of the State legislatures.
When vacancies happen in the representation of any State in the Senate, the executive authority of each State shall issue writs of election to fill such vacancies: Provided That the legislature of any State may empower the executive thereof to make temporary appointments until the people fill the vacancies by election as the legislature may direct.
This amendment shall not be so construed as to affect the election or term of any Senator chosen before it becomes valid as part of the Constitution.
POPULAR ELECTION OF SENATORS
The ratification of the Seventeenth Amendment was the outcome of increasing popular dissatisfaction with the operation of the originally established method of electing Senators. As the franchise became exercisable by greater numbers of people, the belief became widespread that Senators ought to be popularly elected in the same manner as Representatives. Acceptance of this idea was fostered by the mounting accumulation of evidence of the practical disadvantages and malpractices attendant upon legislative selection, such as deadlocks within legislatures resulting in vacancies remaining unfilled for substantial intervals, the influencing of legislative selection by corrupt political organizations and special interest groups through purchase of legislative seats, and the neglect of other duties by legislators as a consequence of protracted electoral contests.
Prior to ratification, however, many States had perfected arrangements calculated to afford the voters more effective control
Jkt 077500
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VerDate Apr<15>2004
11:26 Jun 28, 2004
over the selection of Senators. State laws were amended so as to enable voters participating in primary elections to designate their preference for one of several party candidates for a senatorial seat, and nominations unofficially effected thereby were transmitted to the legislature. Although their action rested upon no stronger foundation than common understanding, the legislatures generally elected the winning candidate of the majority, and, indeed, in two States, candidates for legislative seats were required to promise to support, without regard to party ties, the senatorial candidate polling the most votes. As a result of such developments, at least 29 States by 1912, one year before ratification, were nominating Senators on a popular basis, and, as a consequence, the constitutional discretion of the legislatures had been reduced to little more than that retained by presidential electors. 1
Very shortly after ratification it was established that if a person possessed the qualifications requisite for voting for a Senator, his right to vote for such an officer was not derived merely from the constitution and laws of the State in which they are chosen but had its foundation in the Constitution of the United States. 2 Consistent with this view, federal courts declared that when local party authorities, acting pursuant to regulations prescribed by a party's state executive committee, refused to permit an African American, on account of his race, to vote in a primary to select candidates for the office of U.S. Senator, they deprived him of a right secured to him by the Constitution and laws, in violation of this Amendment. 3 An Illinois statute, on the other hand, which required that a petition to form, and to nominate candidates for, a new political party be signed by at least 25,000 voters from at least 50 counties was held not to impair any right under the Seventeenth Amendment, notwithstanding that 52 percent of the State's voters were residents of one county, 87 percent were residents of 49 counties, and only 13 percent resided in the 53 least populous counties. 4
1 1 G. HAYNES, THE SENATE OF THE UNITED STATES 79–117 (1938).
2 United States v. Aczel, 219 F. 917 (D. Ind. 1915) (citing Ex Parte Yarbrough, 110 U.S. 651 (1884)).
3 Chapman v. King, 154 F.2d 460 (5th Cir. 1946), cert. denied, 327 U.S. 800 (1946).
4 MacDougall v. Green, 355 U.S. 281 (1948), overruled on equal protection grounds in Moore v. Ogilvie, 394 U.S. 814 (1969). See Forssenius v. Harman, 235 F. Supp. 66 (E.D.Va. 1964) aff'd on other grounds, 380 U.S. 529 (1965), where a three-judge District Court held that the certificate of residence requirement established by the Virginia legislature as an alternative to payment of a poll tax in federal elections was an additional qualification to voting in violation of the Seventeenth Amendment and Art. I, § 2.
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CARROLL COUNTY SP ED NEWS Vol. 2
Special Education Facts
*Consideration of Special Factors
Components of an Individual Education Plan (IEP)
This edition is longer than the typical 1 page. The editor believes the necessity of sharing the components of the IEP cannot be condensed any further. This is by no means an exhaustive list. Please refer to the Guidance Document for Individual Education Program (IEP) Development: Division of Learning Services KDE
http://education.ky.gov/specialed/excep/forms/Pages/IEP-Guidance-and-
*Present Levels of Performance (PLEP)
This is a snapshot of the student's current grade level, based on performance data, includes strengths as well as weaknesses. The performance data includes a baseline level. Everything provided throughout the IEP should reflect back to the PLEP.
-If student is not commensurate with peers the ARC must address any of the following categories
1. Communication
2. Academic
3. Health, Vision, Hearing Motor
4. Social & Emotional
5. General Intelligence
6. Transition Needs
7. Functional Vision
8. Functional Hearing/Listening
707 KAR 1:320 § 5 (1), 34 CFR 300.324 (a)(1)
This section had things that need to be addressed to help the student be successful.
Does the student have:
1. Behavior that impedes learning?
2. Limited English Proficiency?
3. Is the student blind or visually impaired?
4. Have communication needs?
5. Is he/she hard of hearing?
6. A need for assistive technology? 707 KAR 1:320 § 5 (2), 34 CFR 300.324 (a)(2)
*Measurable Annual Goals
The annual goals should be developed from the weaknesses written in the PLEP. It is not expected that all the standards in Kentucky Common Core be addressed. The goals should be "directly related" to the students 'goals and to help "advance greater mastery" as well as help the student build independence. Goals must be measurable as well as be written to include how progress will be measured.
707 KAR 1:320 § 5 (7)(b)(1-2), 34 CFR 300.320 (a)(2)(4)
707 KAR 1:320 § 5 (7)(b), 34 CFR 300.320 (a)(2)(i)(B)
If you have questions about this content please contact me. Kathy Bieger, Director of Special Ed
CARROLL COUNTY SP ED NEWS Vol. 2
*Methods of Measurement
*Assessment Accommodations
1. Curriculum Based Measures
2. Direct Measures
3. Indirect Measures
4. Authentic Assessments
707 KAR 1:320 § 5 (13)(a), 34 CFR 300.320 (a)(3)(i)
*Reporting Progress
Explains how often progress on goals are reported to parents. In Carroll County we report every time we send out a report card.
*Specially Designed Instruction (SDI)
This is "what the teacher does" to "adapt content, the methodology, or delivery of instruction" (explicit teaching, teaching strategies, teaching how to use tools or technologies)
707 KAR 1:002 § 1 (58), 34 CFR 300.39 (b)(3) 707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(4)
*Supplementary Aids and Services (SAS)
"What the student needs" to be successful. This is the list of "materials, strategies, services" to help students access the general education curriculum.
Examples: Organizers, enlarged texts, questioning guides
707 KAR 1:002 § 1 (61), 34 CFR 300.42
707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(2)(4)
These are the tools, strategies or SAS provided throughout the year that can be used on state assessment. Examples: Readers, Scribes, Paraphrasing
703 KAR 5:070, 707 KAR 1:320 § 5 (10), 34 CFR 300.320 (a)(6)
*Program Modifications and Supports
Any modifications or supports provided by any staff (teachers, aides, bus drivers etc.) This may include specialized training needed.
Examples: "feeding and medical procedures,"
707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(4)
*Least Restrictive Environment (LRE)
"The maximum extent appropriate students with disabilities must be educated with children who do not have disabilities." Students with disabilities should always spend as much time as possible in the general education classroom but the higher levels of SDI and SAS needed the more restrictive a student's environment will become.
LRE must explain "to what extent" a student will not participate in general education.
CARROLL COUNTY SP ED NEWS Vol. 2
Special Education Service
This section gives the exact amount of minutes, frequency, service period (daily, weekly, monthly), Start/End dates and location of a service. This is done for special education services as well as therapies. If any of these items need to change, an ARC needs to meet to determine if this is appropriate for the student.
707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7)
*Extended School Year (ESY)
ESY is when a student needs services beyond the regular school day or school year. ESY is determined necessary when a student after a "lapse of instruction", for example summer break, fail to recoup skills they had learned the previous year. While it is expected that a student will experience "summer slide", with review they should regain the skills within approximately 6 weeks. If the skills are not recouped the ARC should determine if services should be beyond the regular school day/year.
707 KAR 1:290 § 8, 34 CFR 300.106
*Postsecondary Transition
ARC's are obligated to help students with disabilities develop strategies to reach their post-secondary goals. This work begins when students are age 14 or are in 8 th grade.
These goals are developed by a variety of methods: career assessments, interest inventories, career planning, and job coaching. These transition goals need to be revisited at every Annual Review.
707 KAR 1:320 § 7, 34 CFR 300.320 (b)
Disability Spotlight
Other Health Impairment Under this category a student can qualify when they suffer from a chronic health problem (ex. Asthma, diabetes, Attention Deficit Disorder)
Legal Determinations
- Existence of health impairment
- Effect of impairment on Strength, Vitality, Alertness
- Evaluation confirms an adverse effect on educational performance
- Effects are not from a lack of instruction
- Effects are not from limited English proficiency
1. Provide clarity and structure
2. Engaging strategies
3. Positive Discipline
4. Environmental modificationslighting, seating etc.
5. Training in organization
Rief, S. (2005). How to Reach and Teach Children with ADD/ADHD. San Francisco, CA: Jossey-Base Teacher
CARROLL COUNTY SP ED NEWS Vol. 2 | <urn:uuid:b170eb79-d55c-4862-9263-dfba8ef44f4d> | CC-MAIN-2022-27 | https://www.ccatc.carroll.kyschools.us/userfiles/10/my%20files/special%20ed%20newsletters/special%20education%20facts-newsletter%20sept.%20%202016-vol.%202.pdf?id=24582 | 2022-06-27T22:06:20+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00294.warc.gz | 743,718,798 | 1,536 | eng_Latn | eng_Latn | 0.97995 | eng_Latn | 0.983712 | [
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Lesson 10 Handout - UNSTUCK
Joshua 5:8 While the sons of Israel camped at Gilgal they observed the Passover on the evening of the fourteenth day of the month on the desert plains of Jericho
Exodus 16:4–5 (NLT)
4 Then the LORD said to Moses, "Look, I'm going to rain down food from heaven for you. Each day the people can go out and pick up as much food as they need for that day. I will test them in this to see whether or not they will follow my instructions. 5 On the sixth day they will gather food, and when they prepare it, there will be twice as much as usual."
Exodus 16:31 (NLT)
31 The Israelites called the food manna. It was white like coriander seed, and it tasted like honey wafers.
Joshua 5:11 On the day after the Passover, on that very day, they ate some of the produce of the land, unleavened cakes and parched grain.
12 The manna ceased on the day after they had eaten some of the produce of the land, so that the sons of Israel no longer had manna, but they ate some of the yield of the land of Canaan during that year.
Deuteronomy 31:6 (NLT)
6 So be strong and courageous! Do not be afraid and do not panic before them. For the LORD your God will personally go ahead of you. He will neither fail you nor abandon you."
Deuteronomy 31:8 (NLT)
8 Do not be afraid or discouraged, for the LORD will personally go ahead of you. He will be with you; he will neither fail you nor abandon you."
Joshua 5:9 Then the LORD said to Joshua, "Today I have rolled away the reproach of Egypt from you." So the name of that place is called Gilgal to this day.
Definition of reproach: the expression of disapproval or disappointment.
2 Corinthians 5:17 (NASB95)
17 Therefore if anyone is in Christ, he is a new creature; the old things passed away; behold, new things have come.
One truth gradually and eventually came to change everything. I realized that I have to win today if I'm going to win the race in all of my tomorrows.
I have to win today. That' all I need to focus on. While I couldn't change yesterday – or just about anything in my past, it didn't have to define who I am and what I do today.
Spiritual losers can get unstuck and become winners as they focus on today and connect with Jesus consistently and genuinely. Too often, even devoted Christ followers forget we have a personal relatable and persistent Savior who loves us fully despite our sin and flaws.
Jesus forgets our yesterdays and reminds us not to worry about our tomorrows.
YESTERDAY IS THERE TO BE LEARNED FROM – NOT STUCK IN. And the worries of tomorrow must be released to God. God owns tomorrow. Arnie Cole from "Unstuck"
12 He has removed our sins as far from us as the east is from the west.
Philippians 3:13 (NASB95)
13 Brethren, I do not regard myself as having laid hold of it yet; but one thing I do: forgetting what lies behind and reaching forward to what lies ahead.
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Origin and evolution of Mars to be explored by MMX
（火星衛星探査から迫る火星の起源と進化）
Kiyoshi Kurmaoto 1 and MMX science study team
1Department of Cosmosciences, Faculty of Science, Hokkaido University Kita 10, Nishi 8, Kuta-ku, Sapporo, 060-0810 Japan
ABSTRACT
The Martian Moons eXplorer (MMX) mission has been planned as the next strategic middle class mission of ISAS. The primary objective of this mission is to clarify the origin of the two martian satellites through in-situ high-resolution remote sensing of these bodies and precise analysis of returned samples from Phobos. This exploration will also provide unique constraints on the formation and differentiation processes of the parent planet Mars.
In the last year's this symposium, we introduced a summary of scientific objectives of the MMX mission, which was provisionally named the Mars satellite sample return mission [1]. The mission objectives have been kept preserved until now, while we also have made efforts to polish up the scientific values of this mission. Here we present a tentative report on the potential and significance of this mission to approach the origin and evolution of Mars.
Among the solar system bodies, Mars has the surface environment most resemble to the Earth's one, each of which has atmosphere and liquid water activity. As represented by the heavily cratered surface, Mars preserves ancient geologic units abundant in records of the evolution of atmosphere and hydrosphere over the planet's history: such early geologic records, including those about the era of origin of life, were largely lost from the Earth. Due to these significance, Mars is being the most frequent target of deep space missions.
Precise remote sensing mapping of the martian surface and landing explorations over the past decades have revealed the water history of Mars in more detail: Mars probably had an ocean with neutral to weakly alkaline water composition before ~3.5 Ga likely sustained by the greenhouse effect of thicker atmosphere, and then gradually lost water from the surface associated with global cooling, surface oxidation, transient volcanic gas supply, and atmospheric escape [2]. On one hand, it still remains an open question how Mars originally acquired water and atmosphere, mainly because of the obliteration of geologic records older than ~4Ga by heavy bombardment [3].
Recently, precise 182 Hf- 182 W chronometry of martian meteorites reveals that Mars rapidly grew and differentiated into core-mantle structure [4]. The enhanced 182 W/ 184 W ratio found in martian meteorites indicates that Mars reached at least the half of its present mass within about 1-3 My after the formation of the oldest calcium-aluminum rich inclusion in primitive meteorites. Such rapid growth of Mars is consistent with the oligarchic growth scenario for the planet formation [5]. In this scenario, planetesimals in the proto-planetary gas disk are first accreted to several tens of proto-planets with lunar to martian sizes in the terrestrial planet region within the time scale of order of Myr. After that, protoplanets experienced occasional mutual collisions, so-called giant impact, to form Earth-size planets over several tens of Myr. From its size and orbital location near the outer edge of the terrestrial planet region, Mars has been suggested to be the survivor of a proto-planet that avoided any giant impact. The Hf-W chronometry
strongly supports this view [6]. Therefore, Mars potentially has clues to issues how the terrestrial planets grew in an early stage and how the proto-planets differentiate into core, mantle, and atmosphere.
The MMX mission may give us a unique opportunity to approach those issues. As introduced in our last year's report [1], there are two major hypotheses for the origin of martian moons: one is the capture of volatile-rich primitive asteroids and another is the giant impact that sprayed out impact ejecta to agglomerate into satellites [7]. The first mission objective of MMX is to clarify the moons' origin, as stated above, by identifying the composition of materials constituting these bodies from in-situ remote sensing and return sample analysis [1]. Here the term "composition" includes elemental, mineralogical, chemical, and isotopic ones. As a byproduct of their survey, we may address the origin and very early physical state of Mars
If the capture hypothesis is correct, the martian moons are remnants of Mars-forming planetesimals and can serve as an anchor to estimate the material properties of Mars building blocks. Even if the moons' compositions are significantly deviated from the constraints for the bulk Mars composition, the transport dynamics deduced from the MMX mission should improve our understanding of the formation processes and building blocks of Mars. In particular, possible acquisition of constraints on the volatile delivery to Mars is important because these are difficult to be deduced only from the observations of Mars which has experienced differentiation and volatile escape to space. Once the processes and composition of material supply are estimated, theoretical modeling can be made for the atmosphere formation along with the core-mantle differentiation on growing Mars [8].
In general, moon formation by asteroid capture needs some dissipation of orbital energy around a planet. Otherwise a body approaching to a planet will escape from the planetary gravitational well. A possible dissipation mechanism is an action of gas drag induced by an expanded proto-atmosphere. In order to explain the smallness of eccentricities and inclinations of the martian moons' orbits, it is favored that the proto-atmosphere was expanded over several times the planetary radius and rotating to form a circum-planetary disk like structure. If the atmosphere formation modelling reproduces such structure, it strengthens the martian system formation scenario. Moreover, gas drag capture might leave some traces in the moons' materials and bulk structure.
Recently, an attractive giant impact model for the martian moons' formation is proposed [9]. In this model, impact ejecta uplifted into circum-martian orbits is mainly accreted into a massive satellite at a low orbit. Note that the favored mass of impactor for this model is several % of the Mars mass, which is smaller than the lunar mass and meets the estimated mass of an impactor which might produce the northern lowland of Mars. The massive satellite gravitationally enhances random velocities of ejected pieces remaining in higher orbits and promotes them to collide and agglomerate into a few small moons. The massive satellite eventually falls back to Mars due to tidal interaction with the parent planet, leaving two small moons near the present orbits of Phobos and Deimos.
If this model is correct, the timing of the giant impact may be determined from the chronometry of returned samples. This would arouse reinterpretation of the Martian geologic chronology related to possible huge impact basins including the northern lowland. The impact age as well as the cratering record on Mars may also provide clues to understand the large scale orbital evolution of planetary embryos, asteroids and comets that have been suggested to be affected by the orbital migration of giant planets [10].
In the numerical simulations of giant impact and subsequent ejecta accretion [9], the remaining moons are constituted from a mixture of nearly equal proportion of impactor and proto-Mars. In addition, most of ejected materials experience relatively weak impact-induced heating, avoiding severe homogenization due to melting and vaporization before agglomeration. This is consistent with the low bulk densities of the two martian moons compared to an intact rock, suggesting a loose aggregate structure of the moons.
It may therefore be possible to estimate the material properties of impactor and proto-Mars, separately, from returned regolith samples which are likely an admixture of fragments of moon building blocks. Its results would be essentially the first constraints for the physico-chemical state of proto-Mars as well as for the material supply to Mars. These constraints are clues to understand the earliest martian surface environment where chemical evolution potentially toward life was expectedly proceeding.
References: [1] Kuramoto, K. & Mars satellite sample return mission science team
(2015), Proceedings of the 48th ISAS Lunar and Planetary Symposium, SA6000045005. [2] e.g. Bibring, J.P., et al. (2007), Science, 312, 400. [3] e.g. Michalski, J. R., et al. (2013) Groundwater activity on Mars and implications for a deep biosphere. Nature Geoscience, 6, 133. [4] Dauphas, N. & A. Pourmand (2011), Nature, 473, 489. [5] Kokubo, E., & S. Ida (1998), Oligarchic growth of protoplanets. Icarus, 131, 171. [6] Kobayashi, H., & N. Dauphas (2013), Icarus, 225, 122. [7] e.g. Rosenblatt, P. (2011). The Astronomy and Astrophysics Review, 19, 1. [8] e.g. Kuramoto, K. (1997). Physics of the Earth and Planetary Interiors, 100, 3. Senshu, H., Kuramoto, K., & Matsui, T. (2002). Journal of Geophysical Research: Planets, 107, 1-1–1. [9] Rosenblatt, P. et al. (2016). Nature Geoscience, 9, 581. [10] Gomes, R., et al. (2005). Nature, 435, 466-469. | <urn:uuid:5693b251-c9fc-4fe6-bd72-59eb9c8b8392> | CC-MAIN-2022-27 | https://jaxa.repo.nii.ac.jp/index.php?action=pages_view_main&active_action=repository_action_common_download&item_id=20132&item_no=1&attribute_id=31&file_no=1&page_id=13&block_id=21 | 2022-06-27T21:25:49+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00294.warc.gz | 378,948,005 | 1,997 | eng_Latn | eng_Latn | 0.812128 | eng_Latn | 0.995126 | [
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MASS LIGHT NA5
by NORM.architects
Materials: Marble stone, acid-etched opal glass, 5 m fabric cord
Dimensions: Ø126 x H183 mm
Light Source: 1 x G9 – max 40W
Design Date: 2012
Story: When traveling cities such as Paris, Barcelona and New York, NORM.architects Kasper Rønn and Jonas Bjerre-Poulsen were fascinated by the street lamps; the characteristic cast iron top - looking a bit like a hat - with a semi transparent glass sphere at the base.
Back in the studio Kasper and Jonas detached the street lamps from its original use and transferred the shape and combination of materials in order to design an outstanding, indoor pendant – the MASS LIGHT. The pendant is made of brown marble and opal glass as the two architects were keen on creating a lamp made from natural stone, which can withstand everyday use. The unusual use of solid marble for a lamp gives an exceptional sense of quality and durability.
The pendant is also available as a chandelier version to illuminate big areas and fulfil a wide variety of use.
& the shape of MASS LIGHT is bold, strong and masculine. Yet feminine curves soften the expression. The wellknown shape lets you focus on the beauty of the marble, its aesthetic structures and brown colors.
NORM.architects
designed the MASS LIGHT Lamp
Tradition: Clean, functional, unobtrusive and long-lasting, NORM.architects consider their work to be both contemporary and modern. They strive to give each of their products personality in order to enable the user to experience and enjoy an emotional connection. With an obsessive attention to detail, the aim is to create functional objects that not only meet a functional need, but also provide joy. NORM.architects Kasper Rønn (born 1976) and Jonas Bjerre-Poulsen (born 1976) call it soft minimalism.
Though bearing a strong admiration for some of the purest minimalists such as Mies Van der Rohe, Donald Judd, and Noato Fukasawa, NORM are not easy to categorize. With his obscene attention to detail, the duo sees a kinship to the architect and designer Carlo Scarpa that they express in the little twist or playful detail they add to their design.
Both architects are graduates from the Royal Danish Academy of fine Arts in Copenhagen.
Innovation: NORM combines materials in a new way and rethink details, but this is as far as a design strategy goes. "We have no strict formula, every new design comes about in its own way, every invention is built on something already existing", says NORM. | <urn:uuid:cd44f5a4-5490-41b5-aa08-b2a9899cd6d9> | CC-MAIN-2022-27 | https://cdn.connox.de/m/100014/171286/media/andtradition/Mass-Light/NA5/Mass-Light-NA5-info.pdf | 2022-06-27T21:49:16+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00296.warc.gz | 213,521,498 | 553 | eng_Latn | eng_Latn | 0.996621 | eng_Latn | 0.996697 | [
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Puzzles
Butterflies in a Flutter
Our butterflies are all in a flutter. Rearrange the letters to find out who they are. All answers are at the bottom of the last page but no cheating!
(1) mad real rid
(2) cape okc
(3) dad anty pile
(4) me rot bin
(5) yeod loud cllew
Linking Words
Find a word that fits between the two given, to make two new words or phrases
Example:
fish (pond) weed fish pond pond weed
(1)
garden ( ) sparrow
(2)
honey ( ) keeping
(3) summer ( ) dial
(4) long distance ( ) bean
(5)
weeping ( ) warbler
Wild Flower Word Search
See if you can find the following wildflowers in the word search below:
meadow buttercup daisy
cow parsley ragged robin
clover wood sorrel
cornflower poppy
bluebell harebell
Can you get from SEED to BUDS in 5 steps changing only one letter at a time, and making a new word at each step. For example SEED to SEEN is ok but not SEED to VEED
Wildlife Riddle
Read the words below and then read the riddle. Can you guess which words match up best with each part of the rhyme.
Mountain Hare Song Thrush Swan Mussel Squirrel Hedgehog Common Blenny Salmon Bioluminescence Toad Guillemot
(1) I'm a prickly chap and I eat worms from the ground
(2) I'm called Bufo and I hop around
(3) Eating snails at my anvil is a favourite dish
(4) I must have clean water, I'm just that kind of fish
(5) I change colour in the winter snow
(6) There's some special magic that makes some worms glow
(7) You'll find me in a rock pool at the sea shore
(8) I hide in a shell on the river floor
(9) I have my young on rocks close to the sea
(10) My home is my dray high up in a tree
Question Answers:
Answers: Butterflies in a Flutter
(1) red admiral (2) peacock (3) painted lady (4) brimstone (5) clouded yellow
Answers: Linking Words
(1) hedge (2) bee (3) sun (4) runner (5) willow
Seeds to Buds
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U5/U6 Outdoor 2022 Program Outline
FOR WHO?
U5 - Players Born January 1, 2017 to December 31, 2017
U6 - Players Born January 1, 2016 to December 31, 2016
(Gender Specific play, unless not enough players register)
Players born 2016 & 2017 must play in this age group unlessexceptional circumstances are determined by the Technical Staff
PHILOSOPHY
To give players the opportunity to develop basic movement and ball mastery skills in a FUN setting, built around informal play and positive reinforcement.
At this stage of development, the emphasis is on Physical Literacy - Building players body control and developing the ABCs (agility, balance, coordination & speed)
Ball Mastery - players develop an understanding on how to manipulate the ball. The ball is their friend!
Children at this age love to use their imagination when they play so games are designed with this in mind. There should aim to be no activities where players wait in lines to perform a pre-determined movement or required action.
COACHING
Parent/Volunteer Coaches will be appointed for the season and will run the sessions each week, with assistance from the technical staff. Head coaches will receive a $100 credit towards their child's registration at the end of the season after equipment has been returned & upon submission of required team information and a valid Criminal Record Check to the SPDSA by the specified deadline. Only one head coach per team is eligible for the credit
A full season curriculum and individual session plans will be provided electronically for all coaches.
All head coaches and assistant coaches are required to complete the MANDATORY online Respect in Sports training. If you have one from another sport and was completed within the last 5 years, there is no need to redo the training. Please contact our office for the link to complete the RIS training and once complete, please email a PDF copy of your RIS Certificate to our office at firstname.lastname@example.org There is NO CHARGE for our members and fees are covered by the SPDSA.
U5/U6 Outdoor 2022 Program Outline
COACHING CONT.
The best qualities of a coach for this age player are,
Patience.
Good Humor.
A willingness to see the world through a child's eyes and speak their language.
One weekly session will be led by a Master Coach from the SPDSA Technical Department. The other weekly session will be run by the volunteer coach (session plans will be provided) Planting the seed of passion for soccer is the most important goal in this age group. All players must be active during activities and equal amounts of playing time given during fun games and 3 v 3 games.
PROGRAM STRUCTURE
The program is structured following the Canada Soccer and FIFA Preferred Training Model. In this approach, each training session is built around 4 activity station's that the players move through at regular intervals.
The 4 stations focus on, Fundamental Movement/Coordination, Soccer Technique, 1v1 games, and Small Sided Games. Addressing all 4 of these at each session will help develop well-rounded young players with a foundation in physical literacy, solid soccer skills and, ideally, an enduring love for the game.
FIELD SET UP
Two teams set their 20x30 yard fields up next to each other. They go through the first three activities then play the other team in the 3v3 game (1/2 the players from each team play on each field against ½ the players from the other team).
Each session is 60 minutes in length, with three activities of 10 minutes each (Fundamental Movement/Coordination, Soccer Technique, and 1v1 games) in 1 area of the field, followed by a 25-minute 3v3 game against another team.
U5/U6 Outdoor 2022 Program Outline
THE SEASON
Starting week of April 25th and ending the week of June 20th, 2022
2 x 60 minute sessions per week
Days of Play
Program takes place on either Monday/Wednesday or Tuesday/Thursday evenings either a 5.30pm or 6.30pm Start Time. (Times will rotate as much as possible. There is no option to choose a start time)
*PROGRAM DAYS AND TIMES ARE SUBJECT TO CHANGE
REGISTRATION AND FEES
Early Bird Rate - $215.00 - Paid in full at time of Registration
Regular Rate (Starting March 2nd) - $240.00 - Paid in full at time of Registration
Registration Deadline is March 22nd , registration can still take place after this date if space is available.
Fee includes uniform (jersey, shorts, socks). Players are required to have their own shin pads and Outdoor shoes.
*Please note that registrations received after March 22 may have players put on a waitlist, dependent on the program's availability.
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Beekeeping : A Compressive Guide to Bees and Beekeeping
Dharam P. Abrol
ISBN
: 9788172336691
Book Format: Book
E-ISBN
: 9789386237620
Binding: Hard Bound
Language: English
Edition: 1
Imprint
: Scientific Publishers
© Year: 2013
Pages: 896
Trim Size: 7.75 x 9.75
Weight
: 1680 Gms
Print Book: ₹4,400.00₹3,960.0010%Off
Individual E Book: ₹5,720.00
Institutional E Book: Price available on request
Blurb
This book shall serve as a reference book for students, teachers, and researchers and for all those interested in bees and beekeeping. This book will be useful to all those who wish to make beekeeping their hobby or as profession, entrepreneurs and even layman. Besides, the information provided in this book will be useful to pollination biologists, students, teachers, scientists of agriculture, animal behaviour, botany, conservation, biology, ecology, entomology, environmental biology, forestry, genetics, plant breeding, horticulture, toxicology, zoology, seed growers and seed agencies. It will be highly useful to motivate the young generation to fascinating world of honeybees and adopt beekeeping as a profession. Book as a guide for their problems evolving strategies.
Table of Contents
Foreword
Acknowledgements
Preface
1. Introduction
2. History and importance of beekeeping
3. Type of bees
4. Evolution and biodiversity of honeybees
5. Diversity of honeybee species
6. Biology of the honeybee
7. Form and function of the honeybee
8. Beginning beekeeping and establishment of apiary
9. Beekeeping equipments
10. Bee behaviour, learning and communication
11. Bee pasturage
12. Management of honeybee colonies
13. Migratory beekeeping - prospects and problems
14. Honey bee nutrition and supplemental feeding
15. Two queen colony system for high-honey yields and pollination
16. Honeybee breeding, mass rearing of queens and artificial insemination
17. The use of honeybees bees for pollination
18. Management of wild bees for pollination
19. Bee products
20. Value added products from bees and beekeeping
21. Diseases and enemies of honey bees
22. Breeding bees for disease resistance
23. Impact of inbreeding depression in honeybees
24. Quarantine control of honeybee diseases
25. Pesticidal toxicity to bees
26. Biotechnological potential of honeybees
27. Honeybees as bioindicators of ecosystem health
28. Beekeeping and subsidary industries
29. Handling, processing, storage and marketing honey
30. Genetically modified crops and beekeeping
31. Diagnosis of honey bee diseases
32. Conclusions
Glossary
Bibliography
This is computer generated document and does not require signature
Scientific Publishers
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Standards‐Based Instruction, Feedback, Grading and Reporting
Frequently Asked Questions
What is Standards‐Based Grading?
Standards Based Grading (SBG) is a philosophy that provides middle schools in Poudre School District a way to align grading, reporting and feedback to grade level standards. This feedback will be measured against the Colorado Academic Standards or the International Baccalaureate (IB) Criteria. It provides a more accurate measure of a student's strengths and areas for growth. Poudre School District is committed to the intentional use of this type of feedback.
Why have PSD middle schools moved to standards‐based grading and reporting?
Middle Schools in Poudre School District have been making this transition over the past 8 years. The process began with research about best practices during the district's shift from junior high schools to middle schools. Middle schools across the district began to look at ways that we could give students and educators a better and more robust look at performance. The goal is to provide feedback that can monitor and communicate growth over time. Recent research tells us that one of the best ways we can help students succeed is for students to understand where they are with their learning and set goals with this knowledge. During this transition, our schools have been able to better understand student progress and provide opportunities for students to meet the targets and go above and beyond grade level expectations.
What is consistent or varied across the middle schools?
All middle schools in Poudre School District will continue using the Standards‐Based Grading model in the 2016‐2017 school year. All schools will be using the district's tool to track and communicate student progress through StudentVUE and ParentVUE. Our three IB middle schools will communicate student progress towards the IB Criteria and the remaining six middle schools will communicate progress towards the Colorado Academic Standards. Some procedures and decisions for tracking student progress may vary among schools – educators and families are encouraged to discuss these with the administration at the individual school.
How is student progress tracked and communicated?
Student performance is tracked at a more granular level in Standards‐Based Grading. The information will be reported in a more visible representation of student learning through our StudentVUE and ParentVUE system with numerical values and bar graphs specific to each standard within a subject area.
Typically, as a parent, you would see one letter grade for a student for a specific course. In a standards based grading system, a student is given feedback against specific standards (learning outcomes). This type of reporting allows parents and students to see strengths and areas for growth. This reporting provides educators with more actionable information and allows us to monitor and enhance learning of individuals and groups of students.
How is this different than traditional grade reporting with A‐F?
In a traditional system (based on 100 point scale), students do work that includes classwork, homework, projects, tests and quizzes. The points earned are added up and divided by the total possible points to give students one final letter grade to represent all skills and content from an entire class. The scores are usually based on what type of assignment they are rather than toward a specific outcome. Non‐academic factors may also come into play that could include attitude, effort or participation. This type of information about student learning and/or progress is hard to monitor.
In a Standards Based Grading system, students are given information about how well they have mastered a specific outcome. The work over time allows students to see specific movement against these outcomes. Scores and work are tracked over time to give the teachers, students and families a detailed picture of their progression in learning. This provides more specific information regarding learning, strengths and areas of growth.
What process led to the model being used in 2016‐2017?
The decision to shift from a letter grade to a numerical grade was made by all 9 middle schools in the fall of 2014. A representative team from each middle school met in the fall of 2014 several times to work on how to enhance our work with standards‐based reporting and ultimately provide better feedback to students and families. During this process, feedback was gathered from staff and families. The recommendation and decision were made to move forward with this model during the 2015‐2016 school year. In the 2015‐2016 school year, all middle schools continued using the standards‐based model but the reporting remained with traditional letter grades as the technology tool was enhanced.
How do staff and families find out more information, ask questions, or provide feedback?
The administration and teaching staff at each middle school can answer specific questions regarding Standards Based Teaching, Learning and Reporting. You can also provide feedback directly to the administration at your middle school. | <urn:uuid:14e9616b-ccfa-4a40-955b-6a4d3c5f5972> | CC-MAIN-2022-27 | https://kin.psdschools.org/kin/sites/kin/files/2021-03/PSD_StandardBasedGrading_FAQ_July2016.pdf | 2022-06-27T21:18:08+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00297.warc.gz | 388,785,451 | 951 | eng_Latn | eng_Latn | 0.999113 | eng_Latn | 0.999207 | [
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Strength Training and Speed Development for Distance Runners
Claud Spinks Eagle's Landing High School firstname.lastname@example.org
Coachspinks.com @coachspinks
The goal…..PRs, be competitive late and win races
Some thoughts -
* Strength training is not a substitute for running.
* Some coaches think if you have time to strength train….run more.
- We do our strength training during practice time without lengthening practices
* We don't use the weightroom. We keep it simple and in the stadium
* Strength training….not weightlifting
* One part of an overall training program
* If you can run faster over 400m you can run faster for 1600, 3200 or 5K
* Eagle's Landing boys 4 x 400m relay teams have run 3:18 or faster for 5 straight years. 90% of the members ran xc. The girls ran 3:52 and 3:58 (B team) 7 out of 8 girls ran XC.
We think speed almost every day:
* #1 Strength Training
*#2 Speed Training
- The goal is to develop USABLE speed
- Everything begins with aerobic development!
- Let's look at an example of what I mean by increased speed for distance runners….
#1 Strength Training
*Try to schedule workouts after your runs
*Divided into lower and upper body (focus is on lower)
*Do lower body (legs) after your hard days. Make your rest days a REST day.
*Stretch well after your workouts
*Strength Training is PART of an overall training program
*Most strength training is done with body weight
*Your goal is to run/race faster!
The training year
Summer - add mileage and strength.
Fall - continue mileage and strength. As you get closer to the end of your season start cutting back the strength training.
Winter - similar to summer
Spring - similar to fall, continue strength training but as you get closer to the big day cut back
*
Lower Body
Shoot for 2 leg/lower body workouts per week
*
We use 3 basic exercises (4 for the advanced)
* 10 - 12 reps per exercise (except lunges)
*
Work up to 3 sets of each exercise per session
Leg Exercises - keep good form and body alignment and arm action
*Bench step ups - explode up and extend with your lower leg
*Bench Squats - thigh should go parallel to the floor but not past 90 degrees
*Lunges - thigh should go parallel to the floor but not past 90 degrees
*Bench Jumps - don't do these unless supervised by your coach
Explode up. Use correct arm motion
Bench Step ups
Start with 1 set of 10, work up to 3 sets of 10
Bench Squats
Thigh should go parallel to the floor but not beyond Use correct arm motion
Lunges
Upper Body
* Shoot for 2 workouts per week
* Use spotters if needed
* Shoot for 10 or more reps during each set
* Add sets as you get stronger - up to 3 total of each exercise
Upper Body Exercises
* Pull-ups - use wide grip
* Dips - keep your chin up and bring your elbows to 90 degrees
* Pushups
Abs and Lower Back
* Shoot for 4 - 6 different exercises
* Use time instead of reps to measure yourself
*
Start with 30 seconds and work up to 1 minute or more of each one
*
Work lower abs, upper abs and sides (external obliques)
Hip Series - strength and flexibility (injury prevention)
* Fire Hydrant
* Straight back
* Forward circle
* Backward circle
https://www.youtube.com/watch?v=La3xYT8MGks
#2 Incorporating Speed into your training
* Form Drills (A skips, B skips, high knees, etc)
* Strides and falling start strides
■ Summer and early season do 4-6 strides about 50 - 70m twice per week.
■ Later do 6 strides of 100/120m 3 times per week.
■ Give yourself full rest between strides
Falling Starts
* Fall forward
* Wait as long as possible to take your first step
* Stay on your mid-foot as long as possible
Hills
* Promotes good form and strength
■ Hill repeats - 300m to 400m hill, run up the hill at a moderate pace, jog down
■ Hills on runs - find a hilly loop
■ Hilly blasts - run up the hill for 10 seconds, walk back down
The little things
* Rest
* Stretch
* Hydrate
* Stretch/Warmup
* Injury prevention and care/ice
* Have fun at camp, don't race every run
Rest and sleep
*
Eat healthy
Another good example of speed development
https://www.nfhsnetwork.com/events/ghsa/78975c6b59#
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Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
Students explore how dominant narratives about their community are created and reinforced through web searches, algorithms, history textbooks, & media. After identifying what the dominant narratives are regarding their community, students then disrupt and speak back to the dominant narrative by creating their own counter narratives.
Facilitation Notes:
This lesson is best taught once students have discussed an awareness of identity, how we carry these intersecting identities, and how our identities affect the way we navigate the world (race, ethnicity, class, gender, religion, sexuality, ability, & more).
Check out the Photoville lesson plans themed Identity and Representation for resources to have these discussions.
1. Begin with a warm up activity. Have students, individually or in groups of 2-3, create a web search of a community or neighborhood they identify with. Search terms such as: 'beautiful' or 'women bronx' provide results for generative discussion. This conversation can also be generated through school curriculum especially within Social Studies courses by bookmarking how often students see their identities represented in the curriculum. Then, have students create a list of their noticings through the following guiding questions:
* Who is represented?
* What is implied by this Google search?
* Which stories are missing? Who is missing?
* Is this a full picture?
* Extended questions:
→ How often do you see your community reflected in what you're learning?
→ What have you learned about your personal identity & community from school?
→ When have you seen your family represented in what you're learning? In art pieces?
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
Wendy Barrales AUTHOR
middle–high school GRADE LEVEL
3–5 sessions TIME REQUIRED
internet access, paper, pen, post-its MATERIALS NEEDED
KEY IMAGES
Image Bank WOC Archive WOC Archive Instagram
ADDITIONAL RESOURCES
photoville.com/edu
The Photoville Education program is in partnership with:
Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
Points to Consider:
* Searching the web is one of the fastest and most common ways that we obtain information so it's important to think critically about who is missing.
* Dominant narratives in algorithms, textbooks, and other forms of media & text are all created by a human, and that human's lived experience affects the way those artifacts are created. Many times, the artifacts are not created from the community represented and we should be critical of the identities people carry and their relationship to how a story, image, or algorithm is created.
2. Another way to begin this conversation is through the work of Kehinde Wiley. First, show a more traditional painting by Google searching 'Napoleon Bonaparte painting.'* Then, ask students to write a story about this image, or journal about the following questions:
* What is this painting telling us?
* What identities are showing up?
* How are these identities being represented?
* What words (adjectives) would you use to describe this image?
Debrief through a partner share or in a small group. After students share their initial thoughts, show Kehinde Wiley's Rumors of War as a reimagined counter narrative. Take note of the images 'Officer of the Hussars' and 'Napoleon Leading the Army over the Alps'.
Now, answer the same questions (above) for Kehinde Wiley's counter-narrative piece.
3. Define dominant narrative & counter narrative: Dominant narrative can be used to describe the lens in which history is told by the perspective of the dominant culture. This term has been described as an "invisible hand" that guides reality and perceived reality. They also continue to reproduce inequalities in that they do not tell the full story and have historically been rooted in the experiences of cis-heterosexual white men. A counter narrative speaks back to the dominant narrative and nuances the story — fills the gaps.
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
4. Create a T-chart on a large piece of paper or on the board, labeled dominant narrative (or Napoleon Google search) on the left and counter narrative (or Kehinde Wiley) on the right.
Students will list respond to the following questions about each image. They will write their answers on post-its and place them in respective categories, dominant narrative and/or counter narrative.
* Who is represented?
* What is implied by this visual representation and comparison?
* Which stories are missing? Who is missing?
* Is this a full representation of your community? Is this a full picture of who you are?
In a whole group discussion, ask students to take note of what they notice listed in each column.
5. Discuss what a counter narrative would look like. Using the example above, how would we speak back to classic art? Who is not included in the types of pieces? Using the 'women bronx' example, who is not included in this google search? Who lives in this neighborhood? What are our lived experiences and how can we make these experiences more visible? Which parts of our experiences do we want to highlight? Showing Kehinde Wiley's piece as an example of a counter narrative, what would yours look like?
6. As individuals or as a group, students will explore their own dominant and counter narratives. Create a T chart and label each side dominant narratives and counter narratives. What are some dominant narratives that are perceived about a specific identity, community, neighborhood, of which you feel connected to? List them on the left side of the column. Now that you've brainstormed dominant narratives, add to the counter narrative column: how do you want to speak back to those dominant narratives? How do you want to nuance this story?
Facilitators Note: It's best to choose narratives you identify with because of the sensitive nature of retelling stories and the importance of being the authors of our own stories. Many times, dominant narratives can be associated with stereotypes but not always.
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
7. Create counter narratives through the creation/selection of photographs. Choose five photos (existing, take new ones, or collage) that you will caption and curate to speak back and disrupt dominant narratives. Get creative! Consider the following methods:
* Create a themed collage with photos that represent parts of your narrative that are not always seen. You can create this collage by juxtaposing photos as a way to show your complexity.
* Capture your home life or your commute to school, what parts of these moments do you want others to know? What do we learn about your identity through these photos?
* Choose a specific dominant narrative and speak back. What photograph would you create that provides a counter story to what a general audience would assume?
7. Exhibit and showcase your projects! Group student projects by themes (you'll notice that the project themes will overlap and have trends based on identity, historical event, neighborhood etc.) Have students create an artist statement to accompany their projects.
Artist Statement Template:
ARTIST NAME
Title of your piece
Materials used to create your piece YEAR, CITY, STATE
Paragraph 1: At least 3 sentences for your biography. Include your name, pronouns, age, how you identify, etc. Include how you identify as an artist
Paragraph 2: A general introduction to your work including dominant & counter narratives you explored through this activity.
Paragraph 3: Discuss your photo selection process and what inspires you. What materials you used etc. (Collage? Existing photographs? Where/When/How you took the photos)
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings. | <urn:uuid:68680e95-a3a7-439d-aa66-f793b23404df> | CC-MAIN-2022-27 | https://photoville.com/wp-content/uploads/lesson-plans/PV2020_LessonPlans_CounterNarratives_2.pdf | 2022-06-27T20:40:56+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00297.warc.gz | 504,019,817 | 1,840 | eng_Latn | eng_Latn | 0.99788 | eng_Latn | 0.998286 | [
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WINTER QUARTER SUNDAY SCHOOL 2016-2017 THEME: CREATION AND SALVATION UNIT TWO – ALL CREATION PRAISES GOD
"LET EVERYTHING IN CREATION PRAISE THE LORD…HALLELUJAH!"
Sunday School Lesson No. IX – January 29, 2017
Presented by Rev. Frank A. Davis, III Pastor-Teacher
Lesson Text:
Psalm 148:1-14 (NLT)
Required Reading: Psalm 148 – 150
Motto Texts:
Psalm 148:5 (NLT), "Let every created thing give praise to the LORD, for he issued his command, and they came into being."
Reliable Resources: The John Phillips Commentary Series; Union Gospel Press Expositor and Illuminator; The Treasury of David by C. H. Spurgeon; Standard Lesson Commentary; Understanding the 66 Books of the Bible by Dr. David Jeremiah; Precepts for Living (UMI); Word Search 10 Electronic Library; Bible Exposition Commentary; Logos Bible Software
INTRODUCTION
Beloved, the last five Psalms all begin and end with a Hallelujah! This word in the Hebrew means "Praise Ye the Lord!" But what does that earnestly mean? Quoting the Union Gospel Press Expositor and Illuminator in Heart of the Lesson: "Praise the Lord! Sometimes it is spoken as a command. Sometimes it is spoken as a response to what God has done. But what does it mean to praise the Lord? When we praise the Lord, we give Him the glory and honor He deserves; we exalt His name."
Beloved, let us end the five praise lessons from the Psalms with a hearty Hallelujah! or "Praise Ye the Lord!" Now with the influence of Dr. John Phillips I present the message "Let Everything in Creation Praise the Lord…Hallelujah!"
Anticipated Power Points:
- Praise our God Terrestrially. Psalm 148:7-14
- Praise our God Celestially. Psalm 148:1-6
"Let Everything in Creation Praise the Lord…Hallelujah!"
LESSON OUTLINE
I. Praise our God Celestially. Psalm 148:1-6
Beloved, Dr. John Phillips declares: "This Psalm is pure praise. It contains not a single prayer, plea, or petition, only praise. The Psalmist warms to his theme. His vision is expanded, his soul soars skyward, he mounts up on eagle's wings. He calls on all those high in glory to praise the Lord…animate and inanimate, pure spirit and human being, all alike are summoned to sing."
A. Let God be forever worshipped and praised! vss. 1-4
1. By all the visible attributes of the sky and space. vs. 1
2. By all the angels, seraphim, cherubim and all heavenly creatures unknown to man. vs. 2 Job 38:7(NLT), "as the morning stars sang together and all the angels shouted for joy?"
3. God is worshipped by the billions of stars, moons and planets in and out of our solar system! Our God is awesome! There is a praise from every area of the atmosphere. From the highest level to its lowest; from the unseen waters above to the oceans below, all give praise to our God! (Genesis 1:7)
B. Let God be praised! vss. 5-6
Why? vs. 5 – Because He created everything! Not only did God create but He maintains everything to continue to do what it was created for.
Vs. 6 helps us to truly see the magnitude of God's work. He controls everything. "By an unalterable decree, He has 'permanently ordered and regulated the world of nature.'" (Barker and Kohlenberger, eds., The Expositor's Bible Commentary Abridged, Zondervan).
II. Praise our God Terrestrially. Psalm 148:7-14
Now the Psalm writer peruses the terrestrial or earthly influence of our God and earth's relationship to His awesome power, might, and authority.
Note the Bible Knowledge Commentary: "148:7-12, The psalmist summoned all earthly hosts to praise the Lord. Sea creatures, elements of nature. Psalm 147:15-18(NLT), 'He sends his orders to the world-how swiftly his word flies! He sends the snow like white wool; he scatters frost upon the ground like ashes. He hurls the hail like stones. Who can stand against his freezing cold? Then, at his command, it all melts. He sends his winds, and the ice thaws.'"
John Phillips declares that fire, hail, snow, hurricanes, typhoons, fog, tornadoes, etc. "all give voice to their Creator." Beloved, everything terrestrial gives all of its honor and praise when called upon by our Creator. Mountains, as they point their peaks toward Him; volcanoes, as they send the towering smoke towards Him! The bowing down of fruit trees laden with their produce. The beauty of the fine trees used to build and decorate homes and furniture all praise God in their use. The flying birds, cattle on a thousand hills, fishes of the sea – all shout Hallelujah! towards our God, because He created all for His glory. HALLELUJAH!
The many peoples at every rank and file are created to bring glory, honor, worship and praise unto the Great God and Creator of the entire universe. Note verses 13-14 of the Psalm: "One reason they should praise is that His name is glorious. As Creator, His own splendor is greater than that of all His creation. Also, He had raised up…a horn (a strong one, i.e., a king; 89:17; 132:17) for His beloved Israel. So again the psalmist summoned the people's praise (Hallelujah) for God's word and His work in Israel."
CLOSING
I close with the lyrics of a great hymn by Mrs. C. H. Morris: "O magnify the Lord with me, Ye people of His choice. Let all to whom He lendeth breath Now in His name rejoice. For love's blest revelation, For rest from condemnation, For uttermost salvation, To Him give thanks. Refrain: Let all the people praise Thee. Let all the people praise Thee, Let all the people praise Thy name, Forever and forevermore."
Bibleway Missionary Baptist Church, New Orleans and Little Bethel Baptist Church, Amite City, LA Mailing Address: Post Office Box 19768, New Orleans, LA 70179-0768
Phone: (504) 486-7876 Email: email@example.com
Website: www.thestudyhour.com
TV Broadcast: WHNO TV-Channel 20, Sunday, 6:30 a.m.
Looking Ahead: February 5, 2017 Galatians 3:26 – 4:7
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Weekly Newsletter
5th February 2021
NOTE FROM HEAD TEACHER
As-salaamu alaikom
Dear Parents / Guardians / Carers,
It is Children's Mental Health Week and Year 6 pupils participated in a Wellbeing Workshop led by Dr Khan, a psychologist.
Mrs Ghafori
I logged in too, eager to pick up some tips at a time where all of us begin to feel the strain of an increasingly challenging lockdown. Dr Khan emphasised the importance of exercise to release endorphins (produced by the body to relieve stress and pain) and suggested to share three positive things that have happened during the day with loved ones to 'spread positivity' or simply reflect on what we can be grateful for. And as I am writing my weekly Newsletter contribution from the comfort and safety of my home, a lovely cup of coffee next to me, I know that there is so much to be grateful for; the saying goes 'count your blessings' and even in these testing times let us remember that our blessings are too numerous to count. Al hamdu'lillah. Wasalaam
AbdurRahman
WE ARE HISTORIANS
Year 5 & 6 are looking at communication through the ages and the impact of inventions like the printing press and the telegraph. Here are their adverts to sell this 'new invention'!
Maryam
Zainab
Year 3 have been learning about life in Victorian times, sorting differences between school life then and now!
Events this week
AYAH OF THE WEEK
'My success can only come from Allah, in Him I trust and to Him I look.' (Quran 11.88)
The Right of the Fortnight
Article 3: The best interests of the child must be the top priority in all things that affect children.
ASSEMBLY
Mrs Chaudhry spoke about Safer Internet
Day which takes place next week, information we see online and
exploring the reliability of the importance of verifying what
we read.
Key Stage 1
Pupil Voice
Which science activities have we done at home?
"I have done science experiments from my science kit. I have learnt that some science can be messy and some cause explosions." Sara B, Year 3
"A volcano experiment -we used vinegar and bicarbonate of soda." Hassan, Year 3
"Through Winter Watch, I learnt different seeds attract different birds. If you put peanuts out you will attract pigeons, squirrels and female black birds. Sunflower seeds attract robins, gold finches, blue tits." Junayd, Year 5
"I did an experiment to learn about liquid densities. I mixed oil, water and food colouring and they separated into different layers." Iqraa, Year 5
"At home, we have carried out so many practicals and have learnt about refraction, reflection, shadows and a lot about light through them." Perry, Year 6
Year 1 have been learning about the beautiful names of Allah.
Year 2 created their own healthy menu plan in Science.
CERTIFICATES
Y1: Hafi Munir
Y2: Maryam Hussain , Irtaza Khan
Y3: Ibrahim Abbasi
Y4: Taa'ib Akbar, Sarah Ahmed
Y5: Eman Hafeez
Y6: Zakariya Nabulsi
Next Week:
Safer Internet Day 9th Feb. 2021 | <urn:uuid:561f11d4-68b8-4b19-8e6b-dc2b62596729> | CC-MAIN-2022-27 | https://www.mmps.miet.uk/wp-content/uploads/2021/02/Newsletter-5-February.pdf | 2022-06-27T20:44:01+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00298.warc.gz | 956,894,191 | 715 | eng_Latn | eng_Latn | 0.997117 | eng_Latn | 0.997117 | [
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June 27, 2019
Flooding Reform Ministry of Natural Resources and Forestry 2 nd Floor South 300 Water Street Peterborough, ON K9J 8M5 firstname.lastname@example.org
To whom it may concern,
RE: Improving the province's resilience to flooding
Thank you for the opportunity to provide feedback and suggestions on improving Ontario's resilience to flooding. We, the undersigned organizations, have several practical recommendations on how to make our province as flood resilient as possible. Extreme weather events in recent years have demonstrated the threat floods pose to our communities, and 2019 was no exception with thousands of homes damaged and Ontarians displaced. In addition to the risk posed to people and property, floods also represent a significant financial burden in the province. In 2018 the Insurance Bureau of Canada reported that severe weather damages including flooding resulted in $500 million in insured losses in Ontario over the prior year 1 . The first thaw alone in Ontario caused over $70 million in damages as of April 2019, with costs surely rising as floods and high water levels continue to cause damage across the province 2 .
There is no doubt that the risk to people and property, and the financial burden of business-as-usual, is unacceptable. It is imperative that we employ policies and tools that create resilient and healthy watersheds and communities, as we are expected to encounter more frequent rain events of increasing severity in the years to come 3 . In order to make our watersheds, shorelines, and communities more resilient to flooding we recommend: supporting integrated watershed management, investing in conservation authorities, protecting wetlands, restoring habitat and
1 (April 2017-April 2018) Insurance Bureau of Canada. Media Release. Early April Storm causes more than $85 million in insured damages across Ontario and Quebec
2 Insurance Bureau of Canada. Media Release. Ontario Thaw Causes Over $70 Million in Insured Damage.
3 An Assessment of the Impacts of Climate Change on the Great Lakes. The Environmental Law & Policy Centre. 2019: http://elpc.org/wp-content/uploads/2019/03/Great-Lakes-Climate-ChangeReport.pdf
BY EMAIL & REGULAR MAIL
planting trees. Additional information on these recommendations is outlined in more detail below. These recommendations represent our preliminary thoughts on creating flood resilient communities, and we look forward to providing further feedback when the Ministry presents proposed plans of action.
Integrated Watershed Management
In order to have effective flood mitigation policies, an integrated watershed management approach is essential. Integrated watershed management (IWM) provides direction to human activities in order to protect and rehabilitate water, and the aquatic and terrestrial health as well as the social and economic resources and assets in the watershed 4 . Through an IWM model, conservation authorities and other organizations are able to achieve coordinated management of the watershed in a way that protects people and property, as well as the health of ecosystems within the watershed.
Using an IWM model addresses the most important factor in watershed management and flood protection: what happens upstream has impacts downstream. Large scale flooding cannot be managed by one municipality or county, and flood waters flow across jurisdictions throughout watersheds. Therefore, using a watershed scale is necessary to properly understand flood risk and mitigate against flooding. Conservation authorities are key agencies with the technical expertise and scope to implement true IWM, and they should be enabled to deliver IWM through their existing core programs and services including natural resource management.
Investing in Conservation Authorities
Further to our recommendation to enable conservation authorities to implement IWM, we also recommend that there be an investment made in conservation authorities and the services they provide in flood mitigation. We were extremely disappointed with the recent announcement to cut provincial transfer payments for flood hazard mitigation to conservation authorities by 50 per cent. With impacts from climate change becoming more frequent and severe, the only changes to this funding should be to increase it. We therefore recommend this funding be restored, as well as additional provincial investment in flood plain mapping, and support for conservation authorities and others to use innovative forecasting and flood warning tools.
Investments should be made to support conservation authorities, and their jurisdiction in the planning system (s28 of the Conservation Authorities Act) should
4 Overview of Integrated Watershed Management in Ontario. Conservation Ontario. 2010. https://conservationontario.ca/fileadmin/pdf/policy-priorities_section/IWM_OverviewIWM_PP.pdf
be respected and supported in regards to floodplain regulations. There is no replacement for the knowledge and expertise that conservation authorities hold, and they are the best suited agencies to protect Ontario communities from floods as they are the only agencies operating at the watershed scale on these issues.
Protecting Wetlands
Preserving and restoring Ontario's wetlands is a practical way to enhance resiliency to flooding, especially in southern Ontario. There are very few remaining wetlands in southern Ontario, and strong protection for those that remain is absolutely essential to flood resilience. Wetlands and naturalized shorelines provide capacity for water to be stored and slowed down from flooding developed areas. They also trap sediment and pollutants while naturally filtering water and improving overall quality. Natural infrastructure can be extremely cost effective in mitigating flooding, for example in the Town of Oakville, a 250-metre naturalized channel provides up to $1.44 million in flood protection annually 5 .
Wetlands are natural infrastructure assets that should be strongly protected, and we recommend strengthening the provincial policy statement to deem every wetland as provincially significant until an assessment determines otherwise. While communities are facing increasing threats from extreme weather and flooding, it is imperative that we take bold action to protect the natural infrastructure we have left. We must also take steps to restore habitats and create natural infrastructure where possible.
Protecting and Restoring Natural Heritage
Further to the above recommendations on protecting and restoring wetlands, we must protect, restore and create natural heritage with the goal of climate resilience. One great example of investing in natural infrastructure is the 50 Million Tree Program run by Forests Ontario. It was extremely disappointing to see provincial funding cancelled for this program in late April of this year. Increased tree cover makes watersheds more resilient to flooding, and some regions in Ontario are desperate for additional tree cover. In southwestern Ontario, particularly in Windsor and Chatham-Kent, there is less than 10% tree cover making the region extremely vulnerable to severe flooding. Comparatively, 30% forest cover is considered marginally healthy with anything less being considered at risk; therefore 10% forest cover represents extreme vulnerability 6 .
5 Combatting Canada's Rising Flood Costs: Natural infrastructure is an underutilized option. September 2018. Insurance Bureau of Canada: www.ibc.ca/on/resources/studies
6 Back to Basics:2018 Environmental Protection Report. Environment Commissioner of Ontario. https://docs.assets.eco.on.ca/reports/environmental-protection/2018/Back-to-Basics.pdf
Tree planting is an investment in natural infrastructure and in making our communities more resilient. For example, Forest Ontario calculated that the GDP impact of tree planting in southern Ontario is over $12.7 million annually 7 . We therefore recommend that the provincial government invest in similar programs across the province with the goal of increasing the province's resilience to flooding. Specifically, we recommend dedicating 15% of all infrastructure funding to implementing natural infrastructure (also called living green infrastructure).
In Conclusion
We trust that these recommendations will be duly considered in the consultation on improving Ontario's resiliency to flooding, and appreciate the opportunity to participate. In closing, we urge the Ministry of Natural Resources and Forestry to recognize the necessity of managing flood mitigation at a watershed scale and the importance of natural infrastructure. There is no need to reinvent the wheel when it comes to protecting our communities from flooding. This goal can be achieved by investing in our existing agencies (eg, conservation authorities) and by protecting and restoring our natural infrastructure (eg, wetlands and forests).
Sincerely,
Kelsey Scarfone, MS Water Programs Manager Environmental Defence Canada
Anastasia Lintner, PhD, LLB Special Projects Counsel, Healthy Great Lakes Canadian Environmental Law Association
This letter has been endorsed by the following organizations:
7 The Economic Value of Tree Planting in Southern Ontario. Green Analytics and Forests Ontario. February, 2019. https://www.forestsontario.ca/wp-content/uploads/2019/03/Green-Analytics-Report-The-Economic-Value-ofTree-Planting-in-Southern...-1.pdf
Cassie Barker Executive Director Women's Healthy Environment Network
Linda Heron
Chair
Ontario Rivers Alliance
Paul Mero
Interim Executive Director
EcoSpark
Liz Benneian
Executive Director and Manager, Environmental Education Ontariogreen
Professor, Engineering and Public Policy Program McMaster Univeristy
Terry Rees
Executive Director Federation of Ontario Cottagers' Association (FOCA)
Susan Robertson
, MCIP RPP MES(Pl)
Principal Planner
People Plan Commtunity
Amila Dreise
Interim Ontario Director
A Rocha Ontario
CCKT
Concerned Citizens
of King Township
James Bruce Craig
Chair
Concerned Citizens of King Township
Doris Grinspun, RN, MSN, PhD, LLD(hon), Dr(hc), FAAN, O.ONT Chief Executive Officer Registered Nurses Association of Ontario
Margaret Prophet
Executive Director Simcoe County Greenbelt Coalition
Sandy Agnew
Vice Chair
AWARE Simcoe
Donna E. Baylis
Director, North Dufferin Agricultural & Community Taskforce Executive Director, Food & Water First
Lino Grima
Secretary Sierra Club of Ontario
Marwa Selim
Program Manager & Advocacy Coordinator BurlingtonGreen Environmental Association
President Environment North
Graham Saunders
Norman Wingrove
Acting President
Blue Mountain Watershed Trust Foundation
Andrew McCammon
Executive Director Ontario Headwaters Institute | <urn:uuid:38e6957b-6ec7-4436-9173-f1c27c6edbc2> | CC-MAIN-2022-27 | http://www.ontarioriversalliance.ca/wp-content/uploads/2019/06/2019-06-27-Ontario-Flooding-Consultation-Joint.pdf | 2022-06-27T22:04:00+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00300.warc.gz | 106,207,125 | 2,035 | eng_Latn | eng_Latn | 0.675786 | eng_Latn | 0.991705 | [
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Enter the dates for has received to date.
each vaccine your child
Specify the month, day, such as 01/01/2010.
and year of each dose
Hepatitis B
Pertussis
Haemophilus influenzae
Polio
Measles, Mumps,
Rubella (MMR)
Chickenpox
(varicella)
Hepatitis A
Pertussis (Tdap)
Immunizations required for child care, early childhood programs, and school.
Name
Birthdate
Diphtheria, Tetanus,
(DTaP, DT, Td)
type b (Hib)
Pneumococcal (PCV)
Tetanus, Diphtheria,
Birth to 6 months
12 -24 months
At
Kindergarten
At 7th grade
Vaccine
Immunization Form
Meningococcal
(MCV4)
Minnesota law requires children enrolled in child care, early childhood education, or school to be immunized against certain diseases, unless the child is medically or non-medically exempt.
Instructions for parent or guardian:
1. Fill out the dates in chronological order even if your child received a vaccine outside of the age/grade category that the box is in. Depending on the age of your child, they may not have received all vaccines; some boxes will be blank.
* Your doctor or clinic can provide a copy of your child's immunization history. If you are missing or need information about your child's immunization history, talk to your doctor or call the Minnesota Immunization Information Connection (MIIC) at 651-201-3980 or 800-657-3970.
* If you have a copy of your child's immunization history, you can attach a copy of it instead of completing the front of this form.
2. Sign or get the signatures needed for the back of this form.
* Verify history of chickenpox (varicella) disease in section 2.
* Document medical and/or non-medical exemptions in section 1.
* Provide consent to share immunization information (optional) in section 3.
At 12th grade
Instructions: Complete section 1 to document a medical or non-medical exemption, section 2 to verify history of varicella disease, and section 3 to consent to share immunization information.
Name
1. Document a medical and/or non-medical exemption (A and/or B).
A. Medical exemption: By my signature below, I confirm that this child should not receive the vaccines marked with an X in the table for medical reasons (contraindications) or because there is laboratory confirmation that they are already immune.
Signature:
Date:
(of health care practitioner*)
2. History of chickenpox (varicella) disease. This child had chickenpox in the month and year
My signature below means that I confirm that this child does not need chickenpox vaccine because:
I am a health care practitioner and this child was previously diagnosed with chickenpox or the parent provided a description that indicates this child had chickenpox in the past.
I am the parent or guardian and this child had chickenpox on or before September 1, 2010.
Signature:
Date:
(of health care practitioner*, representative of a public clinic, or parent/ guardian). Parent can sign if chickenpox occurred before September 2010.
*Health care practitioner is defined as a licensed physician, nurse practitioner, or physician assistant.
Minnesota Department of Health - Immunization Program (2019)
Place an X in the box to indicate a medical or non-medical exemption. If there are exemptions to more than one vaccine, mark each vaccine with an X.
B. Non-medical exemption: A child is not required to have an immunization that is against their parent or guardian's beliefs. However, choosing not to vaccinate may put the health or life of your child or others they come in contact with at risk. Unvaccinated children who are exposed to a vaccine-preventable disease may be required to stay home from child care, school, and other activities in order to protect them and others.
By my signature, I confirm that this child will not receive the vaccines marked with an X in the table because of my beliefs. I am aware that my child may be required to stay home from child care, school, and other activities if exposed.
Signature:
Date:
(of parent or guardian in presence of notary)
Non-medical exemptions must also be signed and stamped by a notary:
This document was acknowledged before me on
(date)
Notary Stamp by
(name of parent or guardian)
Notary Signature:
STATE OF MINNESOTA, COUNTY OF
3. Consent to share immunization information: This school is asking for permission to share your child's immunization record with Minnesota's immunization information system. Giving your permission will:
* Support your school in helping to protect students by knowing who may be vulnerable to disease based on their immunization record. This can be important during a disease outbreak.
* Provide easier access for you and your school to check immunization records, such as at school entry each year.
Under Minnesota law, all the information you provide is private and can only be released to those authorized to receive it. Signing this section of the form is optional. If you choose not to sign, it will not affect the health or educational services your child receives.
I agree to allow my child's school to share my child's immunization documentation with Minnesota's immunization information system:
Signature:
(of parent/guardian)
Date: | <urn:uuid:24dc0108-6f0c-4749-826c-6a827779dca6> | CC-MAIN-2022-27 | https://img1.wsimg.com/blobby/go/bec2a24f-5c7b-4f0a-ad92-dccd7c5d185a/downloads/Immunization%20Form.pdf?ver=1653053305768 | 2022-06-27T22:10:36+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00299.warc.gz | 369,947,736 | 1,145 | eng_Latn | eng_Latn | 0.993268 | eng_Latn | 0.996166 | [
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Multi-targeted antioxidant power
Virtually everything found in whole citrus fruits!
Why you need vitamin C
Vitamin C has long been thought of as the cold season antioxidant — but C doesn't stop there! A continuous, plentiful supply of vitamin C supports your immune system and promotes heart health, normal cellular activity, longevity, and more.* 1 That's a whole range of benefits you could miss out on if you supplement only during the cold and flu season!
A recent study indicated that 30% of participants were vitamin C deficient 2 — not consuming the modest 60 mg RDA for vitamin C. How much C are you
getting? You need this crucial antioxidant every day. Because it's water-soluble and can't be stored or manufactured by your body, it must constantly be replenished through your diet. Boost your vitamin C intake year-round with GNLD's unique whole-food vitamin C supplements!
5
juicy reasons
to take GNLD Vitamin C
1 High-potency, food-sourced vitamin C from corn and related food factors from oranges, lemons, and grapefruit enhance bioavailability. All-C and Powdered C also contain rose hips (the base of the rose bloom) and acerola cherries — nature's richest vitamin C sources!
2 Exclusive Neo-Plex Concentrate helps your body better absorb and utilize vitamin C. This unique blend of whole citrus fruits provides virtually all the nutritional elements found in whole oranges, minus the water: these include juice, rind and pulp factors — so you get vitamin C, bioflavonoids, flavedo, mesocarp, endocarp and protopectins!
CHEMICAL CONSTITUENTS OF WHOLE CITRUS Flavonoids • Proto-pectins • Vitamin C
flavedo
mesocarp
endocarp
central vascular
bundle
Research shows vitamin C stays in your body longer and is utilized better when consumed with natural, whole-food components. 3
3 Other whole-food bioflavonoids deliver broadspectrum phytonutrients: rutin from buckwheat, hesperidin from grapefruit, and bioflavonoid complex from lemon.
4 Long-term potency assured. Careful measurement and rigorous testing assures you receive full potency throughout the label-stated shelf life.
5 Variety. Available in three potencies, three forms: chewable All-C tablets (200 mg), versatile Powdered-C (1,000 mg), and our exclusive ThresholdControlled C tablets (425 mg) for controlled release over a 6-hour period.
The science behind the supplement
Why GNLD's Scientific Advisory Board created vitamin C supplements
Vitamin C influences virtually every function in your body, from bolstering immune system health to forming collagen and "recharging" fat-soluble vitamin E.* 1 It's tough to get enough vitamin C through your diet alone, because it's a fragile nutrient that's easily oxidized and attacked by enzymes — and it can be virtually destroyed during food harvesting and handling. For example, the vitamin C in fresh green beans can deteriorate 50% in the week between harvest and purchase! Vitamin C also dissipates quickly from cut fruits and vegetables, and escapes during food preparation. 4 Knowing this, GNLD scientists developed three ultra-high-quality C formulas to help you get the nutrients you need, in the forms that you need them!
The benefits are
easy to C!
Vitamin C delivers multi-targeted phytonutrient power! Scientific evidence shows that a diet rich in vitamin C supports:
I Immune system strength and production of white blood cells and antibodies.* 4
I Antioxidant activity of cells, lipids, proteins, and DNA. Healthy response to colds and viral challenges.* 4
I Normal, healthy cellular growth and activity in tissues and organs.* 4
I Cardiovascular health and smooth arterial flow. Strong blood vessels, especially capillaries.* 4
I Healthy stomach, upper airway passages, and digestive tract.* 1
I Optimal wound healing and healthy skin.* 1
I The body's healthy response to oxidative stress. Oxygen utilization, acclimatization to heat, and recovery after physical exertion.* 5, 6, 7
I Strong bones and teeth; healthy gums.* 1
I Eye health, especially the lens of the eye.* 1
I Long-term wellness and longevity.* 1
Vitamin C plays roles in:
I Formation of collagen, the major protein of connective tissue, cartilage and bone.* 1
I Development of carnitine, an essential agent involved with metabolism.* 8
I Formation of brain neurotransmitters, including epinephrine, norepinephrine, and serotonin.* 8
I Hormone synthesis as it relates to the body's stress response.* 4
I Iron absorption, transport and storage.* 1
I Detoxification of harmful substances.* 4
I Metabolism of amino acids, lipids (including cholesterol) and protein.* 4
I Conversion of folic acid (a B-vitamin) to its active form.* 4
I Regeneration of oxidized vitamin E, restoring its protective effect.* 4
I Protection of other important vitamins and phytonutrients from oxidative damage.* 4
Whole-food vitamin C for whole-body antioxidant power — only from GNLD!
References
1 Sadler MJ, Encyclopedia of human nutrition, Academic press, 1998.
2 Johnston CS et al, J Am College Nutr, 17:366-370, 1998.
3 Vinson JA et al, Am J Clin Nutr, 48:601-604, 1998.
4 Ensminger AH et al, Foods and nutrition encyclopedia, second edition, 1994, 296.
5 Brooks GA et al, Fundamentals of Human Performance, Macmillan publishing company, New York, 342, 1987.
6 Keith RE, Nutrition in exercise and sport, 2nd ed., Wolinsky I et al (Eds), CRC press, 159-183, 1994.
7 Brouns F et al, J Sports Med Phys Fit, 29:400-404, 1989.
8 Groff JL et al, advanced nutrition and human metabolism, West Coast Publishing Company, 341, 1995.
*These statements have not been evaluated by the Food and Drug Administration. This product is not intended to diagnose, treat, cure or prevent any disease.
Contact your independent GNLD distributor:
PEOPLE EMPOWERING PEOPLE
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Online Catechism Lesson 7: Tithes, donations, and against simony and sinful usury
By Richard Joseph Michael Ibranyi
1. The Catholic Church has the right and duty to demand, under pain of mortal sin, tithes from Catholics. That standard rate is 10% of net income.
Net income is the amount after expenses are deducted from your total (gross) income. The only expenses that cannot be deducted are for jewelry, other unnecessary things, and for recreation. Hence, expenses such as for rent, mortgage payments, gas for the car used for purposes other than recreation, utilities, insurance payments, taxes, food, clothing, medicine, business, and medical expenses are deducted from the total income.
2. Donations are gifts given to the Catholic Church, Catholic causes, and for other good causes and thus are not mandatory.
3. Simony is heresy and sacrilege. It entails the selling and buying of the spiritual things of the
Catholic Church and thus the buying and selling of God's grace; such as, offices, sacraments, sacramentals, relics, and blessings. Speaking to his disciple, Jesus said, "Going, preach, saying: The kingdom of heaven is at hand. Heal the sick, raise the dead, cleanse the lepers, cast out devils: freely have you received, freely give." (Mt. 10:7-8) St. Paul says, "For all have sinned, and do need the glory of God. Being justified freely by his grace, through the redemption, that is in Christ Jesus." (Rom. 3:23-24) Simon Magus was the first recorded simoniac during the New Covenant era. He tried to buy the gifts of the Holy Spirit. (See Acts 8:18-21) Hence simony includes Mass Stipends and Foundation Masses, which is the price for Masses, and stole fees, which the price for sacraments. 1
Selling spiritual goods and services turns God's home into a den of thieves. These evils were enshrined by the heretic Thomas Aquinas in the 13 th century and thus began to flourish in the 14 th century. From the birth of the Catholic Church until then, Catholics' intentions during Mass were offered and accepted freely and thus if any money was offered it was truly alms or donations. Hence there were no fees for Mass intentions either by custom, demand, or request. God gave his Catholic Church more than sufficient means to support all of her needs by mandatory tithes and donations.
When giving relics to others, Catholics can sell the container of the relics, such as those made of gold, but must charge a fair price for the container and thus not overcharge so as to secretly get money for the relic, for this would be the mortal sin of simony for selling the relic. However, Catholics can buy relics from nonCatholics in order to ransom them and this is not simony but a good deed.
4. Every so-called pope, so-called cardinal, bishop, theologian, and certain priests and certain laymen who have allowed or supported stole fees, Mass stipends, and Foundation Masses is guilty of the mortal sin of simony and thus guilty of formal heresy. Consequently, the socalled popes and cardinals were or are heretical antipopes and anti-cardinals.
Some priests and laymen may be guilty of only venial sins and materially heretical depending on the spirit and manner in which they gave or accepted money for stole fees, Mass stipends, and Foundation Masses.
5. Usury is making a profit on a loan.
6. Usury is not intrinsically evil. It is a weapon and thus can be used only against enemies of the Catholic Church. Under normal circumstances a pope or Catholic bishop must determine which enemies of the Catholic Church can be loaned money or other items at usury.
1 See RJMI Topic Index: Simony.
For example, Deuteronomy 23:19-20 says, "Thou shalt not lend to thy brother money to usury, nor corn, nor any other thing: But to the stranger. To thy brother thou shalt lend that which he wanteth, without usury: that the Lord thy God may bless thee in all thy works in the land, which thou shalt go in to possess." Commenting on this verse, Saint Ambrose says, "Who was the stranger but Amelech, the enemy. Take usury from him whose life you may take without sin. The right of waging war implies the right of taking usury."
7. However, a Catholic always commits the sin of usury when he borrows from Catholics at interest or loans to Catholics for interest.
8. Beware of the heresy that excuses usury by giving it another name and thus pretends that it is not usury. For example, any excuse that allows profits to be made on loans, such as the ceasing-gain or emergent-loss or risk or penalty excuse.
- The risk excuse says that interest can be charged for a loan if there is a risk that the money may not be paid back. However, the loaner nevertheless makes a profit on the money loaned, regardless of the risk, and thus this is usury. One can say there is a risk to any loan given that it may not be paid back, such as if the borrower dies.
- The ceasing-gain excuse says that the money a man loans could have been used by him to make more money and thus he is entitled to get back more than he loaned. For example, a man loans $1000.00 for three years. But if he had kept the money, he could have invested it and doubled it to $2000.00 in three years and thus is entitled to get more money back than he loaned. However, the loaner nevertheless makes a profit from the money he loaned and thus this is usury.
- The emergent-loss excuse says that the money a man loans could have been used to repair some loss he incurs before the loan is paid off and thus he is entitled to get more money back than he loaned. For example, a man loans $1000.00 for three years. But after one year he loses his barn by fire and must pay to have it fixed. The $1000.00 he loaned could have helped him fix the barn and thus he is entitled to get more money back than he loaned. However, the loaner nevertheless makes a profit on the money loaned regardless if he incurred losses or not and thus this is usury.
- The penalty excuse says that if a loan is not paid by a certain time, a penalty is incurred in which the borrower must pay interest to the loaner. However, the loaner nevertheless makes a profit on the money loaned that is not paid on time and hence this is usury. The proper procedure when a loan is not paid on time is to confiscate property or services of the borrower of equal worth of the loan but not to make a profit from the borrower, which is usury.
- These evil excuses may as well apply to gifts, donations, or alms. One could say, "I could have had more money if I never gave the gift, not only by keeping the money I gave but also by making more money with it or by using it to repair a loss." A loan to a believer is akin to a gift and not to a profitmaking transaction. The purpose of a loan is to help one in need, and hence to expect a profit from the money loaned is not helping but hurting the one in need. Asking for a profit for money loaned is no different from asking one to give back a gift, alms, or donation. If one wants to protect himself from losses or is so greedy as to always want to make more money, he should never give gifts or loans in the first place. But, of course, he would commit a mortal sin against charity and justice because of his stingy greed, just as the stingy, greedy, and damned-to-hell rich man who would not even give the poor Lazarus a piece of bread. (Lk. 16) And if he did give him a piece of bread, he
would have asked Lazarus for two pieces in return because the rich man could have sold the one piece of bread and doubled his money.
9. If a Catholic finds himself in a situation where he cannot help but borrow money from nonCatholics (such as by taking out loans from a bank, or incurring interest payments on credit cards, or making mortgage payments on homes), he does not commit sin. He can look upon this as a punishment or trial from God for being under the control of non-Catholics. "The rich ruleth over the poor: and the borrower is servant to him that lendeth." (Prv. 22:7)
10. Catholics can loan money to non-Catholics at interest and not sin (such as money earned by interest in a non-Catholic bank). However, they must not do so if forbidden by a competent Catholic authority or by specific Catholic law.
For the glory of God; in honor of the Blessed Virgin Mary, St. Michael, St. Joseph, Ss. Joachim and Anne, St. John the Baptist, the other angels and saints; and for the salvation of men
Original version: 10/2021; Current version: 10/2021
Mary's Little Remnant
302 East Joffre St.
Truth or Consequences, New Mexico 87901-2878, USA
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Talking to Children about War
The attack on Ukraine has evoked many emotions including anger, fear, anxiety, worry, and confusion. It has also created safety concerns for the region that reach into our own country. Some families may be worried about loved ones who are directly impacted, including those who live in the area; those who were visiting and are trying to get back to the United States; or those who are deployed as part of the military, government, or a relief organization. When there are events like these in other countries, we may feel the economic impact in the United States including seeing raising gas prices, higher prices for some imported goods, and changes in the stock market. These consequences can lead to additional worries for families that were already struggling financially from the pandemic. Most children will learn about the war and its conse quences through the media or social media. Caregivers and children alike may be struggling to make sense of what they are seeing and hearing. Children of all ages will be turning to trusted adults for help and guidance. Parents and caregivers can help navigate what they are seeing and hearing by having a conversation with them, acknowledging their feelings, and finding ways to cope together.
Potential Impact and Considerations
For some children and families, the war may serve as a reminder of their own trauma or loss. This may result in feelings of sadness, fear, and helplessness, worries about separation, increased acting out, as well as possible disruptions to their sleep, appetite, and ability to concentrate. Caregivers can provide support to children by 1) learning about common trauma reactions; 2) offering comfort and reassurance; and 3) finding opportunities for connections with family and others important in their lives. To learn more read Age-Related Reactions to a Trau matic Event.
Military families may be experiencing an increased worry for loved ones who are or may be deployed as a result of the war or who are already stationed in the region. Although military families understand the risks associated with being in the military community, they could use additional supports to help bolster their resilience and to assist them through these challenging times. For best practices providers can read Working Effectively with Mili tary Families: 10 Key Concepts All Providers Should Know, and parents/caregivers can read Understanding Child Trauma and Resilience: For Military Parents and Caregivers.
Families who have loved ones in the Ukraine, Russia, and the surrounding region may need to take extra time to discuss children's concerns related to the safety of their relatives and friends, and to acknowledge how difficult the uncertainty and worry can be for the entire family. While keeping up with events is especially important when family is involved, finding some time each day to take a break from coverage and engage in other activities is important for everyone's overall coping.
Talking to Children about War
Start the Conversation
Check in by asking what your children know about the situation. Most school-age children and teens will have heard something from media outlets, social media, teachers, or peers.
Do NOT presume you know what your children are thinking or feeling. Ask how they are feeling about what is happening in Ukraine and respond to the concerns they share. Remember, their worries and feelings may not be what you think. Validate feelings your children share.
Plan to have multiple conversations if they have had a lot of questions or as the situation changes. Checking back in as changes occur helps children to know you are open to talk about difficult situations.
This project was funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS).
The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.
Talking to Children about War www.NCTSN.org
Clear Up Any Misunderstandings
Listen and ask questions to find out if your children understand the situation accurately. They may think they are at risk when they are not.
Different perspectives and misinformation about war is common. Family who live in the region may be get ting different news stories. Clear up any misinformation your children might have heard. Discuss with older children the complexities of the political situation and the potential impacts. Discuss as a family if there are aspects of the current situation that you want to collectively support or research more about (e.g., donating to a charity, reading about the history of the region).
The events in the Ukraine and Russia can be confusing for adults, too. Gather information from trusted news sources so that you can address your children's questions; this can increase your confidence in answering their questions as you begin the conversation. If you are not sure of an answer, that's OK. Let children know you appreciate the question and that you can work together to find the answer.
Provide Context
Younger children hearing about war may worry about their own safety. Discuss with them where the war is and reassure them that their own community is safe. Young adults and older teens may wonder about a draft or may show interest in joining the military. Address their questions and support them accordingly.
Help children identify assumptions they may hold about others based on their nationality, place of birth, or languages spoken. Caregivers and school personnel should ensure that all children are being treated with respect.
Monitor Adult Conversations
Use caution when discussing the war in front of younger children. Children often listen when adults are unaware and may misconstrue what they hear, and filling in the blanks with more inaccuracies may increase their distress.
Monitor the tone of your discussions, as expressing views in an angry or aggressive way may frighten young children. Be as calm as possible when discussing the war in language young children can understand.
Monitor your expression of worries and concerns about any economic impact the war may have on your family as your anxieties may unintentionally be communicated to your children.
Understanding Media Exposure
Media coverage of war, combat, and its aftermath may be upsetting to children of all ages and can increase fear and anxiety.
The more time children spend viewing coverage of the war, the more likely they are to have negative reactions. Excessive viewing may interfere with children's recovery afterwards.
Very young children may not understand that the event is not happening in their community.
Caregivers can help by limiting exposure to media coverage, including social media discussions of the war. This is helpful for caregivers too.
The younger the child, the less exposure they should have. If possible, preschool children should not be watching coverage at all.
Caregivers can support older children by viewing media together in order to answer questions or explain what they are seeing, even continuing to be open to discussion after you turn the coverage off. Check in with them about what is being discussed on social media about the war, allowing for ongoing conversations about it.
Talking to Children about War www.NCTSN.org
How to Foster Resilience
Increase connections: Families can benefit from spending increased time together, providing extra reassurance and hugs, and reaching out to other family or community members. For example, reach out to those in the mili tary or those with families in the area and check how they are doing and what they need during these stressful times.
Emphasize the helpers: Caregivers can support children by highlighting the many ways people are working to sup port those affected by war and to end the conflict.
If children wish to help those impacted by the war, consider ways to do so including sending letters to the troops, sending donations to responding charity organizations, supporting local refugee organizations, or par ticipating in activities being offered by your faith, culture, or community organizations.
Keep to routines: In times of stress, routines can be comforting for children and teens. As much as possible, keep to your routines and schedules in the face of current events. For those that are worried about economic hardships, discuss as a family the activities that can be done together that will not add to this burden but will still offer moments of laughter and joy.
Offer patience: In times of stress, children and teens may have more challenges with their behavior, concen tration, and attention. Caregivers can offer additional patience, care, and love to children and themselves, in recognition that everyone could be affected. Remember, just as you are being extra patient and caring with your children, you need to be patient and kind to yourself as we all may feel increased stress at this time.
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West Moors Middle School: Careers Guidance
Everyone wants to create a stronger, fairer society in which people from all backgrounds can realise their potential. A thriving careers programme, that is accessible to all, is fundamental to this. The recently introduced careers strategy; Making the Most of Everyone's Skills and Talents aims to support everyone, to go as far as their talents will take them. We want everyone to be able to build a rewarding career.
The careers plan at West Moors Middle School sets out how the school intends to provide a careers programme, which will provide all pupils with the knowledge, inspiration and ability to take ownership of their own career plans. It aims to challenge perceptions and raise aspirations so that subject choices and career choices are free from gender bias. The plan should encourage pupils to look beyond their current environment and to help pupils investigate new and exciting career possibilities.
The careers plan will help pupils:-
1. Understand how their skills, knowledge and interests can be used in the workplace.
2. Understand the options that are available.
3. Understand how to apply for a job and to consider the attributes and qualities employers may look for.
Year 7 Entitlement
[x] Pupils are encouraged to identify personal traits, strengths and skills; to develop selfconfidence and to have a positive outlook, setting themselves high expectations.
[x] All Year 7 pupils will have at least one meaningful employer interaction.
[x] Subject staff will talk about careers in their field of expertise and explain to the pupils how access up-to-date career and labour market information.
[x] All Year 7 pupils will spend 2.5 hours working alongside Bournemouth University completing a STEM challenge.
[x] Assembly event promoting Bournemouth Arts University and possible course and career options.
Year 8 Entitlement
[x] Pupils are encouraged to look at their personal strengths and skills and how these may help them to achieve their career goal.
[x] Pupils will research a choice of career in order to understand what the requirements to achieve their career goal would be.
[x] Pupils are taught how to write a simple CV. Individuals are then encouraged to look at actions they may need to take to improve their employability.
[x] All pupils will play the How Do I Get a Job game; to help them understand appropriate behaviours for the world of work.
[x] Subject staff will talk about careers in their field of expertise and explain to the pupils how to find out more.
[x] All Year 8 pupils will have at least one meaningful employer interaction.
[x] All Year 8 pupils will spend 2.5 hours working alongside Bournemouth University completing a STEM challenge.
[x] All Year 8 pupils will have the opportunity to discuss their dreams and possible careers at an event organised by Ferndown Upper School.
[x] Assembly event promoting Bournemouth Arts University and possible course and career options.
[x] All Year 8 pupils to attend a HE Experience Day at Bournemouth University.
Career Insights
Career Insights is a free video library source that allows users to search careers they may be interested in and listen first hand to real professionals talk about their journey into that job.
Each video covers what they studied at school, their transitions from school to further education and into working life. What qualifications and skills are needed for their jobs, what a typical day looks like and advice for someone wanting to pursue a similar career.
https://career-insights.co.uk/video-library
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25-MINUTE ESSAY STRATEGIES
The 25-minute essay is always the first section of the SAT and counts as one third of your writing score. The topics are meant to be broad, philosophical questions that are relevant to a wide range of interests and prior knowledge. Your essay will be read by two readers, each of whom will assign it a score from 1 to 6. The two scores will then be added together to create your combined score (2 to 12). If the readers' scores differ by more than one point, the essay will go to the scoring director for evaluation. Essays will only receive a score of zero if they are completely off-topic or written in pen.
The readers will evaluate both your ability to structure a strong, convincing argument and your skilful use of language. Ask yourself: does my essay show clarity and development? Are my reasoning, structure, and examples as strong as possible? Grammar errors will detract from your score. Illegible handwriting may jeopardize the reader's ability to understand your argument. Readers are not supposed to penalize shorter essays, but top-scoring essays generally fill the space given. The readers will only read these two lined pages; don't write part of your essay elsewhere.
Basics
- Budget your time. Plan to spend a few minutes structuring your essay, and save a few minutes at the end to edit. Don't spend too long on one paragraph.
- Write legibly in pencil. Use cursive or print, whichever is neater.
- Don't skip lines. Using neat, medium-sized writing, fill up the entirety of the two lined pages. Use the other parts of your student response sheet for your outline and notes.
- Indent. Make sure it is clear where a new paragraph begins.
- Don't regurgitate. Avoid repeating the prompt in your introduction. This wastes valuable space.
- Don't make sentences more complicated than they have to be. Complex ideas are best conveyed by clear, simple sentences.
- In addition, in conclusion. Avoid obvious transitional words and phrases.
- Approach the essay as an academic paper. Use traditional essay-writing conventions and formal diction. Don't use overly colloquial words or phrasing.
- Stuff, thing. Use sophisticated, precise vocabulary instead of vague words and phrases. Use—but don't misuse!—your SAT vocabulary.
Structure
You do not need to follow any set structure, but a 4-paragraph essay works well for most students. Two examples are recommended. However, you can sometimes divide a complex example into two components if you have an exceptional amount of detailed evidence.
1. Introduction
- Use clear, eloquent language to introduce your thesis.
- Get to the point quickly. A "funnel" structure (moving from broad to specific background information) is unnecessary in such a short essay format.
.
- Your thesis should state both whether you agree or disagree with the prompt and why Think of your examples as you come up with your thesis.
- Briefly introduce your examples and explain how they support your position.
2. Body Paragraph 1
- Begin with a topic sentence introducing your main point and first example.
- In 2-3 sentences, analyze how your example supports your main point. Your specific, detailed explanation should serve as evidence for any claims you make.
- In 2-3 sentences, explain your example with specific and relevant details.
- End with a concluding sentence summarizing your main point and connecting it back to your thesis.
3. Body Paragraph 2
- Use a short sentence or clause to transition effectively from your first example to your second. Avoid obvious transitions ("secondly," "in addition").
- Follow the same structure as Body Paragraph 1.
- Demonstrate how your second example is distinct from but connected to your first.
4. Conclusion
- Summarize your examples, your argument, and your thesis.
- Stay on topic. Don't introduce new material, "funnel" outwards, or conclude with an overly general statement.
Examples
The hierarchy of sources:
- Ideal: literary works by well-respected authors (including Canadians!), noncontroversial and specific historical or contemporary events, technological innovations and inventors, examples from philosophy, art history, and music history
- Questionable: personal examples. These tend to be less interesting, detailed, and objective than examples external to your personal life.
- Bad: obviously overused literary classics, historical events or figures that are common knowledge or controversial, common or insignificant personal examples
- Avoid like the plague: Paris Hilton, Britney Spears, pop culture in general
Because the essay prompts deal with such general themes, you can draw from a wide variety of subject material to support your argument. Don't waste time thinking up examples during your exam— prepare a bank of examples beforehand so you will always have concrete, detailed evidence to draw from.
- Prepare 6-10 examples total, chosen from a variety of sources (literature, history, current events).
- Demonstrate depth of knowledge: know your examples inside and out! For literature, know the author, characters, plot, context, themes, significance, and relevant literary terminology. For history and current events, know key individuals, terminology, dates, statistics, and impact on other individuals and events.
- Make sure your examples cover a variety of themes (see list below). The strongest examples can be applied to multiple themes and prompts.
- To ensure that you have mastered each of your examples, practice writing 2-3 sentence summaries. Practice using sophisticated vocabulary (SAT-caliber words) as you write.
- Include at least 2 examples that can be applied to a question that asks about the world today. Note that you can manipulate literary and/or historical examples to serve this purpose, but make sure you do so convincingly.
- Test your examples. Look through the list of 20 sample prompts provided and make sure you can use some combination of two examples from your bank to respond to each and every prompt.
As you develop your bank of examples, think about how you would apply your examples to the following themes. You should be able to discuss each theme using at least two examples. If you are short examples for a specific theme, do some more research!
Themes
- self-knowledge and growth
- individual choice
- memories, learning from the past
- happiness and money
- rules vs. freedom
- practical knowledge vs. theoretical knowledge
- truth vs. lies
- the individual vs. society/authority
- cooperation vs. competition
- technology and progress
- success vs. failure
- creativity and progress
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MY GOALS
A LITTLE BIT ABOUT ME
Hello! My name is Eralda Balaj and I will be your child's new art teacher at Robert C. Dodson School! I graduated with both a Bachelor's degree in Studio Art and a Master's degree in Art Education from Manhattanville College in May 2020. I have a passion for art and creativity, so I love being able to share that passion with students through my teaching methods! I discovered how amazing art class is when I was in middle school and I hope to show how amazing it is to your child! I believe that art is essential in fostering children's highest learning potential!
MY FAVORITES
At Robert C. Dodson, my goal is to make sure my students' needs come first. My classroom will be a place for students to have fun & relax! I want parents to be more involved in my classroom so please email me at any time. Let's all make some fun art together!!
FUN FACTS
Art Material: Pencil Store: Michael's Season: Summer Color: Purple Holiday: Halloween
I speak 2 languages: Albanian & English! 1.
I make stickers! 2.
If I could go anywhere in the world, the first place I'd visit would be Venice, Italy! 3.
EMAIL: email@example.com
UN POCO SOBRE MI
MIS METAS
¡Hola! ¡Mi nombre es Eralda Balaj y seré la nueva maestra de arte de su hijo en la escuela Robert C. Dodson! Tengo una pasión por el arte y la creatividad, ¡así que me encanta poder compartir esa pasión con los estudiantes a través de mis métodos de enseñanza! ¡Descubrí lo increíble que es la clase de arte cuando estaba en la escuela secundaria y espero mostrar lo increíble que es para su hijo! ¡Creo que el arte es esencial para fomentar el mayor potencial de aprendizaje de los niños! Me gradué con una licenciatura en arte de estudio y una maestría en educación artística de Manhattanville College en mayo de 2020.
MIS FAVORITAS
Material de arte: lápiz Tienda: Michael's Temporada: verano Color: morado Fiesta: Víspera de Todos los Santos
En Robert C. Dodson, mi objetivo es asegurarme de que las necesidades de mis estudiantes sean lo primero. ¡Mi salón de clases será un lugar para que los estudiantes se diviertan y se relajen! Quiero que los padres se involucren más en mi salón de clases, así que envíeme un correo electrónico en cualquier momento. ¡Hagamos todos juntos un poco de arte divertido!
HECHOS GRACIOSOS
Hablo 2 idiomas: albanés e inglés. 1.
¡Hago pegatinas! 2.
Si pudiera ir a cualquier parte del mundo, ¡el primer lugar que visitaría sería Venecia, Italia! 3.
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ISC Safety Lore
June 2022
Issue 18
Key lessons from incidents related to flammable atmospheres
Introduction
Flammable atmospheres can be present across a range of different industries. The key concern related to flammable atmospheres is the risk of explosion and/or fire. There are four key elements required for a fire to form in a flammable atmosphere. This is called the fire tetrahedron. These elements are fuel, oxidant, ignition source and chemical chain reaction. A fire cannot occur or be sustained if any one of these elements is removed.
Ignition
source
Oxidant
Chemical
Chain
Reaction
Fuel
Case 1 – Chemical manufacturing company
On 9 November 2010 a contract welder and foreman were repairing the agitator support on the top of an atmospheric storage tank (tank 1). The tank service was a flammable substance, called vinyl fluoride. While the welding was being performed, flammable vapours inside the tank ignited, causing an explosion. The welder was killed in the initial blast and the foreman suffered burns and minor injuries. The initial work was done while the slurry tanks were isolated and out of service. The work was delayed because of material availability. When the work recommenced tank 1 remained out of service, but the isolations were removed. There was also a vent line that connected the vapour space of Tanks 1, 2 and 3, that was never isolated. When tanks 2 and 3 were returned to service, vapour migrated to the tank 1 vapour space. This connection provided the pathway for flammable vapour to be present in the tank being worked on.
Key findings
The work on these tanks had commenced when all the tanks were out of service, but due to delays and scope change, tanks 2 and 3 had been returned to service, meaning their isolations had been removed. The presence of a common vent line meant that vapours could travel between tanks. Tank 1 was not adequately isolated or vapour free when the welding took place. The late change of scope meant that the work was not planned as part of the initial shutdown activities. The permit to work form was not completed thoroughly, skipping the section on potential flammable atmospheres.
Case 2 – Winery
On 17 January 2008 a contract welder was working on a tank (tank 104) at a winery. He was working alongside the chief winemaker and the assistant winemaker. The welder had visited the winery a few days prior to the incident to scope the work to install an upgraded cooling system. This work involved welding on a stainless-steel tank. When the welding was being undertaken there was no indication the tank was in service or contained ethanol. The welding ignited the flammable atmosphere, resulting in an explosion which killed the welder and chief winemaker. The assistant winemaker suffered serious burns.
Key findings
Around a week before welding had been performed on tank 106, so when a delivery of ethanol arrived, it was pumped into tank 104 instead. When welding was arranged for tank 104, the contents of the tank were not checked and there was no effective safe work system to identify hazards and document controls to be implemented as part of the hot work. No atmospheric testing was conducted prior to the welding, nor was the tank positively isolated.
The ISC believes that leadership across six key functional elements is vital to achieve good process safety outcomes. These elements are:
systems & procedures engineering & design
assurance knowledge & competence
human factors
culture
In the What can I do section below you can see how each of these elements plays a part.
Figure 1: The ISC Framework
The information included is given in good faith but without any liability on the part of the IChemE or the IChemE Safety Centre.
Contact us at firstname.lastname@example.org | <urn:uuid:bec1110e-60ad-41bd-922b-e24cc489402f> | CC-MAIN-2022-27 | https://www.icheme.org/media/18563/isc-safety-lore-no18.pdf | 2022-06-27T20:43:55+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00302.warc.gz | 865,164,678 | 800 | eng_Latn | eng_Latn | 0.997475 | eng_Latn | 0.998342 | [
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Fabled Gables: 1407 Chapala Street
Mortimer J. Cook and Nancy Pollock Cook
Original Owner:
Year Built: 1872
Architect: Peter Barber
This week's review [in the Santa Barbara Independent] gives a profile of a landmark Victorian near the corner of Chapala and West Sola streets that was designed in 1872 by famed architect Peter Barber for Santa Barbara's first banker, Yankee capitalist, and civic leader.
Mortimer J. Cook was born in Mansfield, Ohio, in 1826. He first visited Santa Barbara on his way to the goldfields in 1849 after completing a tour of duty with General Winfield Scott's Medicine campaign. Upon his return to Ohio, he married Nancy F. Pollock. The couple then traveled through New York, Panama, and British Columbia and then back to Ohio, where their first daughter,
Fairey, was born in 1865. The family's next undertaking was Kansas, where they dabbled in the wheat farming business, and their second child, Nina, was born in 1870. Shortly after her birth, the family headed west for Santa Barbara.
Shortly after arriving in fall 1871, Mortimer invested in a private bank, with an opening capitalized at $40,000. During his recovery from a carriage accident, he resided in the newly opened Lincoln House (known today as the Upham Hotel, the oldest continuously operating hotel in Southern California), and met its proprietor, Amasa Lyman Lincoln, a former Boston banker and cousin to the 16th president of the United States. The two joined forces and opened the First National Gold Bank, Southern California's first nationally chartered bank. Other early Yankee entrepreneurs of the day also joined in the financial undertaking, which included John Edwards, Dr. Samuel B. Brinkerhoff, Eugene Fawcett, and C.W. Williams. When their bank opened in spring 1872, Cook became the acting president, Lincoln was the cashier, and the other prominent citizens were directors.
About a year after Mortimer's residence was completed, the tax roll of 1873 gave the home a valuation of $8,000, a rather large sum for the era, and more than three times the value of Edwards's mansion only a few blocks away. Other assets of Cook noted in the tax record were furniture valued at $600 as well as a horse, harness, and a watch.
In June 1874, with wealth and prominence on his side, Cook was elected as mayor of Santa Barbara. Later that same year, his bank purchased a lot and built a stately Italianate brick bank and office building that was opened for business by 1876. Also in 1876, he began developing the largest commercial building on State Street at Carrillo Street, which later became known as the Upper Clock Building.
By this time, however, Cook was becoming overextended financially and suffered heavy losses in the panic of 1877. Sadly, within a few years, his beloved Chapala Street residence had to be sold and was acquired by Laura Boorman, who subsequently sold to prominent Santa Rosa sheep rancher Joseph Wright Cooper (who was married to a niece of Col. W.W. Hollister). Cooper bought the home for $10,000, and it remained in his family for the next 30-plus years. By 1923, the residence had been moved to its present site, about 50 feet northwest of its original location, and remained in the Arthur Leonard family –– an antiques dealer and collector of unusual pieces –– for the next 45 years. By the late 1960s, noted Santa Barbara historian and author Walker A. Tompkins became involved with saving the "magnificent home" from demolition.
In 1976, the residence was rechristened Concord House after its extensive renovation by the Institute of World Culture, a nonprofit educational organization dedicated to lifelong learning.
The property remains one of the city's finest landmarks of rich architectural heritage.
Santa Barbara Independent Thursday, August 11, 2016 by G. VINCE GIOVANNONI | <urn:uuid:b429a27b-2972-494c-af7e-41c683cecb7c> | CC-MAIN-2022-27 | http://worldculture.org/articles/Concord%20House/Fabled%20Gables-Concord%20House.pdf | 2022-06-27T20:44:54+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00301.warc.gz | 62,948,413 | 846 | eng_Latn | eng_Latn | 0.997587 | eng_Latn | 0.998431 | [
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Vegetables
Grow Your Own Vegetables
There are many benefits to growing your own vegetables. Fresh air, sunshine, exercise and relaxation are part of the payoff, but the best reason to grow your own vegetables is that they are far more nutritious, delicious, safe and free from pollutants. You'll find growing your own produce to be quite economical as well.
We are fortunate in Brevard County that we can grow veggies nearly all year long. Summer is the hardest time to grow many crops but there are a few that can tolerate the hot, humid weather. Fall and spring are premium planting times and there are many vegetables that thrive through our winter months.
Recipe for a Healthy Garden Location:
Locate your garden close to the house for easy access, in a spot that has at least 6 hours of sun per day. Be sure there is a water source close by. If you have a high salt content in your well water, you will want to use city water or collected rain to water your garden. This is much easier to do close to the house.
Soil Preparation: The soil in Brevard County tends to be quite poor. If you are planning a garden plot, you will want to amend your soil with lots of organic matter such as manure and compost. Planting your vegetables in raised beds or containers can be much easier as you have total control of the quality of the soil. These beds and containers also make it easier to maintain your garden. If planting in containers, be sure that the pot has good drainage and that the soil mix is light and airy. There are many commercial mixes (such as Happy Frog) that are perfect mixes for vegetables.
Rockledge Gardens has a custom blend for vegetable gardens as well (this mix contains our planting mix, mushroom compost and vermiculite or perlite). Adding your own compost to the garden is also quite beneficial. Products available here include Mushroom Compost, Earthworm Castings, Black Kow and Black Hen.
The Right Plants: It's important that you grow vegetables during their best season (see other side). Also, choose varieties that are known to do well in our area (and that you like the taste of!).
Watering: Young vegetable plants will need water every day for the first week or so as their roots get established. The same applies to seeds that are sown directly into the garden or containers. After the plants get established, 3 times a week should be sufficient watering. It is best to water early in the morning or late in the evening.
Fertilizing: Organic fertilizers are the best option for vegetable plants. Espoma Garden Tone is our personal favorite. In addition, foliar spraying with Maxicrop Liquid Seaweed or Neptune's Harvest Fish and Seaweed will make your plants healthier and stronger as well as resistant to pests and disease. We recommend a monthly application of Garden Tone and a weekly spraying with the liquid supplement for maximum plant health and production.
Pest Control: If you keep your garden well fed, watered and weeded, chances are you'll have very few problems with disease and insects. Practice integrated pest management (IPM) with your vegetable garden. Check on your garden daily (morning and afternoon if possible) and be on the lookout for insects and disease. Small infestations can be hand-picked and controlled. If needed, we recommend using the natural pest controls such as Thuricide/Dipel, Neem Oil, Insecticidal Soap, Earth-Tone Insect Control and Capt. Jack's Dead Bug Brew. Insect sticky traps can also be used for flying insects such as leafminers (blue) and whitefly and thrips (yellow).
Key:
S = Seed
P = Plant
℗ = Seed Potato
© = Cherry Tomatoes Only
* Potatoes do best in North Brevard | <urn:uuid:313dfa6d-6696-45b6-8c4d-85c87a115ed1> | CC-MAIN-2022-27 | https://eb8pb9igm97.exactdn.com/wp-content/uploads/2021/11/Vegetables-Infosheet.pdf | 2022-06-27T20:41:30+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00302.warc.gz | 255,234,275 | 782 | eng_Latn | eng_Latn | 0.504896 | eng_Latn | 0.998323 | [
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Mathematics
Number: Number and Place Value
Numbers to 100
*Count to and across 100, forwards and backwards, beginning with 0
or 1, or from any given number
*Count, read and write numbers from 1 to 20 in numerals and words
*Identify and represent numbers using objects and pictorial
representations including the number line, and use the language of:
equal to, more than, less than (fewer), most, least
*Recognise the place value of each digit in a two-digit number (tens, ones)
*Identify, represent and estimate numbers to 100 using different representations
*Given a number, identify one more and one less
*Read and write numbers to at least 100 in numerals and in word
Number: Addition and Subtraction Adding and subtracting within 100
*Represent and use number bonds and related subtraction facts within 20
*Add and subtract one-digit and two-digit numbers to 100, including zero
*Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers
*Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
*Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number – 9
Battlements and Banquets SUMMER 1 CURRICULUM MAP
Copper Beech, Oak and Cedar Classes
Science
Growing Plants
- Identify and name a variety of common wild and garden plants
- Learn that growing plants need to be treated with care
- Make careful observations of plants
- Understand that plants have leaves, stems and flowers
- Recognise that plants provide food for humans
- Understand that plants need water to grow
- Understand that green plants need light to grow
Reading
Word Reading
Apply phonic knowledge and skills as the route to decode words
Respond speedily with the correct sound to graphemes Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
Read words containing taught GCs and –s, -es, -ing, - ed, -er and -est
Comprehension
Listening to and discussing a wide range of poems, riddles, rhyme, stories and non-fiction at a level beyond that at which they can read independently
- Listen to the Legend of Saint George and the Dragon
- Recognise the differences between non-fiction and fiction texts
-
Identify the main events and characters in stories
Predicting what might happen on the basis of what has been read so far
Discussing word meanings, learning new technical, topic- and science-related vocabulary, linking new meanings to those already known
Handwriting
Form capital letters
Understand which letters belong to which handwriting 'families'
Composition
Saying out loud what they are going to write about
Composing a sentence orally before writing it
Sequencing sentences to form short narratives
Re-reading what they have written to check that it makes sense
Proof-reading to check for errors in spelling, grammar and punctuation
Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing about real events
- Writing for different purposes
Vocabulary, Grammar and Punctuation
Learning the grammar for Year 1 (including nouns, verbs and adjectives)
Learning the punctuation fro Year 1 (including full stops, capital letters, exclamation marks and question marks)
Joining words and joining clauses using 'and' and 'but'
Using a capital letter for the names of people, places, days of the week and the personal pronoun 'I'.
Transcription
Spell words containing each of the 40+ phonemes already taught Learn alternative graphemes- oi/oy, ow/ou, ear/ere/eer, air/are/ear, or/aw/au/ore, ur/ir/er Spell Common Exception Words including:
I'm time about day says today made came make saw
Computing
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
- Recognise the importance of uniformity of instructions and measurement.
- Recognise the importance of precision in instructions.
Using Purple Mash/JiT programs to explore technology and the technological processes to achieve an end goal
Writing
Religious Education
- Recognise that different religious groups use special books/texts
- Consider what it means to treat something with respect
- Identify the Torah and its relevance to Jews
- Learn stories that are found in the Bible
- Acknowledge that he Bible is a special book for Christians, it contains both the Old and the New Testament
- Identify the Qur'an and its relevance to Muslims
- Learn that the Qur'an is the special book for Muslims and it is written in Arabic - the words of Allah to Muhammad.
- Discuss how to prepare the body for reading/ listening/ praying.
- Contemplate the question – Why is it important to respect other people's religions?
Personal Social Health Education
- British Values – integrated through everyday classroom practice in all lessons.
P.E
- Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.
- Games – develop partner work/interaction in small groups
- Perform dances using simple movement patterns
- Learn various country dances to demonstrate to the other class at our end of term banquet.
Geography
Locational knowledge
- Begin to name and locate the world's seven continents and five oceans of the world.
- Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Scotland, Ireland, Wales, England.
Place Knowledge
-
Locate castles in Great Britain
Geographical skills and fieldwork
- Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features – Identify why castles were built where they were built.
History
- Recognise and name different parts of a castle and identify their purposes
- Learn about the role of a mediaeval knight
Music
Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Play tuned and untuned instruments musically.
Listen with concentration to a wide variety of musical styles.
- Exploring and developing an understanding of pitch using the voice and body movements.
- Recognising and performing pitch changes and contrasts.
- Exploring and controlling dynamics, duration and timbre.
- Responding to music through movement.
Battlements and Banquets SUMMER 1 CURRICULUM MAP
Copper Beech, Oak and Cedar Classes
Art
- Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- Study the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
Study the painting Penelope and her Suitors – by Pintoricchio
Develop collage work by:
- Responding to the work of Andy Goldsworthy.
- Tearing, overlapping and sticking materials.
- Responding to the work of Richard Long.
- Identifying what we might change in our current work.
- Responding to the work of the artist Patrick Heron.
- Identifying hot and cold colours, selecting, sorting and sticking to reflect the work of Patrick Heron
- Recording from our imagination and exploring ideas
- Representing our ideas and feelings.
- Selecting and sorting between contrasting materials
- Discussing and developing our work as it progresses.
Role Play
- Castle
- Castle grounds small world
Educational Visits
- Hever Castle – 11 th May 2017
Please also refer to the
Home Learning Grid for home learning activity ideas linked to our curriculum.
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Words on Target #8 Final Throws
"Uncle Bob"
Back in February 2021 we introduced a game that involved creating and scoring five-letter words based on values of their individual letters. Those values were A = 1, B = 2, on up to Z = 26. The picture shows the values of three words: CACHE 20, CABAL 19, and TEASE 50. In our game we use neither darts nor the bull's-eye.
You're welcome to look back and read how the game is played in that February puzzle. Since then we've been throwing out challenges for you to come up with words that meet certain marks.
In the solutions of Words on Target #6 I suggested the strategy of finding a word or words close to your target, altering one or two letters, and then re-anagramming if necessary. For instance, aiming for 27 points I found BALED at 24. Replacing D with G makes 27, and then BALEG anagrams to BAGEL. Pure fun with words.
Here are the last of those challenges. On the Word Puzzles page you'll find a handy downloadable scoring calculator in two formats to assist you.
Type 1. High scoring single words like RUSTY at 103 points. Find words worth totals of 96, 100, and 104 points each.
Type 2. Mid-range scoring pairs. For example, the words STEAM (58) and RIGHT (62) score a total of 120 points. Find pairs of words reaching totals of 116, 121, and 126 points.
Type 3. Low scoring triplets. Find sets three words reaching scores of 72, 69, and 66 points Below is a chart of all the letter values. I'll put my solutions (when I find them) on the next page. Happy hunting!
Uncle Bob's Solutions
1. PUTTS, 96; BUZZY, 100; RUTTY 104. Did you find others?
2. I began with a small bank: RAINS (61) PAINS (59), TRAIN (62), VANES (61). I needed to adjust slightly up and down from those. I tried PAILS (57), TRAIL (60), WANES (62), WINES (70), WIPES (72), PANES (55), OPERA (55), WAGER (54).
OPERA and VANES total 116.
PAINS and TRAIN total 121.
WAGER and WIPES made 126.
3. We had CACHE (20) AND CABAL (19) in our examples. Other low scorers are HEDGE (29), BIBLE (30), CADRE (31), BLADE (24), CEDED (21), ABACK (18).
CABAL, HEDGE, and BLADE total 72
CABAL, HEDGE, and CEDED total 69
CACHE, BIBLE, and our low, low champ ABACI (the plural of abacus) total 66. So our lowest triple is CACHE, CABAL, and ABACI at 55 points. Can you beat it?
Please send us your findings. | <urn:uuid:bbf99c03-e7ca-4b2b-9103-260deec60032> | CC-MAIN-2022-27 | https://www.unclebobpuzzles.com/_files/ugd/6bad76_d161401d662548a5ade070496784344c.pdf | 2022-06-27T21:01:33+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00300.warc.gz | 1,088,256,027 | 679 | eng_Latn | eng_Latn | 0.955402 | eng_Latn | 0.996898 | [
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5055 Santa Teresa Blvd
Gilroy, CA 95020
Course Outline
COURSE: KIN 21
DIVISION: 40
ALSO LISTED AS: PE 21
TERM EFFECTIVE: Fall 2013
Inactive Course
SHORT TITLE: VOLLEYBALL
LONG TITLE: Volleyball
Units Number of Weeks Type Contact Hours/Week Total Contact Hours
.5 OR 1 18
Lecture: 0
0
Lab: 1.5 OR 3
27 OR 54
Other: 0
0
Total: 1.5 OR 3
27 OR 54
COURSE DESCRIPTION:
Coeducational activity designed for beginning and intermediate volleyball students; rules, strategy and fundamentals of volleyball. This course has the option of a letter grade or pass/no pass. Previously listed as PE 21. Course will be listed as ATH 21 effective Fall 2013.
PREREQUISITES:
COREQUISITES:
CREDIT STATUS: D - Credit - Degree Applicable
GRADING MODES
L - Standard Letter Grade
P - Pass/No Pass
REPEATABILITY: N - Course may not be repeated
SCHEDULE TYPES:
04 - Laboratory/Studio/Activity
STUDENT LEARNING OUTCOMES:
1. The student will explain the rules governing a volleyball game.
ILO: 2, 7, 1
Measure: written exam
2. The student will demonstrate the proper techniques for passing, setting, hitting, blocking and overhand serving a volleyball.
ILO: 7, 2, 4
Measure: demonstration
3. The student will describe and execute the offensive and defensive strategies, including each individual's responsibilities.
ILO: 7, 2, 1, 4
Measure: performance, role playing
CONTENT, STUDENT PERFORMANCE OBJECTIVES, OUT-OF-CLASS ASSIGNMENTS
Inactive Course: 10/22/2012
1.5 - 3 Hours
Discussion on class procedures and grading. Proper care of equipment and net set-up will be presented.
SPO: Students will instruct each other on the correct way to set-up the nets on the volleyball courts. They will discuss the proper care of the equipment.
4.5 - 9 Hours
The techniques for passing and for setting will be presented. The overhand serve will be described and demonstrated. Hitting, including the footwork and arm swing, will be taught.
SPO: The proper techniques for a pass, a set, an overhand serve, and a hit will be demonstrated.
4.5 - 9 Hours
Review of skills learned. Drills incorporating passing and setting; passing, setting and hitting; and serving, passing, setting and hitting will be utilized. These skills may be practiced in game-like situations and/or incorporated in game play.
SPO: Students will demonstrate their serving, passing, setting and hitting skills in game-like situations. They will be able to describe the proper techniques for each skill.
3 - 6 Hours
Court positioning, the responsibilities of each position and rotation will be illustrated. Opportunities for students to execute their passing, setting, hitting and serving skills while maintaining their correct court positioning and responsibilities will be provided. This may include serve receive drills.
SPO: The responsibilities of each position will be discussed. Students will practice the correct rotation and positioning.
4.5 - 9 Hours
Blocking techniques and offensive and defensive strategies will be presented and practiced. Game-like situations will be provided for students to practice all the skills learned during earlier classes.
SPO: Students will demonstrate the proper techniques for blocking. They will execute offensive and defensive strategies.
6 - 12 Hours
Warm-up with a variety of drills in preparation for game play. Rules governing official game play will be discussed. Tournament play, incorporating all skills and knowledge learned to date. This may include 6 and/or 2 player games.
SPO: Students will demonstrate their fundamental volleyball skills during game play. Offensive and defensive strategies will be utilized.
1.5 - 3 Hours
Skill testing and semester review.
SPO: Students will participate in skill testing and discuss the rules and strategies of volleyball.
2 Hours
Final.
This is a skill building class where the students' skills or proficiencies will be enhanced by supervised repetition and practice in class.
METHODS OF INSTRUCTION:
Lecture, demonstration, video and drills.
METHODS OF EVALUATION:
The types of writing assignments required:
None
The problem-solving assignments required:
None
The types of skill demonstrations required:
Class performance
The types of objective examinations used in the course:
Multiple choice
True/false
Other: short answer
Other category:
Other: Student participation
The basis for assigning students grades in the course:
Writing assignments: 0% - 0%
Problem-solving demonstrations: 0% - 0%
Skill demonstrations: 30% - 60%
Objective examinations: 10% - 30%
Other methods of evaluation: 30% - 60%
JUSTIFICATION:
The department is requesting a name change, from the Physical Education and Athletics Department to the Department of Kinesiology and Athletics.
The reasons for this action include:
1) A desire to follow suit with the 4-year colleges and universities.
2) A trend in the field. Community colleges are moving in this direction with Cabrillo College already taking this action. Others such as Sacramento City College, Mission College, and Diablo Valley College
are also in the process of changing their name as well. Gavilan College can be a leader in this trend.
3) This more closely describes what our profession is about.
"Kinesiology is the academic discipline concerned with the art and science of human movement."
4) The state academic senate has proposed that Kinesiology and Exercise Science majors be added to the Disciplines List so they have recognized the move in this direction.
5) Over recent years, there have been discussions within the State regarding the need to streamline Physical Education as a discipline. This would help with the negative connotation that is often identified with this discipline. Gavilan College has worked hard to modify our programs to meet State requirements for our major. The name change would be another step in the right direction.
REPRESENTATIVE TEXTBOOKS:
ARTICULATION and CERTIFICATE INFORMATION
Transferable CSU, effective 201170
UC TRANSFER:
Transferable UC, effective 201170
Associate Degree:
GAV E1, effective 201170
CSU GE:
CSU E1, effective 201170
IGETC:
CSU TRANSFER:
SUPPLEMENTAL DATA:
Basic Skills: N
Classification: A
Noncredit Category: Y
Cooperative Education:
Program Status: 1 Program Applicable
Special Class Status: N
CAN:
CAN Sequence:
CSU Crosswalk Course Department: KIN
CSU Crosswalk Course Number: 21
Prior to College Level: Y
Non Credit Enhanced Funding: N
Funding Agency Code: Y
In-Service: N
Occupational Course: E
Maximum Hours: 1
Minimum Hours: .5
Course Control Number: CCC000528370
Sports/Physical Education Course: Y
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term exam 1h30
The concept of reserves is generally not well understood. "Reserves" is an estimate of the amount of oil in a reservoir that can be extracted at an assumed cost. Thus, a higher oil price outlook often means that more oil can be produced, but geology places an upper limit on price-dependent reserves growth; in well managed oil fields, it is often 10-20 percent more than what is available at lower prices. Reserves estimates are revised periodically as a reservoir is developed and new information provides a basis for refinement. Reserves estimation is a matter of gauging how much extractable oil resides in complex rock formations that exist typically one to three miles below the surface of the ground, using inherently limited information. Reserves estimation is a bit like a blindfolded person trying to judge what the whole elephant looks like from touching it in just a few places.
It is not like counting cars in a parking lot, where all the cars are in full view. Specialists who estimate reserves use an array of methodologies and a great deal of judgment. Thus, different estimators might calculate different reserves from the same data. Sometimes politics or self-interest influences reserves estimates, e.g., an oil reservoir owner may want a higher estimate in order to attract outside investment or to influence other producers.
Reserves and production should not be confused. Reserves estimates represent one factor in estimating future oil production from a given reservoir. Other factors include production history, understanding of local geology, available technology, oil prices, etc. An oil field can have large estimated reserves, but if the field is past its maximum production, the remaining reserves will be produced at a declining rate. This concept is important because satisfying increasing oil demand not only requires continuing to produce older oil reservoirs with their declining production, it also requires finding new ones, capable of producing sufficient quantities of oil to both compensate for shrinking production from older fields and to provide the increases demanded by the market.
I- READING COMPREHENSION: (8 points)
1. Suggest a title to the text.
2. Say if the following statements are true or false and justify your answers in both cases:
a. Reserve estimates are sometimes higher than they really are in order to draw the attention of investors.
b. Once the oil field reserves reach their highest levels, production will consequently decrease.
3. Find in the text synonyms to the following words: development /needs/amounts/supply/ forecast/peak
4. Explain with your own words the underlined sentence in the text.
term exam 1h30
II- GRAMMAR: (8 points)
1- Transform the sentences "A" and "b" into the active voice and "C" and "D" into the passive.
A. Reserves estimates are revised periodically.
B. The remaining reserves will be produced at a declining rate.
C. Sometimes politics or self-interest influences reserves estimates.
D. Specialists who estimate reserves use an array of methodologies.
2- Fill in the blanks with the following words: hydrocarbons - earnings - prices OPEC – exporter- roughly.
Algeria is an important ……….. of oil and natural gas and is a member of the………. . The…………. sector is the backbone of the economy, accounting for………. 60% of budget revenues, 30% of GDP, and over 97% of export ………. . Algeria has the eighthlargest reserves of natural gas in the world and is the fourth-largest gas exporter; it ranks 15th in oil reserves. Sustained high oil ……… in recent years have helped improve Algeria's financial and macroeconomic indicators.
3- Put the verbs between brackets into the correct tense: ( present continuous/ present perfect/ simple past)
1. Lisa (not go) to work yesterday. She wasn't feeling well.
2. I still don't know what to do I (not decide) yet.
3. It (begin) to get dark, shall I turn on the light?
4. This is a nice restaurant is it the first time you (be) there?
5. I'd like to see Tina, it's a long time since I (not see) her.
6. I wasn't very busy, I (not have) so much to do.
III- WRITTEN EXPRESSION: (4 points)
Describe in 100 words (10 lines) the graph below using words and expressions you learned in class.
term exam 1h30
Solution:
1- Title: oil reserves.
2- A-true / ….Sometimes politics or self-interest influences reserves estimates, e.g., an oil reservoir owner may want a higher estimate in order to attract outside investment or to influence other producers.
b- true / ….. satisfying increasing oil demand not only requires continuing to produce older oil reservoirs with their declining production, it also requires finding new ones, capable of producing sufficient quantities of oil to both compensate for shrinking production from older fields and to provide the increases demanded by the market.
3- development / growth
needs/ requires amounts/quantities supply/ provide forecast/estimate peak/ maximum
4- The sentence means that specialists can never guess exactly the right amounts of oil reserves.
GRAMMAR:
1- Passive and active voice:
A. Specialists/ they revise reserves estimates periodically.
B. Investors will produce the remaining reserves ay declining rates.
C. Sometimes reserves estimates are influenced
D. An array of methodologies is used by specialists who estimate reserves
2- Fill in the blanks:
Algeria is an important exporter of oil and natural gas and is a member of the OPEC. The hydrocarbons sector is the backbone of the economy, accounting for roughly 60% of budget revenues, 30% of GDP, and over 97% of export earnings. Algeria has the eighth-largest reserves of natural gas in the world and is the fourth-largest gas exporter; it ranks 15th in oil reserves. Sustained high oil prices in recent years have helped improve Algeria's financial and macroeconomic indicators.
3- Tenses:
1. Lisa (not go) to work yesterday. She wasn't feeling well. Didn't go
2. I still don't know what to do I (not decide) yet. Haven't decided
3. It (begin) to get dark, shall I turn on the light? Is beginning
4. This is a nice restaurant is it the first time you (be) there? You've been
5. I'd like to see Tina, it's a long time since I (not see) her. Saw
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FOR IMMEDIATE RELEASE: Wednesday June 30, 2021
CONTACT: Office of the Treasurer, email@example.com
CT MAKES HISTORY! TODAY, CT BABY BONDS BECAME AVAILABLE FOR ALL CT CHILDREN BORN INTO POVERTY; FIRST STATE IN THE NATION TO PASS BABY BONDS PROGRAM;
TREASURER SHAWN T. WOODEN WAS JOINED BY ELECTED OFFICIALS, SUBJECT MATTER EXPERTS, AND AN EXPECTING MOTHER ON HUSKY TO OFFICIALLY CELEBRATE THE LAUNCH OF CT BABY BONDS
Hartford, CT - Today, Connecticut State Treasurer Shawn T. Wooden celebrated the official enactment of CT Baby Bonds. Beginning today, children born into poverty whose births are covered by HUSKY, Connecticut's Medicaid program, are now eligible for the program. This legislation was championed by Treasurer Wooden.
"To think that a conversation in my office focused on bold ideas to fight poverty and to reduce racial inequality led to this groundbreaking program that will now help thousands of children across Connecticut is powerful," said Treasurer Shawn Wooden. "Following a global pandemic, economic downturn and racial reckoning, I don't believe this program could have come at a more appropriate and important time. CT Baby Bonds is one of the most effective ways to narrow the racial wealth gap and break the cycle of poverty in a state that has some of the starkest wealth and income inequality gaps in the nation. By taking bold action now, we are making a long-term investment in Connecticut's future that will change the life trajectories of thousands of Connecticut residents while also enhancing the economic trajectory of our State."
Connecticut is the first state in the nation to pass Baby Bonds, a program designed to narrow the racial wealth gap and spur long-term economic growth. The program will create a savings account for children born into poverty, whose births are covered by HUSKY— the State's Medicaid program. The accounts will be managed by the Office of the Treasurer and upon each child's birth, funds will be set aside in a trust. When a beneficiary is between the ages of 18 and 30 and completes a financial education requirement, the funds can be used for targeted eligible purposes that are consistent with research to help close the racial wealth gap including: educational expenses, to purchase a home in Connecticut, to invest in a business in Connecticut, or to contribute towards retirement savings. This program is funded through the State General Obligation bonds, with $50 million per year authorized for the next 12 years, totaling $600 million.
The need for CT Baby Bonds is clear in Connecticut and the program will now be a reality for so many children who are born into poverty. Connecticut Voices for Children released a report in January of 2020 that examined the State's income and wealth inequality. They found that the State's racial income gap is the greatest it has been since the 1980s and that the racial wealth disparities are even worse. Additionally, the organization released a report in April of 2021 that found, following the pandemic, more than 50% of CT households with children reported a decrease in income since the pandemic began.
"Connecticut is taking an important step in establishing a right to financial and economic stability for young people starting their adult life," said Dr. Naomi Zewde, Assistant Professor of Health Policy at the CUNY School of Public Health. "We find repeatedly that wealth has been a determining factor in how our lives turn out, but it's usually handed down through families and many Americans simply don't have access, particularly Black Americans. This step is important first because it means that state residents will have a sum of money at their disposal to make real life decisions. And second, because we will hopefully see more states and the federal government following suit."
A number of Connecticut legislators were instrumental in getting Treasurer Wooden's CT Baby Bonds passed into law, including Speaker of the House of Representatives Matt Ritter, Senate President Martin Looney, members of the Black and Puerto Rican Caucus including State Representative Geraldo Reyes, State Representative Bobby Gibson and State Senator Marilyn Moore. Members from Connecticut's Federal Delegation such as U.S. Senator Richard Blumenthal, Congresswoman Rosa DeLauro, and Congressman John Larson, cosponsors of the American Opportunity Accounts Act which would establish a national Baby Bonds program, were also tremendously supportive of the state level legislation.
"I am extremely happy that the CT Baby Bonds bill has passed, and I am very excited to see how many of those in poverty, will reap the benefits," said State Representative Geraldo Reyes, Chair of the Black and Puerto Rican Caucus. "This issue exists between the poor and the working poor. I'm looking forward to closing the generational wealth gap as this is a step closer in the right direction for Black & Brown families' access to equity."
While CT is home to the highest annual income per capita in the country, it also has one of the highest rates of income inequality, as well as stark racial wealth gap disparities. Research consistently indicates that this program will help spur both short and long-term economic growth. A 2019 report from Columbia University analyzed the Federal proposal to create a Baby Bonds program and found that it would nearly eliminate the racial wealth gap for young adults. Furthermore, a 2019 study done by McKinsey shows that a failure to close the racial wealth gap would cost the U.S. economy between $1 and $1.5 trillion, or 4-6% of the GDP in the next decade, directly constraining CT's economy.
"It's moments like these that give me hope," said Treasurer Shawn Wooden. "That I might see an equitable society in my lifetime. By investing directly in children born into poverty, Connecticut will not only help break the cycle of poverty for generations of families but can be seen as a model for the nation when it comes to diminishing long-standing wealth disparities. Today, we have a renewed sense of hope as we continue towards the goal of creating a more equitable society that works for everyone."
CT Baby Bonds is an investment in a sustainable future for children who would otherwise have the cards stacked against them. While some of the first beneficiaries of the program who are born on or after July 1, 2021, will not be eligible to receive the funds until the year 2039, research recently completed by Washington University in St. Louis found that states' efforts to create savings accounts for newborns changed the behavior of account holders earlier then when they received the funds. The research indicates that beneficiaries experienced higher graduation rates, greater expectations about higher education, and improved efforts to save for the future early on in their lives.
"I couldn't believe it when I heard the news about CT Baby Bonds," said Talisha Tirado, expecting mother whose pregnancy will qualify for her child to be able to receive CT Baby Bonds. "Thanks to the leadership of Treasurer Wooden and our legislature, my child and thousands of others will have the ability to access opportunities that they may not have otherwise had here in Connecticut that will change the trajectory of their lives for the better. The hard work behind this program continues to bring tears to my eyes now that I know my child will have a shot to live their American Dream."
###
About the Office of the State Treasurer
Under the leadership of Connecticut's State Treasurer Shawn T. Wooden, the Office of the Treasurer is dedicated to safeguarding the state's financial resources and taxpayers' dollars, while maximizing returns and minimizing risks for pension beneficiaries and operating at the highest professional and ethical standards. Through investments and cash management, the office continues to enhance the state's fiscal stability, financial literacy, college savings, and its approach to leveraging business partnerships to combat social issues such as gun violence, climate change, and equal opportunity for economic growth. Learn more about the Office of the Treasurer here and follow along on Facebook, Instagram and Twitter. | <urn:uuid:5e40be7d-64ef-4d55-830e-666e7a017da1> | CC-MAIN-2022-27 | https://portal.ct.gov/-/media/OTT/Press-Room/Press-Releases/2021/PR070121CtMakesHistoryTodayCtBabyBondsforCtChildrenintoPoverty.pdf | 2022-06-27T20:44:50+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00303.warc.gz | 504,732,191 | 1,628 | eng_Latn | eng_Latn | 0.99849 | eng_Latn | 0.998772 | [
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Civil War Book Review
Winter 2023
Article 7
The Democratic Collapse: How Gender Politics Broke a Party and a Nation, 1856-1861
Bonnie Laughlin-Schultz firstname.lastname@example.org
Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr
Recommended Citation
Laughlin-Schultz, Bonnie (2023) "The Democratic Collapse: How Gender Politics Broke a Party and a Nation, 1856-1861," Civil War Book Review: Vol. 25 : Iss. 1 .
DOI: 10.31390/cwbr.25.1.07
Available at:
https://digitalcommons.lsu.edu/cwbr/vol25/iss1/7
Review
Laughlin-Schultz, Bonnie
Winter 2023
Haumesser, Lauren N. The Democratic Collapse: How Gender Politics Broke a Party and a Nation, 1856-1861. University of North Carolina Press, 2022. HARDCOVER. $99.00. ISBN 9781469671420 pp. 230. PAPERBACK. $27.95 ISBN 9781469671437 pp. 230
In this engaging and succinct work, Lauren N. Haumesser complicates our understanding of the unraveling of the two-party system in the 1850s, shedding new light on the coming of the Civil War through a careful examination of the gendered rhetoric of Republicans, Democrats, and, ultimately, Constitutional Unionists. In the introduction to her dissertation-turnedmonograph, Haumesser carefully defines her twofold understanding of "gender politics": the use of images of masculinity and femininity to make political arguments and the use of gender "to make powerful arguments about slavery" (3). Her work interrogates how political parties in the five years leading up to the Civil War made use of both imagery and gendered arguments and how this contributed to disunionism and the collapse of the Democratic Party.
Following a brisk and historiographically rich introduction, The Democratic Collapse unfolds in five chapters that survey gendered rhetoric and growing division in the Civil War era. In each chapter, Haumesser uses lively anecdotes and carefully curated evidence to deepen her readers' understanding of the political tumult that led to sectional collapse, including the election of 1856, debates about 'domestic relations' in territorial Utah and Kansas, the responses to John Brown's raid, the 1860 presidential campaign, and, finally, the Secession Winter that followed. She is a keen analyst of visual as well as written evidence from partisan newspapers.
In 1856, Democrat strategy was to associate Republicans with all forms of radicalism. Democratic newspapers portrayed Republican candidate John C. Fremont as foppish and fundamentally emasculated in his relationship with his wife Jessie, who—scandalously —spoke in public. The political followed the personal, as Democrats portrayed Fremont as the head of a party that favored abolitionism and gender radicalism, twin threats to social stability in a world in which the Democrat dogma of white male independence hinged also upon a belief in political dependence and inequality for all others. John Brown's raid at Harpers Ferry heightened
Published by LSU Digital Commons, 2023
1
Democrat fear and the erroneous assumption that Republicanism inspired Brown's audacity and threatened all so-called "domestic institutions."
That Democrats vilified Republicans as radicals is, as Haumesser notes in her introduction, covered in other works, most notably Michael Pierson's Free Hearts and Free Homes (UNC, 2003). The Democratic Collapse carefully builds on this historiographical foundation and then digs deeper, showing the ways in which growing divisions among Democrats were predicated upon gendered understandings and rhetoric; the "democratic" in her title is about the collapse of the Democrats as much as that of democracy. The first challenge to party unity came in response to the Lecompton Constitution, which northern Democrats rightly identified as anti-democratic. Northern Democrats (most notably, Stephen Douglas) disappointed Southern counterparts who had come to believe in the need for a vigorous proslavery government in Kansas. Northern Democrats were wedded to the idea that white manhood itself was implicated in upholding their right to a fair vote on the issue of slavery. This, Haumesser shows, proved problematic when Republicans cleverly claimed that Mormon polygamy in Utah was also protected under popular sovereignty.
Intra-party turmoil intensified in 1859, as the Border South feared that the enslaved population would follow Brown's model, rebel, and endanger Southern women and homes. Douglas and other Northern Democrats discovered too late that they had miscalculated in their failure "to attend to the racialized and sexualized anxieties of Democrats in the Border and Upper South" (p. 99). Though northern Democrats tried to garner votes through race-baiting stories of white women leaving Republican husbands for Black men in 1860, they failed to appeal to even the moderate Southern contingent who no longer trusted them to protect slavery alongside patriarchy. These fears led them to "take the manly action of splitting the Union to secure slavery" (127). In the end, it was not just that gender politics failed to smooth over sectional divisions among Democrats but that their differences about gender itself contributed to the schism, especially as Southern Democrats started to promote a new nationalism "symbolized by an idealized white southern womanhood" (130). By the 1860 presidential campaign, Haumesser demonstrates compellingly that northern and southern Democrats were not just in disagreement upon a candidate but that their worldviews had become incompatible.
When we teach the 1850s, we often talk about the multiple ways to understand and explain this pivotal decade—the increasing divide over the morality and fate of slavery in the
DOI: 10.31390/cwbr.25.1.07
2
United States, growing polarization between North and South, and the breakdown of the twoparty system, in part due to the collapse of the Democratic Party which had once, Haumesser reminds us, comprised more than half the electorate. This book increases understanding of all these explanations while also offering great examples of visual evidence to use with students. Haumesser has her eye on the present as well as this past, offering a "sober warning" in her conclusion that, as they did in the past, both political rhetoric and the concessions it allows "can lead to disaster for party and country" (159). At what point the antebellum partisan newspaper editors, writers, and politicians understood themselves to be hyperbolic and at what point the members of their audience were true believers, captive to their racist beliefs and fears of a world turned upside down, is not always clear, though her note that to many, "accuracy mattered less than shock value" feels like a warning for our times as well (111).
Bonnie Laughlin-Schultz is Professor of History at Eastern Illinois University. The author of The Tie That Bound Us: The Women of John Brown's Family and the Legacy of Radical Abolitionism (Cornell, 2013), she is currently at work on a book about abolitionist understandings and debates about American history.
Published by LSU Digital Commons, 2023
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JUNIOR CLASSICS
NA221812D
Mark Twain
A CONNECTICUT YANKEE IN KING ARTHUR'S COURT
Read by Kenneth Jay
Total time: 2:28:44
Mark Twain
A CONNECTICUT YANKEE IN KING ARTHUR'S COURT
The magical and romantic legend of King Arthur and the Knights of the Round Table is one of the great stories of the world. The most famous version – Le Morte d'Arthur by the 15th-century writer Sir Thomas Malory, which told of Arthur, Excalibur, Merlin, Sir Launcelot, Guinevere, Sir Gawain, the search for the Holy Grail and the final battle between the King and Mordred – is full of excitement, heroism and mystery.
Camelot, he couldn't resist elaborating on the realities of life in Arthurian times. His Connecticut hero, Hank Morgan, found not a land of grace and ideals but one which was smelly, dangerous, uncomfortable and backward.
Like most of his generation, Mark Twain, the great 19th-century comic American writer, knew and loved the book. He wrote mainly about his own time – and his greatest successes, such as Huckleberry Finn and Tom Sawyer, drew on the Mississippi countryside where he grew up. But he also had a wicked sense of humour, and he wanted to show that Malory's picture of brave knights and rescued damsels was not as shiny or honourable as we may like to think.
From the moment the idea came to him, to whisk a modern man (modern = 1880s for Twain) back in time to the heyday of
Hank finds that life is regarded as cheap, that torture and execution are commonplace, that superstition is everywhere and even Merlin is a con man. Few wash, the music is terrible, living in armour is horrendous and deception is everywhere.
So Hank decides that he will make the best of his situation and introduce 6th-century England to some of the improvements of his contemporary (19thcentury) existence – advertising, soap, newspapers, stocks and shares, and the railroad. And, with his superior knowledge, he will become The Boss.
How do the people of an older time take to it? In much the same way, Twain suggests, as we would if someone from the distant future came down and tried to make us live their way: the older people generally
do not like giving up their traditional ways, even though there are very clear advantages and only the youth can adapt.
Yet despite this, Hank cannot but admire some qualities of those knights and their damsels – not least the ability to stand up and fight in steel armour that would crush the contemporary man.
The novel began mainly as a delightful fantasy, but as Twain wrote, the darker side of his own character and view of the human race emerged. He believed in science, economics and practicalities; and government based on the equalities of opportunity that characterised America of Twain's day. He couldn't accept a people who would choose monarchy. A Connecticut Yankee shows what can happen when these two very different societies come together.
Notes by Nicolas Soames
Mark Twain was born Samuel Langhorne Clemens in 1835 in Florida, Missouri, though he moved to the Mississippi River town of Hannibal when he was four. He served in the Confederate Army during the Civil War, but by 1863 he was writing regularly, and had adopted the name of Mark Twain. The Adventures of Tom Sawyer was published in 1874, and The Adventures of Huckleberry Finn ten years later. Among his other best-known novels is The Prince and the Pauper (1872).
He had a difficult life, with both his wife and two daughters dying from illness; and an unfortunate business venture driving him into bankruptcy. This introduced a darker note into his works. But he was recognised in his lifetime as a principal American literary figure. Mark Twain died in 1910.
The music on this recording is taken from the NAXOS catalogue
MACDOWELLSUITES
8.559075
Ulster Orchestra / Yuasa
ANON BELICHA/SALTARELLO 2 Ensemble Unicorn
8.553131
The music was programmed by Nicolas Soames
Mark Twain
A CONNECTICUT YANKEE IN KING ARTHUR'S COURT
Read by Kenneth Jay
A Connecticut Yankee at King Arthur's Court is one of the great comic fantasies in literature. A Yankee is whisked back in time from America in the second half of the 19th century to 6th-century England, when England was ruled and guided from Camelot by monarch and magician. What happens when a modern (for Twain) man with a background of railroads, advertising, ammunition and soap arrives in the medieval glade and castle? How do the spells of Merlin and the lances of the Knights fare against industrial man? This is a wonderfully comic tale for people of all ages, narrated with infectious humour and character by Kenneth Jay.
Canadian-born Kenneth Jay trained at Ryerson in Toronto but has lived and worked in the United Kingdom since 1983 where his theatrical career has ranged from weekly rep to national tours of Witness for the Prosecution, Noises Off and Adam's Dream. Numerous West End appearances include The Boys Next Door and Indian Ink. He has also toured Europe with The Imaginary Invalid and I Ought To Be In Pictures. Film and television includes Emmerdale, The Bill, Happy Birthday Shakespeare, Cousin Bette and Hotel.
ALL RIGHTS RESERVED. UNAUTHORISED PUBLIC PERFORMANCE,
Total time
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1. Course Code
2281
2. Course Title
S4e:ICT4D Project Exercises
3. Teacher
TAKAHARA, Toshiro
4. Term
Fall 3
5. Course Requirements (Courses / Knowledge prerequisite for this course)
None
6. Course Overview and Objectives
The objective of the course is to design a desirable ICT4D projects by deepening the understandings of theoretical and practical framework of ICT4D. Through various lectures, thought experiments and discussions, students are guided to learn about the mechanism of ICT4D projects, especially a standard project planning method; Project Cycle Management. This course is intended to learn about risk mitigation techniques during the project implementation and monitoring/evaluation method.
7. Course Outline
1 Lesson 1: Course introduction/ Method introduction (Analysis and Planning Skill)
2 Lesson 2: Project failures and cause analysis: Learn from the failure case
4 Lesson 4: Various method and tool to build a project
3 Lesson 3: Building an ICT4D Project (Project Design)
5 Lesson 5: Stakeholder analysis (Understand the Requirements of stakeholders)
6 Lesson 6: Problem Analysis and Problem Tree
8 Lesson 8: Logframe 1 (Narrative summary & Inputs)
7 Lesson 7: Objective Analysis and Objective Tree
9 Lesson 9: Logframe 2 (Indicators & Assumptions)
11 Lesson 11: Monitoring and Evaluation of a Project
10 Lesson 10: WBS, Gannt Chart and other project management tools
12 Lesson 12: Project Planning Exercise (Introduction)
14 Lesson 14: Presentation session (Individual/ Group)
13 Lesson 13: Project Planning Exercise (Exercise)
15 Lesson 15: Sum up and evaluation
16
8. Textbooks (Required Books for this course)
None
9. Reference Books (optional books for further study)
10. Course Goals (Attainment Targets)
(1) Understand different viewpoint of stakeholders on ICT4D projects using analysis skills
(2) Ability to explain logically the mechanism of your project using theoretical frameworks
(3) Ability to explain the risk of your project and how to mitigate these risks
(5)
(4) Ability to plan an ICT4D project
(6)
(8)
(7)
11. Correspondence relationship between Educational goals and Course goals
12. Evaluation
13. Evaluation Criteria
15. Notes
Active participation to the discussion will be appreciated and counted to the evaluation
16. Course plan
(Notice) This plan is tentative and might be changed at the time of delivery
Lesson 1: Course introduction/ Method introduction (Analysis and Planning Skill)
Lecture & Discussion: 90min
1. Course introduction and kick off
2. Skills to be obtained at the end of the course
3. Grading method
4. Assignment: Read Alan Kay's "A Personal Computer for Children of All Ages" and write a memo on your viewpoint on it.
Lesson 2: Project failures and cause analysis: Learn from the failure case
Lecture & Discussion: 90min
1. Presentation of project failure examples
2. Discussion on the cause of failure and risk mitigation
Lesson 3: Building an ICT4D Project (Project Design)
1. Methodology of building an ICT4D project
2. Choice of appropriate technology
3. Idea is everything
4. How to make your idea really work? Power of design
Lecture & Discussion: 90min
Lesson 4: Various method and tool to build a project
1. Introduction of Various Project Planning Method
2. Pros & Cons of Ptoject Planning Method
3. How to design an inclusive project
4. Ownership of the project
Lesson 5: Stakeholder analysis (Understand the Requirements of stakeholders)
Lecture & Discussion: 90min
1. SWOT Analysis
2. Who are the stakeholders?
3. Beneficiaries, counterparts and opponents
4. How to deal with different interest of stakeholders
5. Optimisation of a project
Lesson 6: Problem Analysis and Problem Tree
1. How to proceed to problem analysis
2. Listing of problems
3. Categorise the problems
4. Cause-Effect relationship of the problem
5. How to build a problem tree
Lesson 7: Objective Analysis and Objective Tree
1. How to transform problems to objectives
2. Build an objective tree
3. Analysis of the objective tree
4. What we can and what we cannot
5. Choose the appropriate objectives
Lesson 8: Logframe 1 (Narrative summary & Inputs)
1. Build a logic among objectives
2. Presentation of Logframe
3. Narative summary (Overall objective, Project purpose, Outputs and activities)
4. Building activities
5. Plan inputs of the project
Lecture & Discussion: 90min
Lecture & Discussion: 90min
Lecture & Discussion: 90min
Lesson 9: Logframe 2 (Indicators & Assumptions)
1. Indicators and means of verification
2. Quantitative indicator and qualitative indicator
3. Probability and how to set an appropriate goal
4. Assumptions
Lesson 10: WBS, Gannt Chart and other project management tools
Lecture & Discussion: 90min
1. What is WBS?
2. What is Gannt chart?
3. Project management tools
4. How to monitor a project
Lesson 11: Monitoring and Evaluation of a Project
1. Project management: Process and consensus
2. Risk mitigation: Theory and practice
3. Project Monitoring and Evaluation
4. DAC evaluation criteria
Lesson 12: Project Planning Exercise (Introduction)
1. Use the same scenario to make different projects
2. How to proceed to this exercise
3. Choice of the method and tool
4. Final output as a presentation & project document
Lesson 13: Project Planning Exercise (Exercise)
Lecture & Discussion: 90min
Lecture 40min, Exercise 50min
Exercise 90 min
1. Use the same scenario to make different projects
2. What are the target group? What are the project activities and indicators?
3. Use various planning tools to make a project
4. Include risk evaluation and mitigation
Lesson 14: Presentation session (Individual/ Group)
1. Presentation session
2. Discussion (Q&A)
Lesson 15: Sum up and evaluation
Discussion 90min
1. Revision of the course, important points to remember, and class feedback
Lecture & Discussion: 90min
Presentation 90min | <urn:uuid:efd63134-2655-427a-b64e-e3a30c2fb200> | CC-MAIN-2022-27 | https://www.kic.ac.jp/wp-content/uploads/2021/12/2281-S4e_ICT4D-Project-Exercises.pdf | 2022-06-27T21:47:44+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00303.warc.gz | 895,329,291 | 1,368 | eng_Latn | eng_Latn | 0.914164 | eng_Latn | 0.923914 | [
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ALLERGIC PROCTOCOLITIS
Proctocolitis (prok-toe-co-LIE-tis) is inflammation of the lower part of the intestines (the colon). If this swelling is caused by an allergic reaction, it is called Allergic Proctocolitis. Allergic Proctocolitis in infants is also called Milk/Soy Protein Intolerance, Dietary Protein-Induced Proctocolitis, or protein hypersensitivity.
What are the Symptoms of Allergic Proctocolitis?
The main symptom of Allergic Proctocolitis (AP) is mucus with visible specks or streaks of blood in dirty diapers (stools). The stools may be watery, and they are often green. Many infants with AP are very fussy. It is not uncommon for families to be told their baby has colic. Bouts of crying (day and night), poor sleep, and obvious discomfort after eating can be a part of AP too. Some babies with AP have skin rashes.
What Causes Allergic Proctocolitis?
AP is caused by an allergic reaction to food proteins that pass through a baby's colon. These food proteins may come from formula, but, if you are breastfeeding, the proteins pass into your breast milk from the foods you eat. At least half of all cases of AP are caused by a reaction to cow's milk (dairy) proteins. Soy protein is the second most common cause, and many babies have a problem with both dairy and soy. Any food protein can cause an allergic reaction. At this time, no one knows why some babies get AP.
How is Allergic Proctocolitis Diagnosed?
The best way to diagnose Allergic Proctocolitis is to remove the suspected protein from the baby's diet and see if he or she starts to feel better. Your baby's doctor should first rule out other conditions, and may want to test samples of your baby's stool or blood.
What is the Treatment for Allergic Proctocolitis?
The treatment for Allergic Proctocolitis (AP) is to avoid the food(s) that cause the problem. If you are breastfeeding, you will need to stop eating foods that bother your baby. This is called an elimination diet. If your baby takes formula, the doctor can recommend a formula that will be better for your baby. Dairy and soy proteins are usually the first to be removed.
How long will it take for my baby to feel better?
Many babies will stop bleeding as soon as 2 or 3 days after you remove the offending protein(s). It can take 1 to 2 months for all symptoms to go away. If you are not seeing ANY improvement after 2 weeks on an elimination diet, see your doctor or a Registered Dietitian about removing a different protein. Most babies grow out of AP by their first birthday. | <urn:uuid:d83fb61a-da53-45eb-a4dc-fff12d4ebbdb> | CC-MAIN-2023-14 | https://www.amherstpeds.com/storage/app/media/allergic-proctocolitis1.pdf | 2023-03-25T02:24:48+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00169.warc.gz | 736,938,504 | 597 | eng_Latn | eng_Latn | 0.999332 | eng_Latn | 0.999332 | [
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Weekly Newsletter
19th March 2021
NOTE FROM HEAD TEACHER
As-salaamu alaikom
Dear Parents / Guardians / Carers,
'And the earth! We have spread it out, and set thereon mountains standing firm, and have produced therein every kind of lovely growth (plants).' [Qur'an, 50:7]
Over the past two weeks our pupils have been planting seeds and watching them do so reminded me of this beautiful ayah. Witnessing seeds we planted break through the soil in search of light, and grow into plants and flowers, is surely one of Allah's countless blessings. It fills our hearts with hope of new beginnings, joy and awe of our Creator and Provider. Al hamdu'lillah. Wasalaam
Mrs Ghafori
HIGHLIGHTS
Year 3 created some fruit art in DT. They discussed seasonal food vs. non-seasonal foods and the effects they have on the environment.
Year 6 have been developing their observational and drawing skills in art, sketching flowers.
Year 5 were in the garden planting some vegetable seeds. The girls were responsible for making paper pots to make sure our planting is as sustainable as possible.
STARS OF THE WEEK
More News
Y1: Ali Syed Taj &Parsa Khan
Y2: Nusaibah Munir
Y3: Shahzain Choudhary
Y4: Haniya Dar & Suwaibah Munir
Y5: Amaar Alvi
Y6: Zaina Ayub
Introducing our new Year 1 teacher. She has worked in a number of schools and is looking forward to her year at MMPS. She loves sports, especially swimming. She enjoys cooking and says she has a big sweet tooth. A big welcome to Mrs Aboukar!
AYAH OF THE WEEK
'Indeed Allah loves those who rely upon Him.' Quran (3:159)
The Right of the Fortnight
Article 30: Every child has the right to learn and use the language, customs and religions of their family.
ASSEMBLY
Mrs Jannath spoke about the month of Ramadan and how we should start preparing.
Pupil Voice
"Which women are our role models?"
Greta Thunberg because she is trying to save the planet. Rabia, Year 5
Rosa Parks. She changed things for people. Hassan, Year 3
Emmeline Pankhurst. She was an activist who helped to give women freedom. Omar Yagan, Year 5
Rosa Parks. She was an inspirational black woman who made a change . Eesa, Year 5
My mum never gives up, she's always working hard . Khadeeja, Year 6.
Khadeeja(ra)
She was kind and spent her worldly riches on the poor
and needy
. Razeen, Year 4
My big sister always helps me. Manahil, Year 6
My mum is a great role model, because she is a charitable person. Whenever we get food, we always buy extra to give to the homeless. Rohaan, Year 6 | <urn:uuid:691bc7be-a5c4-4b51-9023-082955fa3c63> | CC-MAIN-2022-27 | https://www.mmps.miet.uk/wp-content/uploads/2021/03/Newsletter-19th-March-2021.pdf | 2022-06-27T20:34:34+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00303.warc.gz | 947,716,172 | 656 | eng_Latn | eng_Latn | 0.997339 | eng_Latn | 0.997339 | [
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OCCIDENTAL COLLEGE
EMERGENCY SUPPLIES CHECKLIST
Below is a personal preparedness checklist that will add to your safety and comfort during and after a disaster. Store enough supplies for at least 72 hours. This is a progressive list. Start with the essentials and work at it until you feel comfortable with your preparedness. Develop several disaster kits for home, office, vehicle and for your family members.
ESSENTIALS
[ ] Water - at least 1 gallon per person per day (a one week supply is best). Energy or sport drinks that have electrolytes are also good. Rotate into normal use and re-purchase at regular intervals.
[ ] Water purification kit.
[ ] Whistle to signal for help.
[ ] First aid kit, freshly stocked. Watch expiration dates of supplies. (Should contain ibuprofen, acetaminophen or aspirin, adhesive bandages, flexible bandages to wrap joints, antibiotic/burn ointment, antihistamines, prescription drugs, sterile gauze pads, sanitary napkins, etc.)
[ ] First aid book.
[ ] Food. Choose items with long shelf life and ability to eat without preparation and good nutritional value (energy bars; canned meat, vegetables & fruits; etc.)
[ ] Can/bottle opener (non-electric).
[ ] Essential medications.
[ ] Extra clothing - jacket/sweater for warmth, work clothes (jeans, long sleeve shirt, etc), hat, raincoat, etc.
[ ] Blankets or sleeping bags and something to use as a pillow. You may have to sleep outside or in a vehicle. Space blanket (compact & can be used as a tarp).
[ ] Flashlight with extra batteries, lightsticks (they have an expiration date).
[ ] Radio (recommend dynamo hand crack charging or solar/dynamo combo). Some come with a flashlight option.
[ ] Extra pair of eyeglasses or contacts with cleaning supplies.
[ ] Fire extinguisher (recommend: 5lb dry chemical A-B-C type or larger).
[ ] Out-of-state contact phone number.
[ ] Extra pair of house and car keys.
[ ] Cash and change.
[ ] Waterproof matches and long-life candles. Never use if a gas leak is suspected.
[ ] Personal identification.
[ ] Other:
SANITATION SUPPLIES
[ ] Large plastic trash bags for waste.
[ ] Toilet paper.
[ ] Bar soap and liquid detergent. Antibacterial, "no-water-needed," liquid soap.
[ ] Paper towels
[ ] Hand/bath towels
[ ] Toothpaste and toothbrushes.
[ ] Feminine hygiene supplies.
[ ] Household bleach.
[ ] Trash can.
[ ] Shampoo.
[ ] Other:
SAFETY & COMFORT
[ ] Sturdy shoes or work boots.
[ ] Heavy duty gloves for clearing debris including glass and other sharp objects.
[ ] Dust masks.
[ ] Hardhat.
[ ] Candles and matches. Never use if gas leak is suspected.
[ ] Light sticks.
[ ] Change of clothing (search and rescue type). Also, plan for warmth and comfort.
[ ] Knife, razor blades, scissors.
[ ] Tent and tarp.
[ ] Communication kit: paper, pens/pencils/markers.
[ ] Books and playing cards.
[ ] Cell phone.
[ ] Area map.
[ ] Address/phone directory for friends and family.
[ ] Pillow.
[ ] Other:
COOKING
[ ] Utensils (knife, fork, spoon).
[ ] Plates, cups, bowls.
[ ] Paper towels.
[ ] Aluminum foil.
[ ] Camping stove and fuel. Never cook indoors because of potential for carbon monoxide poisoning. Do not use if there are potential gas leaks.
TOOLS & SUPPLIES
[ ] Adjustable wrench for shutting off gas.
[ ] Shovel, broom, saw, axe.
[ ] Tool kit: screwdrivers, pliers, hammer, crowbar.
[ ] Rope (1/2" minimum thickness).
[ ] Duct tape.
[ ] Chalk for marking searched areas.
[ ] Levers and fulcrums for lifting debris.
FAMILY SUPPLIES
[ ] Baby supplies: formula, bottles, pacifier, soap, clothing, blankets, baby wipes disposable diapers, canned food and juices.
[ ] Survival supplies for children at their school. Does the school have a disaster plan?
[ ] Contact person who will pick up your children for you if you cannot leave your place of work. This person should have your out-of-state contact number so messages can be exchanged.
[ ] Spouse and other family members should have their own emergency supplies with them. You should all review the emergency plans on a regular basis so you will feel relatively comfortable about your preparedness. This peace of mind will be very valuable to you should a disaster strike when you are separated from your family members.
[ ] Survival needs (see "Essentials" above). Plus: Keep extra medication on hand (rotate as necessary to prevent exceeding expiration dates); Extra eyeglasses; Extra walking aids.
[ ] Whistle to signal for help.
[ ] Extra battery for hearing aids.
[ ] Arrange for a few other trustworthy people to check on you after an earthquake. They should know your special needs, where emergency supplies are located and how to operate any equipment you use.
PETS
[ ] Food and water for a week. Be aware that pets are usually not allowed at emergency shelters.
[ ] Bowls to serve food and water.
[ ] Leash or carrier.
[ ] Arrange with a neighbor to care for your pet(s) if you cannot get home. Arrange another place for you pet to stay for an extended period of time if necessary.
HOME PREPARATION
[ ] Place beds away from large windows, tall unsecured bookcases or other furniture. Do not hang objects (glass framed pictures, etc) on walls that might fall on you and cause injury. Use soft art pieces. Minimum 4mil thick plastic films are available for coating windows to prevent shattering (labor and materials about $3-4/ft 2 ).
[ ] Put a flashlight under your mattress so it is easy access without having to search through furniture that might topple over, and it will be available in the "safety triangle" next to your bed. Keep shoes near your bed to prevent having to walk through broken glass or debris that might cause injury. Keep other "essentials" as necessary in easy reach from your bed.
[ ] Make sure you have smoke detectors and functioning fire extinguishers in your house. Carbon monoxide detectors are also a good addition where needed. Follow manufacturer recommendations for locations. Practice use of fire extinguishers when offered at work. Teach your family how to use a fire extinguisher and how to call for emergency response.
[ ] Develop a family plan for what to expect and what to do during an earthquake, fire or other emergency. Do a practice drill every 6 months. Teach family members what to do wherever they are (indoors, outdoors, at school, etc.). Talk about this on family outings.
[ ] Gas appliances must have a flexible connector to reduce the risk of fire or explosion.
[ ] Secure your gas water heater using kits made of materials designed for this purpose.
[ ] Locate your gas and water shut-off valves, and store the necessary tools to turn them off in a convenient location. Never turn the gas back on once you have turned it off. Let the gas company to this. They can check for leaks and make sure all pilot lights are re-lit.
[ ] Locate the electrical shutoff in the circuit breaker panel or fuse box. Learn how to turn off the power before the emergency.
[ ] Secure the top of tall furniture to wall studs with flexible straps (designed for this purpose).
[ ] Computers, TV, and other appliances can be secured using safety straps. Use non-drying putty or industrial Velcro for art objects.
[ ] Secure cabinets with child-proof safety latches, or ones designed for boats. This can really save on breakage costs and cleanup.
[ ] If you suspect your house is not bolted to the foundation, has un-reinforced cripple walls or other structural issues, contact a seismic retrofit company for an evaluation and repair estimate. Some of the best earthquake damage prevention is to complete the seismic upgrades to your structure before the shaking tests its strength.
[ ] Other: | <urn:uuid:2930a3b0-25dc-4ddf-8294-08c73006aea0> | CC-MAIN-2023-14 | https://www.oxy.edu/sites/default/files/assets/Campus_Safety/checklist_092017.pdf | 2023-03-25T00:48:37+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00172.warc.gz | 1,014,857,691 | 1,740 | eng_Latn | eng_Latn | 0.998428 | eng_Latn | 0.999113 | [
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Civil War Book Review
Winter 2023
Article 8
Hearts Torn Asunder: Trauma in the Civil War's Final Campaign in North Carolina
Jonathan M. Atkins Berry College, email@example.com
Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr
Recommended Citation
Atkins, Jonathan M. (2023) "Hearts Torn Asunder: Trauma in the Civil War's Final Campaign in North Carolina," Civil War Book Review: Vol. 25 : Iss. 1 .
DOI: 10.31390/cwbr.25.1.08
Available at:
https://digitalcommons.lsu.edu/cwbr/vol25/iss1/8
Review
Atkins, Jonathan M.
Fall 2022
Dollar, Ernest A. Jr. Hearts Torn Asunder: Trauma in the Civil War's Final Campaign in North Carolina. Savas Beatie, 2022. HARDCOVER. $32.95 ISBN 9781611215120 pp. 233.
Civil War historians well know that the conflict did not end when Robert E. Lee and Ulysses S. Grant shook hands at Appomattox Court House. Confederate forces continued to resist for several weeks until they received the news about Richmond's fall and the surrender of Lee's army. In Hearts Torn Asunder: Trauma in the Civil War's Final Campaign in North Carolina, Ernest A. Dollar, Jr., provides a fresh look at perhaps the war's most significant remaining theater after Appomattox, where ninety-thousand Union soldiers under William T. Sherman pursued Joseph E. Johnston's thirty thousand beleaguered Confederates. While the book presents an account of the campaign, Dollar—himself a veteran—focuses mainly on the war's impact on the men who fought, and on the civilians caught between the two armies.
The work opens with chapters describing the conditions of the Union and Confederate troops and of North Carolina's population at the start of the campaign, followed by a day-to-day survey of its progress from April 10 through May 4, 1865. The armies seldom confronted each other through these weeks, as Johnston's men persistently retreated from Sherman's superior force. Once he learned about Lee's surrender, Johnston persuaded Confederate President Jefferson Davis—passing through North Carolina as he fled from Richmond—that "it would be the greatest of human crimes for us to attempt to continue" (77). The Confederate commander thus met with Sherman at James and Nancy Bennett's farmhouse and agreed to surrender all of the South's remaining armies after Sherman offered to grant the soldiers full amnesty and restoration of their constitutional rights. With the Northern public furious after Abraham Lincoln's assassination, President Andrew Johnson's cabinet rejected Sherman's generosity, forcing the humiliated Union general to meet Johnston a second time and impose on his opponent the same terms that Grant had bestowed on Lee. As the Confederate army dissolved and the Union army prepared for its grand review in Washington, Johnston lay the groundwork for defending himself against charges of cowardice and betrayal for surrendering his army.
Published by LSU Digital Commons, 2023
1
Sherman likewise sought vindication from Secretary of War Edwin M. Stanton's scathing public criticism and challenge to his patriotism because of his lenient first agreement at Bennett House.
The armies' presence meanwhile terrified North Carolina civilians. Many expected to suffer the same degree of destruction that Sherman's hardened veterans had recently inflicted on South Carolina, but they also feared deprivations from the desperate Confederates who were supposed to be defending them. Soldiers from both armies ransacked several communities in their path. Union commanders actually tried to limit "hard war" in the area, but "the army's psychological state overwhelmed Sherman's control over it" (21). Despite his promise to spare the city of Raleigh, Sherman could not prevent his men from breaking into private homes in the state capital. Union "bummers" frequently went beyond foraging to harass and, in some cases, sexually abuse individual Southerners, while famished Confederates looted and stole food and committed similar atrocities that "destroyed home front morale" (36). Bitter memories of the men's behavior, Dollar contends, help to explain post-war Americans' neglect of the campaign. Southerners embraced the mythology of the "Lost Cause" because "it provided solace to generations of traumatized people," while for Northerners, "talking about the end of the war in North Carolina … required talking about an inglorious campaign that saw war made on civilians" (190).
Dollar finds in the soldiers' conduct ample evidence for widespread cases of posttraumatic stress disorder (PTSD). "[T]he physical and emotional damage of wartime stress," he concludes, contributed significantly to the campaign's viciousness. "By 1865, soldiers who suffered four years of toxic stress found their abilities to think rationally and to make moral judgments difficult" (xxi-xxii). Most soldiers refrained from extreme cruelties, but their experiences nevertheless affected them deeply. Some found comfort in religion, which offered "a balm for souls troubled by sins they and others had committed" (24). More found refuge in alcohol, probably self-medicating with a remedy that only further impaired their moral restraint. As the war neared its end, many felt a deep sense of melancholy. Soldiers looked forward to returning home, but they lamented their dead comrades and recognized that they would soon lose the friendships and camaraderie that had carried them through the conflict. Some realized, too, that fighting had given them a distinct perspective that separated them from family and friends, who remained "largely ignorant of the realities of war" (xxiii). Many never came to peace with what they had seen and done. Alcohol and opiate abuse became widespread among veterans, with several eventually institutionalized or ending their misery by suicide.
DOI: 10.31390/cwbr.25.1.08
2
Hearts Torn Asunder is filled with stories showing civilians' hardships and soldiers' bizarre or brutal behavior. Dollar unfortunately does not attempt to locate his findings in the historiographical literature. As a result, the book fails to address historians who argue that PTSD affected only a small number of soldiers, and that relatively few committed atrocities against civilians. The author's presumption that the North Carolina campaign reached a greater level of cruelty than elsewhere likewise remains questionable. Surprisingly, too, the book says relatively little about race. To be sure, African Americans are present: An appendix presents two poems composed spontaneously by George Moses Horton, a slave who escaped from a nearby plantation; North Carolinians held a longstanding fear of slave rebellion; and at least one Union soldier considered the war divine chastisement for the national sin of slavery. When considering Southern fears of "a future full of horrors" following the Confederacy's defeat, though, the author misses an opportunity to explore to what degree those "horrors" arose from their recognition that slavery would no longer govern race relations (110). Still, Hearts Torn Asunder is a worthwhile read. The war may or may not have left a generation of Americans "more troubled than we have thought," but Dollar's research will quickly disabuse readers tempted to view the Civil War as a romantic or heroic crusade (xxvii).
Jonathan M. Atkins is professor of History at Berry College. He is the author of Parties, Politics, and the Sectional Conflict in Tennessee, 1832-1861 (1997) and is currently working on a biography of Andrew Jackson.
Published by LSU Digital Commons, 2023
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2022-2023 Title I School-Parent-Student Compact Webb Elementary School
What is a School-Parent-Student Compact?
Every student deserves the best education. Our annual school-parent-student compact offers ways that we can work together to help our students be confident and ready for their future. This compact will guide us on how we can work together to…
* Help student reach their academic goals
* Explain how teachers and parents can communicate about student progress
* Focus on student learning
* Describe opportunities to be a part of the school
Compacts are Jointly Developed
____________________________________________________
Working together is important. Parents and teachers have worked together on this compact to list ways we can help students. Our school receives money from the federal government under Title I, Part A of Every Students Succeeds Act to help students meet the State's high standards and invites parents to be a part of the school's community. This compact goes with our Campus Family Engagement Policy and District Family Engagement Policy.
____________________________________________________
Compacts build Partnerships
Caring adults are essential to helping students learn. We are always looking for volunteers and of course, you can arrange to come observe classroom activities. This year the community health conditions may change the way adults can volunteer and visit the school, however, we are committed to building a partnership with all parents and families. Here are a few of the main events that we can partner together to help students learn and show them we care about their education.
Math Activity Night October 27, 2022 Science Activity Night November 9, 2022 Reading Activity Night February 2023
____________________________________________________
Communication about Student Learning
We are committed to talking with you about your student's learning. Here are some ways we can make sure that we are communicating regularly about your student's progress:
* Parent Self-Serve
your child's teacher by Class Dojo, e-mail and by phone.
* Parent-Teacher Conferences- We will discuss your student's progress and this compact. Please contact
* You can contact us through these apps or by emailing your student's teacher.
* Progress Reports and Report Cards in six-week intervals
* Webb staff will use Class Dojo, Facebook, Blackboard, email and phone calls.
AISD Parent and Community Engagement
Goals
We know you have goals for your student and we do too. We provide excellent curriculum and teaching to help your student meet the State's high standards. Your student's teacher will be glad to show you what materials and programs we use.
District Goal
School goals and focus areas of learning
100% of AISD students will graduate exceptionally prepared for college, career, and citizenship
Goals:
Our goals for this school year are for all students to show growth in the areas of reading, math, and science. Students in grades K-6 will use DRAs/EDLs, NWEA MAP, and mClass to monitor growth and progress. Students in grades 3-6 will use district assessments to monitor growth progress. PreK students will use CLI.
Focus Areas of Learning:
Our two academic focus areas for 2022-2023 are reading and math. Two of our academic nights are tied to these academic areas of our school.
Because every student deserves the best education, together, we commit to the following:
Teachers will…
* Parents can…
* Students can…
host grade level Math and Reading nights to share strategies with parents.
provide small group instruction for reading and math to address students' individual needs.
ensure students are completing their assignments at home.
read for 20 minutes and practice math facts with their child daily.
communicate with parents on students' successes and grouth areas via conferences, phone calls, Class Dojo and email.
attend academic nights to support their child's learning.
Together, we'll make sure your child has the best education.
Webb Elementary School Evelyn Navarro Gaspar 682-867-4300
complete their assignments at home and in class.
read for 20 minutes and practice their math facts daily.
be an active participant in class during instructional time. | <urn:uuid:d32ee265-5e68-4cde-bd37-819c3835b891> | CC-MAIN-2023-14 | https://www.aisd.net/webb-elementary/wp-content/files/sites/94/2022/11/Webb-Title-1-Compact-English-2022-2023.pdf | 2023-03-25T02:21:29+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00172.warc.gz | 698,063,142 | 830 | eng_Latn | eng_Latn | 0.998897 | eng_Latn | 0.999307 | [
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Capitol Office: 118 Capitol Building Springfield, IL 62706 (217) 782-9595
District Office: 813 School Road Matteson, IL 60443 (708) 283-4125 (708) 253-1313 FAX
State Senator · 19
Illinois State Senate
District
Senator Michael E. Hastings was born and raised in Orland Hills, Illinois as one of six children of Kyle and Mary Hastings. As a youth, Hastings excelled in academics and athletics while attending Victor J. Andrew High School in Tinley Park. He was selected an Illinois All-State Football player, served as student government president and later qualified for an appointment to the United States Military Academy at West Point.
Mike earned his Bachelor of Science degree in Leadership and Management at West Point and played as an offensive lineman on Army's Division-I football team for four seasons, including the annual Army-Navy rivalry game in Philadelphia, PA. He was also selected as one of the first cadets to serve at the National Security Agency. In 2003, Hastings graduated from West Point and was commissioned as a Second Lieutenant in the United States Army.
While attending the academy, al-Qaida terrorists attacked the World Trade Center in New York. Following graduation, Hastings deployed to Iraq during what was considered to be the peak of counterinsurgency operations. Hastings rose to the rank of Captain and served as the Aide-de-Camp to the Commanding General of the 1st Infantry Division. Hastings served in combat operations ranging from the Syrian to the Iranian borders in support of our nation's exit strategy. For his meritorious service in a combat zone, Hastings was awarded the Bronze Star Medal.
In 2008, Hastings joined Ethicon BioSurgery, the fastest growing sector within Johnson & Johnson's medical device division. Hastings spearheaded a multi-million dollar turnaround of their Midwestern territory and was named as Johnson & Johnson's "Salesman of the Year."
In 2009, Hastings began his public service career with his election to the Board of Education for High School District 230. Shortly thereafter, he was elected by his peers to serve as Vice-President and Co-Chairman of the district's finance and education committees.
In 2012, Senator Hastings was elected to the 98th General Assembly in the Illinois State Senate. During his tenure, Senator Hastings has worked in a bi-partisan manner to pass numerous pieces of legislation that have positively changed the social and financial landscape of Illinois. Senator Hastings currently serves on the Appropriations I, Appropriations II, Financial Institutions, Insurance and State Government & Veterans Affairs Committee. Senator Hastings is also the vice-chairman of the Senate Judiciary Committee and also holds the title of "the youngest serving Senator in Illinois." As a result of his hard work, Hastings was named "Legislator of the Year" by the Mental Health Association of Illinois, "Friend of Agriculture" by the Illinois Farm Bureau and an "Environmental Champion" by the Illinois Environmental Council.
In addition to earning his Masters' Degree in Business Administration with honors from the University of Illinois, Senator Hastings also holds his Juris Doctor degree from the John Marshall Law School in Chicago, Illinois. | <urn:uuid:c47b33da-2d16-451c-9f66-a30450631d72> | CC-MAIN-2023-14 | https://www.senatorhastings.com/images/stories/2015/Hastings-bio.pdf | 2023-03-25T02:29:24+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00170.warc.gz | 1,099,442,826 | 649 | eng_Latn | eng_Latn | 0.997528 | eng_Latn | 0.997528 | [
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SAMPLE IHIP COPY
(School Year) – Individualized Home Instruction Plan (IHIP)
STUDENT NAME: ________________________________
ADDRESS: ______________________________________
DATE OF BIRTH: __________________________________
GRADE: _____________________
SCHOOL YEAR: ________________
Summary of Proposed Instruction
English/Language Arts
Content to be covered:
Subject and predicates, kinds of Sentences, nouns, verbs, using verbs correctly, pronouns, adjectives, adverbs, punctuation, prepositions and conjunctions, capitalization and dictionary use, morals, short stories, full length novels (3), poetry, italic handwriting.
Materials to be used:
- Bauer, Susan Wise. The Complete Writer: Level Three Workbook for Writing with Ease (Peace Hill Press, 2007)
- Getty, Barbara. Italic Handwriting Series Book E (Third Edition) (continuing Education Press, 1994)
- McGuffey, William. McGuffey's Original Eclectic Second Reader (Mott Media, 1984)
- Birky, Lela. English 4: Building With Diligence (Rod and Staff Publishers, 1992)
- Moore, Jo Ellen. Building Spelling Skills (Grade 4) (Evan-Moor Publishing, 2002
- Yusuf, Hamza. The Content of Character Copybook (Kinza Academy Press, 2010
- Childcraft – the How and Why Library Vol. 1-15 (World Book Inc. 1993)
Social Studies/History
Content to be covered:
World History
- Early Modern Times
Spanish Roman Empire
Protestant Rebellions
The New World and its First Colonies (English, Dutch, French)
Japanese Warlords
Ottoman Empire
Moghul Emperors of India
England
Prussia
Colonial Wars in the New World
Russia: Peter and Catherine The Great
The American Revolution
Formation of Australia
Slavery
The French Revolution and the Rise of Napoleon
The Industrial Revolution
American Expansion Westward
Mexican history and the Mexican War
Materials to be used:
- Bauer, Susan Wise. The Story of the World Volume III: Early Modern Times (Peace Hill Press, 2007)
Science
Content to be covered:
Planet Earth: Rotation, fossils, Geological Time, Structure, Atmosphere, Oceans, Continental Drift, Volcanoes and Earthquakes, mountains, Rock Types (Metamorphic, Igneous, Sedimentary), Erosion, Glaciers and Ice Sheets, Rain, Snow, Fog, Clouds, Weather, Floods.
Living Things: Origins of Life, Single cell organisms, Fungi and Lichens, Plant Anatomy, Flowering and Non-flowering Plants, Fruits and Seeds, Trees, Biomes and habitats, Invertebrate, Mollusks, Crustaceans, Insects, Fish, Amphibians, Mammals, and Migration.
Human Biology: Organization, The Skeleton, Bones, Joints, Muscles, the Nervous System, Sleep and Dreams, Communication, the 5 Senses, Eyes and Ears, Hormones, the Heart, Blood, Lungs, Lymphatic System, Food and Nutrition, Digestion, Waste Disposal, Diseases, Genes and Chromosomes, Exercise and Fitness.
Space: The Universe, Galaxies, Stars, the sun, Constellations, Solar System, Earth and the Moon, Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune, Outer Planetoids, comets, Meteors, Asteroids, Space Exploration, Humans in Space.
The Environment: Rain Forests, Ocean Life, Extinction, Endangered Species, Food and Farming, Urban Living, Pollution, Waste and Recycling, Resources, Renewable Energy, Climate Change.
Materials to be used:
Taylor, Charles. Kingfisher Science Encyclopedia (Kingfisher Publishing, 2006
MATH
Content to be covered:
Skip-counting: identifying ordinal positions: adding and subtracting multi-digit numbers: dividing by single-digit divisors; adding positive and negative numbers: adding and subtracting fractions: plus measurements, mass, function rules, coordinate graphs, and lines of symmetry, word problems, arithmetic algorithms, geometry and measurement, elapsed time, fractions, decimals and percent's, negative numbers, powers and roots, estimation, patterns and sequences, statistics and probability.
Materials to be used:
Hake, Stephen. Sax Math 5/4 (Saxon Publishers, 2005)
Health
Content to be covered:
Safety
o First Aid
o Indoor Safety
o
Outdoor Safety
Emotions
How the Body Works
Keeping Clean and Fit
o Physical Fitness
o Germs and Sickness
Nutrition
o Food Groups
o
Healthy Eating
Saying No to Bad Habits
Materials to be used:
Moore, Jo Ellen. How Your Body works (Evan-Moor Publishing, 1998)
Art and Music
Content to be covered:
Self-Expression and Imagination
o Basic drawing
o Painting
o Crafts
Material to be used:
Hablitzel, Marie. Draw Write Now 5-8 (Barker Creek Publishing, 1999-2001) | <urn:uuid:1830488f-92f6-4ecd-aec7-6a1e9dfadcc9> | CC-MAIN-2023-14 | https://www.bcsd.org/site/handlers/filedownload.ashx?moduleinstanceid=25898&dataid=53286&FileName=Example%20-%20IHIP%20grade%204.pdf | 2023-03-25T01:17:40+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00170.warc.gz | 757,106,731 | 1,087 | eng_Latn | eng_Latn | 0.439395 | eng_Latn | 0.797982 | [
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Cyber Netiquette - What is considered good behavior online?
Distance conveys a degree of anonymity, and as a result, many people feel less inhibited in online situations than in their everyday lives. This lessening of inhibitions sometimes leads people to drop their normal standards of decorum when communicating online. In response, good cybercitizens have developed, over the years, an informal set of guidelines for online behavior called Netiquette. Netiquette can be summarized by three simple precepts: Remember that there is a human being on the other end of your communication, treat that human being with respect, and do not transmit any message that you wouldn't be willing to communicate face to face. Some specific corollaries of these precepts follow:
* Be careful what you write about others. Assume that anyone about whom you are writing will read your comments or receive them by some circuitous route.
* Be truthful. Do not pretend to be someone or something that you are not.
* Be brief. Receiving and reading messages costs time and money.
Use titles that accurately and concisely describe the contents of e-mail and other postings.
* Consider your audience, and use language that is appropriate. Excessive use of jargon in a nontechnical chat room, for example, can be bad manners, and remember that children sometimes dial into chat rooms.
* Avoid offensive language, especially comments that might be construed as racist or sexist.
* Remember that the law still applies in cyberspace. Do not commit illegal acts online, such as libeling or slandering others, and do not joke about committing illegal acts.
* Be careful with humor and sarcasm. One person's humorous comment can be another person's boorish or degrading remark.
* Do not post a message more than once. When summarizing, summarize.
* Generally speaking, avoid putting words into full capitals. Online, all-caps is considered SHOUTING.
* If you are following up a previous message or posting, summarize that message or posting.
* Do not post irrelevant messages, referred to in hacker's jargon as spam.
* Do not post messages whose sole purpose is to sucker others into an irrelevant or unimportant discussion. Such messages are known as trolls.
* Read existing follow-up postings and don't repeat what has already been said.
* Respect other people's intellectual property. Don't post, display, or otherwise provide access to materials belonging to others, and cite references as appropriate.
* Temper online expressions of hostility; in hacker's jargon, avoid excessive flaming of others.
* Never send online chain letters.
* Some e-mail programs allow one to place signatures containing text and graphics at the ends of mailings. Remember that elaborate materials take up valuable transmission time, and do not overdo these signatures.
* Limit the length of typed lines to less than 78 characters, and avoid unusual formatting.
* Identify any financial interests related to an e-mail message or posting. If you are selling something, make that fact clear.
* Do not send e-mail to people who might have no interest in it. In particular, avoid automatically copying e-mail to large numbers of people.
* Online messages can be quite informal, but try, nevertheless, to express yourself using proper spelling, capitalization, grammar, usage, and punctuation.
* Avoid chastising others for their online typos. To err is human. To forgive is good cyber-citizenship. | <urn:uuid:55eab5e8-3a29-413f-9f66-62781d62d08e> | CC-MAIN-2023-14 | https://www.se.edu/kfrinkle/wp-content/uploads/sites/89/2014/01/Math1513Summer2009cybernetiquette.pdf | 2023-03-25T01:08:26+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00172.warc.gz | 1,066,575,452 | 708 | eng_Latn | eng_Latn | 0.996052 | eng_Latn | 0.997627 | [
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NEWS
Neurons struggle to spike without fragile X gene
BY LAURA DATTARO
17 FEBRUARY 2023
Listen to this story:
https://www.spectrumnews.org/wpcontent/uploads/2023/02/audio-28c40225-8cda-4be7-9612-949a9dd2147d-encodings.mp3
Neurons deep in the prefrontal cortex of fragile X model mice have trouble generating the electrical spikes needed to transmit information, according to a new study. The difficulty originates from faulty sodium channels.
Fragile X syndrome, one of the leading genetic causes of autism, results from mutations in the gene FMR1. People with the condition often have difficulty with executive-function skills, such as working memory and planning. The new study may explain why, says Randi Hagerman, medical director of the MIND Institute at the University of California, Davis: The disruption to signals propagating through the prefrontal cortex may impede the region's role in coordinating communication among other parts of the brain.
Some drugs that regulate sodium channels, such as the diabetes drug metformin, are already approved for use in people.
"This is a great animal model to look at the effects of medication," says Hagerman, who was not involved in the new work.
Mutations in the autism-linked gene SCN2A, which encodes a protein for the sodium channel Nav1.2, also suppress dendritic spikes, researchers previously showed in mice. The cellular mechanism for channel disruption is different between the models, but it's possible that multiple genetic causes of autism "coalesce around sodium channel disfunction," says Darrin Brager, research associate professor of neuroscience at the University of Texas at Austin and lead investigator on the FMR1 study. "The same channel is altered, and that's changing the way the
1 / 2
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https://www.spectrumnews.org cells are able to integrate information and transmit it."
Brager and his team focused on cortical layer 5 neurons that integrate information from upper layers and transmit signals to other parts of the brain. They recorded activity from these cells in thin slices of prefrontal cortex from mice lacking both copies of FMR1.
To maintain a signal over long distances, the neurons typically generate a dendritic spike that carries information to the cell body, which then triggers an action potential to pass the signal along. But neurons from the fragile X mice, the researchers found, required stronger electrical input than control neurons to generate both dendritic spikes and action potentials.
Fewer sodium ions flowed through the channels that generate dendritic spikes in fragile X cells than in controls. And the membranes surrounding fragile X cells had less ability to transmit electrical signals, suggesting that they had fewer sodium channels overall, Brager says.
The findings were published in The Journal of Physiology in January.
The team is currently probing how FMRP — the protein encoded by FMR1 — regulates the sodium channel, Brager says, which could help determine if this mechanism is specific to fragile X syndrome.
Cite this article: https://doi.org/10.53053/XPPA4168
2 / 2 | <urn:uuid:f0f755d0-c6df-4a68-92ef-dcc1e490b745> | CC-MAIN-2023-14 | https://www.spectrumnews.org/news/neurons-struggle-to-spike-without-fragile-x-gene/?format=pdf | 2023-03-25T01:36:32+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00172.warc.gz | 1,087,703,242 | 660 | eng_Latn | eng_Latn | 0.996971 | eng_Latn | 0.996972 | [
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Yoga Mantras
The first Yoga Mantra I ever heard was sung at the beginning of an Anusara yoga workshop as a blessing. I remember it so clearly as if it were today. The sound of 100+ students singing together was absolutely beautiful, it truly made my heart smile. The Anusara Invocation translation reads:
Om Namah Shivaya Gurave: I offer myself to the light, the auspicious one, who is the true teacher within and without
Sacchidananda-Murtaye: Who assumes the forms of reality, consciousness and bliss Nishprapanchaya Shantaya: Who is never absent and is full of peace Niralambaya Tejase: Independent in existence, the vital essence of illumination
Hearing that invocation was a turning point in my yoga practice. I realized on that day that there is so much more to yoga than just physical movement.
Mantras are energy-based sounds that create thought-energy waves, both being very powerful tools for transformation of the mind. They may contain a group of words, a syllable, one word or even a sound repeated. Two well known mantras from different beliefs come to mind; Amen and Om both have meaning as well as vibration, and both are said with clear intent.
Amen is used mostly as a declaration of affirmation. Repeated numerous times, increases the affirmation that you are feeling at the time. The sounds held in that word also vibrate through your body, sending that feeling to every cell of your body. When we chant Om at the beginning of our yoga practice we are purifying the room that we are in. We are also bringing balance to our body and minds.
Each day or month you can pick a new mantra to help you with whatever you are focusing on for that period of time. It can be very simple like the words peace, gratitude, love, patience. Or you can create a sentence such as: I allow peace and ease in my life. Health is mine. Try meditating on your mantra and see how you feel. As my first yoga teacher says in one of her first books "When we pray, we ask God, when we meditate, we listen to God." you will be surprised with what you feel and find. Wise men knew this; and we are also wise. The benefits will refresh and calm you." - Alice Percy-Strauss
In conclusion a reading from the Sutras of Patanjali the second sutra - Chitta vritti nirodhah if you control your mind, you have controlled everything. Then there is nothing in this world to bind you.
Mana Eva manushyanam Karanam Bandha mokshayoho: as the mind, so the man; bondage or liberation are in your mind. If you feel bound, you are bound. If you feel liberated, you are liberated. Things outside neither bind nor liberate you; only your attitude toward them does that.
Namaste
Christina Ptak-Pawlaczyk Yoga & Friends, Inc. 5126-6th ave. Kenosha, Wi. 53140 262-658-2108 www.myyogafriends.com | <urn:uuid:0468c945-5c61-4477-9340-c12dd0616158> | CC-MAIN-2023-14 | https://files.secure.website/wscfus/8588062/uploads/YogaMantrasArticle.pdf | 2023-03-25T01:03:20+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00171.warc.gz | 283,940,365 | 657 | eng_Latn | eng_Latn | 0.998284 | eng_Latn | 0.998284 | [
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Journal of Chemical and Pharmaceutical Research, 2013, 5(2):202-207
Research Article
ISSN : 0975-7384
CODEN(USA) : JCPRC5
Physico-chemical parameters of ground water and pond water samples in and around Nagercoil Town, Kanyakumari District
G.V. Shyla Sree 1 and B. Indirani 2
1Department of Chemistry, S.T. Hindu College, Nagercoil, Kanyakumari 2Sree Devi Kumari, Women's College, Kuzhithurai, Kanyakumari District
_____________________________________________________________________________________________
ABSTRACT
Ground water samples and fresh water samples were collected during monsoon 2011 (September, October, November, and December) and post monsoon 2012 (January, February) physico chemical parameters were analysed and the results were compared with water quality standards described by WHO. The present study estimate the nature of five ground water samples near Hospital areas and four surface water samples away from Hospital Areas in and around K.K.District.
: Physico Chemical Parameters, Ground Water, Fresh Water, Nutrients, Minerals, Hospital Wastes.
Keywords
_____________________________________________________________________________________________
INTRODUCTION
The water pollution is a burning issue all over the world. Ground water resource is an important water resource on the earth. It can be efficiently taken from the deep well. Is mainly used to fulfill our need for domestic use and irrigation. Ground water is the main source of life for many people in the world. Depending upon the climate and temperature man requires a minimum body intake of water which varies from 5 to 8 litres per head per day. If there is no intake of water into the body, death can ensure within ten days (1). water is essential to man for maintaing personal body hygiene & free from diseases. Ground water pollution is an environmental problem that has attracted national attention only in recent years. Increased human activities, contamination of surface and ground water by sewage disposal, municipal land falls and drainage system and also leading the problem too much worse.
In the present analysis five ground water samples were taken from Hospital areas in and around Nagercoil Town. Sample I is from Kottar, sample II is taken from near Ayurvedic Government Hospital. Sample III is taken nearby Asaripallam Government Hospital, Sample IV is from chenpagaranputhoor (near a primary Health center), Sample V is from near a Private Hospital area of Ethamozhi. And also the analysis includes four surface water samples from three ponds and one from mannakudy Estuary. (Sample VI) Sample VIII from putharipond, Sample VIII from Kariamanikampuram pond, Sample IX is from Chunkankadai pond.
EXPERIMENTAL SECTION
Regular monthly collections of Samples were made. The samples were brought to the laboratory in labeled bottles for the analysis of physico chemical parameters. The parameters like pH, Electrical conductivity, TDS, total Hardness, Alklinity, The amount of nutrients, Fluoride content, Phosphate content were analysed as per the standard methods described in APHA (1995)
RESULTS AND DISCUSSION
The parameters were analysed as per the standard methods described in APHA(1995). The pH values were higher in the Hospital areas due to the mixing of Hospital wastes with the Ground water. The pH values are higher in the month of February due to lack of rain. The EC values of the Hospital area samples are higher than that of Fresh water samples. This is also due to the presence of many impurities. Again the EC value of VI sample is very high due to mixing of river water with sea water. The Alkalinity values were found higher in the Hospital area samples than the fresh water samples. Since the hospital wastes contain more alkaline substances. The total Hardness values are also high in the Ground water samples taken near Hospital areas due to the presence of larger amount of calcium and magnesium in the medicines. The TDS values of Hospital area samples is higher due to the presence of large amount of solid wastes from the Hospitals. Higher concentration of TDS cause Adverse Taste effect (2)
pH
EC (mcs /cm)
Alkalinity (mg/l)
Total Hardness (mg/l)
TDS(mg/l)
Regarding the nutrients the first V samples contain higher amount of Ca, Na, K. The amount of Fe is higher in the VI sample due to the waste materials, impurities present in the sea water which mixes with the River water. The amount of nitrite, nitrate, ammonia is also higher in the samples of Hospital areas. High level of nitrate content affect health among children causing methalmoglobinaemia (3).
Ca (mg/l)
Na(mg/l)
K(mg/l)
Fe (mg/l)
Nitrate (mg/l)
Nitrite (mg/l)
Ammonia (mg/l)
Fluoride is a natural component of water in many areas and its presence in drinking water has been linked to lower dental cavity. For destroying the microbes fluoride is often added to drinking water (4).The Fluoride level is higher in the Hospital area samples, because of the medicines containing Fluorides. When the Fluoride level across the permissible limit across the permissible limit (1.2mg/l) in drinking water cause some skeletal damages called skeletal Flurosis (5). The VI sample contains an excess of Fluoride because of the seawater which contains many dissolved impurities. The Phosphate amount is also higher in the Hospital areas than the Fresh water samples. Most of the medicines prescribed by the Doctor's contain Phosphate as one of the ingredients.
Fluoride (mg/l)
Phosphate (mg/l)
CONCLUSION
Analysis of Physico – Chemical parameters of the water samples (Ground water near Hospital areas) reveals that they are highly polluted by the wastages of Hospitals. The VI sample is also highly polluted because of mixing of sea water with river water.
Acknowledgment
The authors are thankful to the Management and the Principal of S.T. Hindu College, Nagercoil.
REFERENCES
[1] H.M. Dix; Public water supplies of the 100 largest cities in the United States; U.S.Goel. Surv. Water Supply Paper, 1981, 1812.364.
[3] A. Elmidaovi; et al, Pollution of Nitrate in moroccan ground water. Removal by Electro dialysis, University of Ibn Tofail, Laboratory of separation processes. Department of Chemistry, Faculty of sciences, Kenitra, Morocca, 2000, p. 1246.
[2] R.K.Trivedy and P.K.Goel; Chemical and Biological Methods, Water Pollution Studies, Environmental Publication, Karad, 1986.
[4] M.L. Davis and D.A. Cornwell, Introduction to Environmental Engineering, II nd Edition, MC Graw – Hill Inc. Publication, Newyork, 1991.
[5] EPA – Us Environmental Protection Agency, 1986. | <urn:uuid:7cb4e005-c916-463e-8972-2987bb5e59aa> | CC-MAIN-2023-14 | https://www.jocpr.com/articles/physicochemical-parameters-of-ground-water-and-pond-water-samples-in-and-around-nagercoil-town-kanyakumari-district.pdf | 2023-03-25T02:03:45+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00172.warc.gz | 920,802,055 | 1,508 | eng_Latn | eng_Latn | 0.895754 | eng_Latn | 0.992666 | [
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NEWS OF GREAT JOY!
In a church in the south of Italy, people were gathered for Christmas Mass and the priest was giving a sermon. He recalled a message of joy from the gospel.
"I bring you news of great joy! This is what the angel said to the shepherds and this is what I say to you, my dear people. I bring you news of great joy!"
The priest then compared the joy of Christmas to the joy of exiles who have been told they can return to their homeland. "What news could be more joyful for a nation of poor exiles than for them to be told that a saviour had come and had set them free to return to their own country? This is what I announce to you today. A saviour is born. Jesus Christ is born. He is born to set us free to return to our true homeland, which is heaven. We were exiled from heaven because of sin but Christ has come to tell us that our exile is over. We can go home!"
The priest giving the sermon was St Alphonsus Liguori. He preached this Christmas message over two hundred years ago but his words can still resonate with us today. He spoke of the sad plight of exiles driven from their homes. This is a sadness that is all too common in our own time.
In our own day, millions of people have been driven from their homes by wars in many parts of the world. Sometimes they languish in makeshift camps for years – with a few scraps of plastic sheeting to shelter them from the burning sun or the scorching wind or the biting cold. How they must long for the chance to go home and rebuild their lives in peace and security.
Imagine their joy if one day someone arrived in their camp and announced that the war was over and that they could now go back to their homes and live in peace.
The joy of Christmas is like the joy of returning exiles. The message of Christmas is that a saviour has come – a saviour who will lead us home.
The Scriptures tell us that our true homeland is in heaven. In the letter to the Hebrews we read these words: "They recognised that they were only strangers and nomads on earth … they were longing for a better homeland, their heavenly homeland … there is no eternal city for us in this life but we look for one in the life to come." (Hebrews 11:13-16; 13:14)
In the gospel of John, Jesus speaks of going ahead to prepare a place for us. "I am going now to prepare a place for you, and after I have gone and prepared you a place, I shall return to take you with me; so that where I am you may be too." (John 14:2-3)
Christmas is not only a time to look back to the birth of our Saviour. It is a time to look forward to the gifts our Saviour will bring in the future. Those in sorrow will find joy. Those who have suffered violence will find peace. Those who have lived as exiles will reach their true homeland.
St Alphonsus summed up his Christmas message by encouraging his listeners to be of good cheer. May his words encourage us as well. "Be of good cheer, because the birthday of the Lord is the birthday of peace and joy."
A blessed Christmas to you all!
Bishop Paul Bird CSsR
Photo 1: "Die Flucht nach Aegypten (Spitzweg)" by Carl Spitzweg - scanned from book. Licensed under Public Domain via Commons- https://commons.wikimedia.org/wiki/File:Die_Flucht_nach_Aegypten_(Spitzweg).jpg#/media/File:Die_Flucht_nach_Aegypten_(S pitzweg).jpg
Photo 2: Syrian Kurdish refugees cross into Turkey from Syria, near the town of Kobani. The war that erupted in Syria in 2011 has propelled it into becoming the world's single largest driver of displacement. © UNHCR/I.Prickett | <urn:uuid:b7c8fc8c-9326-41a6-8eea-4abea8fc3f96> | CC-MAIN-2023-14 | https://www.ballarat.catholic.org.au/e-news/100-4dd1ad89/editions/133-9d0d0936/user-assets/files/dec21Christmas%202015%20Enews%20Bishop%20Paul.pdf | 2023-03-25T02:26:30+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00170.warc.gz | 752,464,609 | 836 | eng_Latn | eng_Latn | 0.998878 | eng_Latn | 0.999252 | [
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What's Your Name Worth?
The letter A is worth 1 point, B is worth 2 points, C is worth 3 points, and so on.
What is your name worth?
Whose name in the family has the most points?
Who in the family can make the most valuable word?
Can anyone in the family make a word worth 100 points exactly?
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Going Shopping?
You have to plan the meal for tonight's dinner.
Look through the grocery flyer. Use all 4 food groups for your meal:
- grain products
- vegetables and fruits
- milk product
- meats and alternatives
You have a budget of $10.00.
Cut out the food you select and glue them on the paper provided.
Show how you found the total money for your meal.
Do you have any money left over?
Crazy Coins
What is the least amount you could make with 4 of these coins?
What is the most you could make with these coins?
How much can 4 coins be worth? Think of at least 4 different amounts.
Coin Ratio
Use the coins to make a ratio equivalent to 3 nickels:2 pennies. Draw what you did.
How much money do you have?
Is there a different amount of money you could have with the same ratio? How do you know?
Packages of Pens
Pens come in packages of 3, 5, and 8.
Mrs. Crandall bought 26 pens for her class.
How many packages of each type might she have bought?
Calendar Math
The second Wednesday of the month is March 12.
What day of the week was March 1?
Eating Candies by Fractions
Mark ate half of the candies in the bag.
Leila ate 2/3 of what was left.
Now there are 11 candies in the bag.
How many were in the bag at the start?
Architect for the Day
Use marshmallows and toothpicks to create the tallest structure you can.
Who in the family can create the tallest structure?
Geometry and Spatial Sense
Crazy Quilt Game
The object of the game is to score more points than your opponent by completing more four-piece shapes.
Each player chooses a colour of marker.
The first player colours any single triangle on the outer part of the board (the twelve outside squares).
The second player colours a single triangle in the inner part of the board (the four inner squares).
Players take turn colouring a triangle anywhere on the grid. They count points as the go (point scores are on game sheet). For example, the first triangle is worth 3 points, the next shape you colour is another triangle (3 points + 3 points = 6 points) if that triangle is beside your first triangle you have created a larger triangle with the combination of shapes so you add another 3 points to make 9 points.
The game ends when the grid is completely filled or when neither player can score further.
Crazy Quilt Game Sheet
Parallelogram = 1 point
Rectangle = 2 points
Triangle = 3 points
Square = 4 points
Calculator Quiz
Use a calculator to solve the number sentence. Then turn the calculator upside down to see the word answer to the riddle.
a. It's the outside of an egg. 50 045 + 25 309 – 9 + 2000 = ?
b. Mountains usually are this. 4300 + 400 – 100 + 14 = ?
c. Bubble and steam! 28 432 ÷ 4 = ?
d. It's what a salesperson does. 3849 x 16 – 3849 = ?
e. It's good for a car. 1600 ÷ 2 – 90 = ?
f. This person is in charge. 4 x 9 x 9 x 17 = ?
g. To cry out loud 13 x 13 x 5 – 40 = ?
h. Every garden should have one. 0.002 415 ÷ 0.007 = ?
Make your own quiz.
(0 = O or D, 1 = I, 3 = E, 4 = h, 5 = S, 6 = g, 7 = L, 8 = B)
a. Make up a word from them letters.
b. Now make up a riddle.
c. Last, make a number sentence that gives the riddle answer you want.
d. Bring your riddle and number sentence to class.
Lend a Hand
Trace your hand, with fingers close together, on graph paper.
Estimate how many pennies it will take to cover the area of your hand.
Check how much your hand is worth.
Do you think your foot is more than your hand?
What Shape Are You?
Are you a "square" person? (Are you as tall as you are wide?)
Use the string and stretch it as long as your arm span (both arms stretched out). Cut the string when you have reached your arm span.
Is it equal to your height, or are you a "rectangular" person?
How many times will your arm span fit around your head?
Is the fit of the arm span the same for adults and children?
Measurement
Patterns Are Everywhere
Look through magazines.
Cut out the pattern.
Describe the pattern.
Patterning and Algebra
Toothpicking
Choose 24 toothpicks from the box and arrange them like this:
How many squares do these toothpicks make? Keep looking until you find 14 squares.
Take away just 8 toothpicks in order to have just 2 squares are left.
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