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Servants of Citizenship:
Understanding the Basic Function of Newspapers in a Democracy
John McKnight Co-Founder, Asset-Based Community Development Institute Senior Associate, Kettering Foundation
There are many ways of thinking about the functions of newspapers: investigator, commentator, informant, entertainer, agitator, etc. Another way is to think of the newspaper as a servant of citizenship. While that function sounds abstract, there are quite a few newspapers that primarily fulfill this function while supporting a staff as well.
One of these papers is The Home News located in the small Wisconsin community of Spring Green (pop. 1,600). The paper is a weekly that usually has 16 pages.
An analysis of its August 28, 2019 edition's coverage of Spring Green * demonstrates the nature of a citizen serving press.
There are six kinds of information contained in this edition:
1. Providing information about legislative bodies.
Articles include the agenda for the next Spring Green City Council meeting as well as an extensive report (minutes) on the last meeting. Another article is an extensive report (minutes) of the County Board which has jurisdiction over Spring Green.
2. Providing Information about public institutions.
Three articles include reports from the school superintendent, the police chief and the librarian. They discuss issues, programs and opportunities.
3. Providing useful, non-partisan information about public issues.
The local public utility company has proposed installing a major electric transmission line across the area covered by The Home News readership. During the last year there has been considerable citizen activism opposing the transmission line. The paper has regularly reported on these citizen actions. In August, the State Public Service Commission voted to allow the transmission line to be built. This Home News has a major article reviewing the history of the citizen engagement. The article includes
* The newspaper also covers, in a similar manner, four smaller surrounding communities – Plain, Lone Rock, Clyde and Arena.
extensive statements from advocacy groups and legislators on both sides of the issue.
4. Providing opportunities for a citizen forum debating public issues.
In this issue two citizen letters give extensive information and argument regarding redistricting and gun law reform.
5. Providing information regarding activities of citizen associations.
The basic democratic vehicles for citizen action are the local association – small, face-toface groups that collectively create the common good without being paid. In this issue the work of 14 associations are reported:
* The Community Garden Committee contributed a significant amount of produce to the local Food Pantry.
* A group of citizens held a "brat fry" to raise money for the Community Garden.
* The Rural Musicians Forum will hold a concert.
* An association of gardeners, Blooming Buddies, seeks advice on plantings around the library.
* The Local Arts Council created an artistic display at the library.
* The Alzheimer Society will hold a discussion on communication with people who have dementia.
* A group supported by a local family trust has organized a series of lectures at the Octagon Barn. The next lecture will be a report on peace-making.
* The local Arts Council has organized a hymn sing at a local church each month during the summer.
* The LMP Club is presenting a gathering for people who enjoy Lego, Minecraft and Pokémon.
* The Harrisburg Historical Society has restored the old Harrisburg School and it will be open on Sundays during the summer.
* The Art Fair Committee raised considerable money and is seeking proposals for grants to local associations.
* The Care Givers Club will hold its monthly meeting.
* Alcoholics Anonymous will hold its regular meetings.
* ALANON will hold its regular meetings.
6. Other Spring Green Information reported in this issue:
* There are three columnists with weekly articles about nature, gardening and local happenings.
* There are two pages of sports reporting on the first high school football game and the four summer little league teams' results.
* There is the weekly report of the menu at the senior center.
* There is an obituary column.
In summary, five of the six categories of reporting are articles that either provide information needed by an informed citizenry or document citizen opinions and report the collective action of local citizens. From a functional perspective a majority of the non-commercial print in the Home News is specifically citizen serving.
This analysis documents the visible functions of the Spring Green newspaper. However, there is a less visible function which is the fact that the paper is a mirror in which the residents can see themselves and their community. The mirror shows them a government that is theirs, public institutions that are accountable, citizens speaking up and numerous citizen associations creating the community's common good. This mirror reflects a town where residents are authoritative, responsible and creative. It is this image that is essential to creating a culture of contribution and democratic participation.
****
On the same day that the Home News was published, August 28, 2019, The Chicago Tribune, a major metropolitan newspaper, also mirrored that city in its daily Chicagoland Section. There were nine articles:
* Four articles documented crime and drug issues.
* Three articles reported on public issues:
- A major review of the first 100 days of the new mayor's administration.
- A suburban Representative announces support of impeaching the President.
- Initial steps to sell the State office building in Chicago.
* Three articles reporting on local activities including the closing of a drive-in restaurant, a railroad schedule change and a school dealing with lead in its water.
A comparison of the two newspapers' particular content is not appropriate because of the geographic scale they cover. It is possible, however, to compare the mirror they provide that shapes citizen perceptions of the community and actions they have taken or can take.
From a citizen perspective, citizens first see mirrored the crime, deviance and even "evil" * around themselves. Instead of information that reflects and engages citizen power, the mirror creates fear.
The second set of articles mirror public life as actions taken by officials. There are no stories of actions taken by citizens. Their associations are absent. They see themselves as dependents.
The third set of articles are about localities and each reports bad news: a business closes, railroad gives less service and school experiences lead poisoning. The mirror reflects the community as a place of troubles.
The Chicagoland Section reflects a city where residents are fearful, dependent and troubled. It is this kind of mirror that promotes a disabling culture where citizens pull back from public life and grow cynical about their society. However, in Spring Green, once a week, the residents see themselves in a different mirror. It is a mirror that reflects citizens who are not fearful, dependent and troubled. Instead the Home New reflects citizens who are informed, engaged and, above all the creators of their community.
****
One might conclude that we should reform the big city newspaper so that it can be a mirror enabling citizenship. That is an improbable proposal. Every journalism school teaches and every big city journalist believes that bad news is the news. Good news items are thought of as "puff pieces." High scale journalists act on the hidden assumption that the large institutions of government, corporations and agencies provide the important news. However, as Alexis de Tocqueville reported in his 1835 masterpiece, "Democracy in America" the vital center of America's unique democracy is not these institutions. It is the citizen power created by its associations. As long as the high scale journalists remain captives of their institutional illusion, their mirror will continue to disable a citizen powered democracy. There is, however, a remedy. It is not reforming big newspapers. It is the proliferation of citizen mirrors like the Home News and hundreds of other small-town papers.
These citizen mirrors are desperately needed in the neighborhoods of big cities. There was a time when there were many urban neighborhood papers. Most have died and without a citizen mirror, the power of community creativity and responsibility has dissipated. Urban neighbors are left to see themselves in the distorting mirror of the mainline press.
* The lead headline under "Chicagoland" news reads, "Nurse Sentenced in 'Evil' Plot to Kill Romantic Rival."
So, can there be a new movement that will resurrect citizen-centered local newspapers. Perhaps a movement could emerge if there was a coalition in every city where neighborhood activists, local businesses and journalism schools could create a renewal process where local neighborhood papers can be viable once again. Who is interested in the rebirth of a local neighborhood press that is a servant of citizenship and community? | <urn:uuid:815314a1-a981-4577-99ca-72a635743f3f> | CC-MAIN-2023-14 | https://johnmcknight.org/wp-content/uploads/2019/12/learning_23_-_servants_of_citizenship_understanding_the_basic_function_of_newspaters_in_a_democracy_.pdf | 2023-03-25T01:56:38+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00174.warc.gz | 395,536,546 | 1,715 | eng_Latn | eng_Latn | 0.998814 | eng_Latn | 0.998913 | [
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D
Contact us
Prof Sonia Livingstone and
Dr
Leslie Haddon
Department of Media and Communications
London School of Economics Houghton Street, London WC2A 2AE UK
Email firstname.lastname@example.org
Visit us on Facebook
Twitter@EUKidsOnline
Funded by the EC's Better Internet for Kids Programme
5 November 2014
EU Kids Online seeks to enhance knowledge of European children's use, risk and safety online
Our final report is released this week!
[x] EU Kids Online: findings, methods, recommendations. The report is interactive rather than printed, and you'll find it at www.eukidsonline.net
[x] It includes links to all our updated findings and reports from 2011-2014. Thus it sums up the combined results and recommendations regarding children and online risk based on the work of over 150 researchers from 33 countries, and it offers a single point of entry and a comprehensive resource for all our work.
[x] The report includes our YouTube playlist (where you can hear from our researchers in multiple languages talking about their countries and our main reports).
[x] For researchers and research users, there's also our European Evidence Database of 1500+ studies, and our research toolkit (newly released, for those planning new research).
[x] European Commission Vice President and Commissioner for Digital Agenda, Neelie Kroes stated: "EU Kids Online has been hugely important for European stakeholders as the key provider of trusted evidence to help us make the internet a better place for kids."
[x] New findings: during the course of the project, from 2011 till 2014, children's online user patterns have changed considerably and they are now using the internet in more places in their daily lives. In particular new internet-enabled devices are making
children's usage more private than ever.
[x] At the same time, compared with 2010, European 11to 16-year-olds are now more likely to be exposed to hate messages (from 13% to 20%), pro-anorexia sites (9% to 13%), self-harm sites (7% to 11%) and cyberbullying (7% to 12%).
[x] The project also found how Europeans are different from each other. For children and online risk, crossnational differences are greatest in the incidence of sexual content risks. Children who are bullied or who give away personal data are evenly distributed across Europe.
10 key findings from EU Kids Online:
1. The more children use the internet, the more digital skills they gain, and the higher they climb the 'ladder of online opportunities' to gain the benefits.
2. Not all internet use results in benefits: the chance of a child gaining the benefits depends on their age, gender and socio-economic status, on how their parents support them, and on the positive content available to them.
3. Children's use, skills and opportunities are also linked to online risks; the more of these, the more risk of harm; thus as internet use increases, ever greater efforts are needed to prevent risk also increasing.
4. Not all risk results in harm: the chance of a child being upset or harmed by online experiences depends partly on their age, gender and socio-economic status, and also on their resilience and resources to cope with what happens on the internet.
5. Also important is the role played by parents, school and peers, and on national provision for regulation, content provision, cultural values and the education system.
6. Pornography tops children's online concerns.
7. Violent, aggressive, cruel or gory content came a close second - although violence receives less public attention than sexual material.
8. What particularly upsets them is real (or realistic) rather than fictional violence, and violence against the vulnerable such as children or animals.
9. Children's concern about online risks rises markedly from nine to 12 years old. Younger children are more concerned about content risks, and as they get older they become more concerned about conduct and contact risks.
10. Children see video-sharing websites as most linked with violent, pornographic and other content risks.
Coming next
But this is not the end! The EU Kids Online will continue to work together and with stakeholders. We have some new reports and blogs planned for release over the next few months.
We'll also be making the transition to our new coordination, led by Professor Uwe Hasebrink at the Hans Bredow Institute for Media Research, Hamburg.
Please stay in touch for more. Visit www.eukidsonline.net for links to all our reports and project information. Join us on Facebook and Twitter, and email us for updates.
Do pass on this message to others interested in our work. And thanks for your interest in our work over the last years!
The EU Kids Online network http://www.eukidsonline.net
To unsubscribe from EU Kids Online mailing list | <urn:uuid:0538b6f6-845b-4e4f-9bdc-b49f467d64d1> | CC-MAIN-2023-14 | https://www.lse.ac.uk/media-and-communications/assets/documents/research/eu-kids-online/news/Nov-2014-newsletter.pdf | 2023-03-25T01:40:38+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00174.warc.gz | 969,751,966 | 1,007 | eng_Latn | eng_Latn | 0.998386 | eng_Latn | 0.998714 | [
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Jade Browne February 21, 2023
In today's modern world, children under the age of 18, including me cannot vote in the United States Virgin Islands. Despite the law, we can still have an impact on those who are voting and influence our Virgin Island citizens to choose the right leaders for the territory, as well as influencing the importance of the political process. As youths, we can elevate issues in our territory and determine which official or leader will take action, to encourage citizens to vote for them. We can also do research on candidates to find information about their focus areas to then make a decision to support the best person. As a 14-year-old I know I'm capable of establishing or joining a group to help show the importance of voting, civics, and participating in democracy. Therefore, I would like to state my suggestions and reasons to support the cause in this essay.
In the Unites States Virgin Islands, our people are known for supporting certain high officials because of their relationship with the candidate. Such as being a friend or family member of the candidate. However, the reasons for selecting a candidate should be more meaningful than a relationship or ties to the person. So, if I was in a group with other young leaders, I would want to highlight the reasons why we think an individual is the best candidate and create ways to spread the word of what they are trying to accomplish to support them. I would support them by helping put up posters that would list the positive changes they have accomplished and even try to get an article published in the newspaper about them. I would also hope to be able to fundraise money to get an ad to support the candidate on the radio. The ad would highlight the candidate's qualifications and accomplishments. Another idea that needs to be shared around the islands is that taking part in the political process and voting, are both
Jade Browne February 21, 2023
serious and important. It is important because the actions of our government and the people of our islands are going to impact us youths in the future. To have a positive effect on this subject matter, I would like to advocate and promote the importance of those two categories.
As we go into the future, us youths will eventually be adults and will have the right to vote and be able to participate in democracy. That being so, we should bring activities into schools such as, mock elections and class discussions or debates. This will help teach students about the election system and democracy. This will also help increase voting among young adults. Another idea that should be used, is teaching civics at an early age. Students will learn about the basics of the government which will prepare them for the future but making them more knowledgeable. One more idea I have is getting a retired and existing leader to teach children how to become a leader and make their island or community a better place. This will most likely have a positive effect for them to become a candidate in the future for an election.
Overall, it is imperative to study civics, voting, and participating in democracy seriously. All these factors are critical in making USVI become a better place. Not only for tourists but for our children's education, culture, and communities. Therefore, as a young Virgin Islander, I am hopeful that you can now see why we should develop a deeper appreciation for civics and voting in the United States Virgin Islands.
Jade Browne February 21, 2023
Ms. Noe Pearl B. Larsen, 8 th grade
Sources:
* https://youtu.be/nurCaybEeoc
* https://electionbuddy.com/
* https://circle.tufts.edu/
* https://education.nationalgeographic.org/resource/why-voting-important/
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Lead Preschool Teacher
* Daily, lead and learn alongside a group of 8-10 children (ages 3-4.5 or 3.5-5), serving as a coresearcher, resource, facilitator and advocate, utilizing the outdoor environment to the greatest extent possible.
* Under the leadership of the Program Director, implement a curriculum framework that encompasses social understanding, the arts, language development and literacy, scientific inquiry, and mathematics, and:
o Employs a social-constructivist approach
o Cultivates curiosity and wonder about the natural world and is rooted in a sense of place within our local ecosystem.
o Uses projects about real life concepts that are of interest to the children (emergent curriculum)
o Inspires children to investigate and research
o Builds understanding of processes, and encourages critical thinking and discovery
* Develop curriculum maps and ideas for daily work and extended project work and collaborate with other teachers in staff meetings.
* Develop spaces (indoors and outdoors) and materials that provide a stimulating environment for exploration for children and support daily, weekly, and long term goals and needs.
* Develop individual relationships with each child and learn about his or her unique personality and needs, and strong, positive and productive relationships with all families whose children are enrolled in the school, particularly those in teacher's core group.
* Adjust teaching approach based on individual children's needs; create a climate where children feel safe to learn and contribute; and provide support and feedback to children.
* With Program Director, brainstorm and discuss concepts and creative ideas for program development, school development, and activities and schedules.
* Enthusiastically participate in daily personal reflective practices and note taking, and in visible learning, such as documentation displays, online journals, photography and video and in developing children's portfolios.
* Use daily and weekly documentation and assessment rubrics to maintain ongoing assessment of each child's special interests, abilities, and areas for development.
* Plan for and lead parent conferences for parents of each core child two times per year.
* Work with other core groups of children as needed, both to share areas of personal expertise with other teachers and children, and as a substitute as needed.
* Develop knowledge of early child development theories and approaches such as those in Reggio Emilia, Italy and the Project Approach, the Forest Schools and nature-based learning.
* Attend annual Back to School night and lead orientation for families of children in your class.
* Assist in maintaining the school spaces and caring for school animals and garden.
* Participate in school-based and other professional development opportunities, some of which occur outside of school hours.
* Assist in developing the annual professional development plan for the school community and host workshops.
* Support the smooth operation of Eastern Ridge; willingly pitch in as needed to support the daily needs of the school and children.
* Participate in occasional school events and programs that occur outside of regular school hours (see school calendar)
Required Qualifications
* 3-5 years + teaching or other experience with multiple young children at one time.
* Degree in early childhood education strongly preferred.
* Love of nature and being outdoors in all weather; respect and appreciation for creatures, including insects, small wildlife and birds, and a true appreciation for the need for children to get muddy, dirty and wet.
* Practical experience with Reggio Emilia Approach and/or a nature-based approach.
* Ability to effectively work with children individually and in groups. Excellent group management skills.
* Ability to thrive in a collaborative, evolving environment.
* Compelling and inspiring ability to communicate respectfully and wholly with children.
* Demonstrated ability to understand and balance the needs of children, parents, and other staff.
* Up to date CPR/first aid certification.
* Ability to move about and stand for up to 8 hours.
* Ability to lift up to 40 lbs.
Hours, Compensation, and Benefits
* This is a full time, year round position. Starting salary $20-$23/hour, based on experience
* 4+ weeks of scheduled paid holidays plus 14 days PTO
* $18.50 bi-weekly cell phone stipend, plus annual $50 allowance for a waterproof phone case
* Medical, dental and vision insurance options
* Opportunity to work with and learn from a supportive team of teacher/mentors in a progressive, mostly outdoor, nature-based preschool setting | <urn:uuid:8447c110-81e5-4d03-82aa-b1af0dc744d9> | CC-MAIN-2023-14 | https://www.easternridgeschool.org/wp-content/uploads/2023/03/Lead-Preschool-Teacher-1.pdf | 2023-03-25T01:29:41+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00175.warc.gz | 842,743,539 | 881 | eng_Latn | eng_Latn | 0.994917 | eng_Latn | 0.99473 | [
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August 2016 Volume 14 • Number 8 August 2016 Volume 14 • Number 8
2 News Briefs
■ Attitude affects aging and brain health.
■ Preserving function during prostate radiation.
■ Exercise may reduce addictive cravings.
3 Vision
Don't ignore floaters and flashers.
4
Exercise
Build core strength with three key moves.
5 Treatment
Repair joints with your own platelet-rich plasma.
6 Healthy Aging
How integrative medicine can help keep you well.
7 Mind & Memory
Tips to create a positive joyful disposition.
8 Ask Dr. Ferrell
■ Should I take potassium for heart health?
■ Why can't I uncurl my finger?
■ Can long can I keep taking HRT?
The Story Of 'biotics And Your Health
The role of pre, pro, and antibiotics in health and medicine.
© Doublebrain | Dreamstime.com
M ost people have taken antibiotics to get rid of a bacterial infection. While those medications have their place, it has also come to light that overprescribing and inappropriately taking antibiotics can negatively impact what is now understood to be very important bacterial colonies that live inside our gut and on our bodies. Collectively called the microbiome, the bacteria cells inside our bodies outnumber human cells by at least 10 to one. scientists estimate. This microbiome is very diverse and contains strains of good bacteria commonly referred to as probiotic bacteria. Researchers are just beginning to understand how and why the microbiome is important for human health.
"High microbiome diversity may help protect us from illness," explains Kirsten Tillisch, MD, associate professor of medicine, UCLA Oppenheimer Center for Neurobiology of Stress and Resilience, Division of Digestive Diseases. "It is particularly important for seniors to support a healthy microbiome by eating a diverse diet with plenty of fruits and vegetables because as we age our microbiome becomes less diverse."
A loss in diversity could lead to increased risk of diseases or symptoms— making it ever more important to keep the bacterial colonies themselves healthy and well fed.
You Need Prebiotics to Support Probiotics
Probiotic bacteria, like all living organisms, need a food source. And that food source comes from prebiotics. Without enough prebiotics, the benefi cial probiotic bacterial colonies can dwindle, leaving room for harmful bacteria to take over.
So, it's important to nourish the gut microbiome with the right foods. Prebiotic foods generally include those that are high in fi ber.
Prebiotic foods include:
* Jerusalem artichoke
* Chicory
* Legumes including lentils, lima beans, chickpeas, red beans, soy products
* Resistant starches, which are found in whole grains, cooked and cooled pasta, rice and potatoes
While probiotics are getting the praise for their impact on health, they couldn't do it without the supporting role that prebiotics play.
A Closer Look at Bacteria and the Ecosystem
It's not currently possible to follow all the millions of bacterial strains that swirl inside our gut on a daily basis. To better understand how bacteria infl uence health, scientists are isolating specifi c strains to see what impacts they may have. One of the most well-known of these bacterial strains is Lactobacillus rhamnosus GG (LGG). This strain of bacteria, which is part of many popular probiotic products, has a reputation as a healthpromoting bacteria. Researchers have found evidence that they can help with intestinal problems, respiratory infections and
Continued on page 7
© Dragonimages | Dreamstime.com
THE STORY OF 'BIOTICS—cont. from page 1
skin disorders. Some research suggests that they may even help with weight loss.
According to researchers at the University of Maryland School of Medicine (UM SOM), it appears that LGG may act as a facilitator, modifying the activity of other gut bacteria. In a small study, researchers analyzed the gut bacteria of study participants who ingested LGG twice a day for 28 days. They found that LGG fostered several species of microbes benefi cial to health. The paper, Functional Dynamics of the Gut Microbiome in Elderly People during Probiotic Consumption, was published in the April 2015 issue of the journal mBio.
"It is a new idea that some probiotics may work by affecting the overall ecosystem of the gut," says Claire M Fraser, PhD, professor of medicine at the UM SOM, and director of the
Institute for Genome Sciences. "Previously we tended to think that LGG and other probiotics worked directly on the host. I think this fi nding has many exciting implications." According to Dr. Fraser it lends support to the idea that we need to look at the microbes in the gut as an interconnected ecosystem rather than a series of solitary bacteria. Modifying the behavior of microbes already in the gut may be just as important as adding any single species to this population.
Antibiotics Pros and Cons
Antibiotics are absolutely essential, life-saving medications for specifi c infections. But unfortunately some doctors and patients have used antibiotics in situations when they are not necessary, such as mild upper respiratory infections or sinus symptoms. This overuse of antibiotics can take a toll on your microbiome.
"While the microbiome usually
PREVENTION
The Health Benefi ts of Staying Positive
Three easy ways to cultivate more joy and happiness.
A positive attitude can lower blood pressure, reduce risk for heart disease, and help better control blood sugar levels. Helping people cultivate positive emotions is front and center for Natalie Bell, a certifi ed mindfulness instructor for the UCLA Mindful Awareness Research Center (MARC). "Mindfulness and selfcompassion practices have been shown to boost optimism in our daily lives," says Bell. "With practice, we can infl uence how we feel about ourselves and our experiences." Simple practices can rewire your mind for positivity. A
To follow are three simple methods Bell uses in her various workshops. Incorporating just one of these practices into your daily life can make a difference in a short period of time.
➊ Listen to Your Inner Voice Constant negative reinforcement diminishes self-worth and self-esteem. When you fi nd your inner voice is harsh or critical, pause and replace those words with a supportive voice. Imagine what you might say to a friend or young person who was so critical about himself or herself. Then direct those loving words toward yourself.
➋ Accept That You Are Human Don't judge yourself for having a harsh self-critic—it is part of human conditioning. Since negativity is our default setting it will take practice to retrain the brain for positivity. Practice with patience. "The brain has a negativity bias and we tend to think about things going wrong more often,"
WHAT YOU CAN DO
- Fortify your diet with prebiotics and probiotics by eating a variety of foods.
© ➢ Try adding kefir, yogurt or other fermented foods with active probiotic strains to your diet.
- Eat high-fiber foods daily, as they are the fuel source for probiotics.
- Take antibiotics as prescribed only when medically needed.
bounces back in a few months, sometimes it does not and it is possible for the changes to lead to new symptoms," explains Dr. Tillisch.
As for taking probiotics to counterbalance the undesirable affects of antibiotics, according to Dr. Tillisch, there's not yet enough evidence to show that it's effective. The best advice is to use antibiotics with caution and only when truly necessary.
explains Bell, "Using simple strategies, we fi nd anecdotally that within six weeks many people in the class are focusing more on where and how they can be more positive."
➌ Gratitude: Three Blessings Martin Seligman is a former president of the American Psychological Association and the founder of the positive psychology movement. Among his many exercises for tuning the body toward happiness is this nightly ritual of writing down three things that went well and why. For example, acknowledging that your spouse made your favorite breakfast because she or he can be a considerate, loving person.
Communicating your gratefulness to another person can also work wonders for relationships. According to a recent study from the University of Georgia, researchers reported that spousal expression of gratitude was a signifi cant predictor of marital quality. The recent study was published in the journal Personal Relationships.
August 2016
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performed by Victoria Martino, Baroque violin
BACH BIRTHDAY BASH The Sonatas and Partitas for Unaccompanied Violin, Parts I and II
Johann Sebastian Bach
MAR 7 & 14 » BACH BIRTHDAY BASH: THE SONATAS AND PARTITAS
In a special two-part lecture-concert presentation, Baroque violinist and scholar Victoria Martino will perform J.S. Bach's Six Sonatas and Partitas for Unaccompanied Violin, and discuss both the form and content of these seminal works in the context of the composer's life and legacy. This lecture-concert series is a unique opportunity to hear these celebrated compositions performed on an original period instrument from Bach's time, using a facsimile of the autograph manuscript.
LOCATION
Bach's unaccompanied sonatas and partitas are considered by most violinists to be the most challenging compositions in the entire repertoire. Their dazzling virtuosity and haunting beauty have enthralled audiences for over three centuries. These remarkable works, composed in 1720, represent the apotheosis of violin literature, due to their daunting musical and technical demands. Hearing them in concert, one can scarcely believe that such rich harmonic complexity and profound emotional depth can be evoked by a single melodic instrument. Thematic, rhythmic, spatial, timbral, and tonal textures are conveyed within a panoply of musical forms.
Joan & Irwin Jacobs Music Room Athenaeum Music & Arts Library 1008 Wall Street, La Jolla, CA 92037
TICKETS
Series: $56 member / $66 nonmember
Individual: $35 member / $35 nonmember
858.454.5872 • LJATHENAEUM.ORG/MARTINO
MAR 7 & 14 » BACH BIRTHDAY BASH: THE SONATAS AND PARTITAS
In a special two-part lecture-concert presentation, Baroque violinist and scholar Victoria Martino will perform J.S. Bach's Six Sonatas and Partitas for Unaccompanied Violin, and discuss both the form and content of these seminal works in the context of the composer's life and legacy. This lecture-concert series is a unique opportunity to hear these celebrated compositions performed on an original period instrument from Bach's time, using a facsimile of the autograph manuscript.
Johann Sebastian Bach
LOCATION
Bach's unaccompanied sonatas and partitas are considered by most violinists to be the most challenging compositions in the entire repertoire. Their dazzling virtuosity and haunting beauty have enthralled audiences for over three centuries. These remarkable works, composed in 1720, represent the apotheosis of violin literature, due to their daunting musical and technical demands. Hearing them in concert, one can scarcely believe that such rich harmonic complexity and profound emotional depth can be evoked by a single melodic instrument. Thematic, rhythmic, spatial, timbral, and tonal textures are conveyed within a panoply of musical forms.
Joan & Irwin Jacobs Music Room Athenaeum Music & Arts Library 1008 Wall Street, La Jolla, CA 92037
TICKETS
Series: $56 member / $66 nonmember
Individual: $35 member / $35 nonmember
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Definition
A Disciple Making Community is a group of believers who practice daily habits that lead them to obey all God's commands and love their neighbors in such a way that it gives them opportunities to help others discover God through reading His Word for themselves.
Who are DMCs for
Christians and nonbelievers should be discipled separately. DMC is for believers. DBS is for unbelievers.
Unbelievers need their own space to discover God and learn the basic steps of knowing Him for themselves. Forming groups with an unbeliever's friends and family removes complications and barriers while encouraging seekers to take ownership of their own discovery of God and the Bible.
Christians need their own space to learn how to participate in the Great Commission. We put extra tools into a DMC to help Christians develop relationships with those that don't know Jesus and retrain their everyday habits in following God.
Frequency of Meetings
DMCs should meet at least every other week to ensure progress in making disciples.
Length
A meeting should be at least 1.5 hours or longer (depending on the size of your group) to ensure that each member can discuss each action point.
DMC Commitments
1 Action-Focused Learning
Focusing on personal change over insight, a DMC grows in Great Commission efforts by determining their next steps to be taken over the next one or two weeks.
2 Prayer
A DMC guides its members to pray daily with each other for challenges and their specific next steps in GC efforts determined at the meeting.
3 Engage the Lost
A DMC learns how to build relationships with unbelievers and have good conversations that lead them to DBS
4 Meeting Needs in the Community
A DMC encourages each other to weekly help those in their communities around them. Loving neighbors displays Christ's love and opens hearts to having good conversations.
5 Positive Accountability and Celebration
A DMC creates a culture of growth by discussing the results of every commitment made from the previous meeting. They celebrate progress and troubleshoot problems with any issues that arise.
3 tools of DMC
1 Prayer Calendar
Have DMC members make a list of 30 Christian friends and call or text one person per day to pray with them.
At the beginning of each meeting, ask for stories about how God is working through their prayer calendars. Take time to celebrate answers to prayer and stories of showing care and concern.
2 Discovery Bible Study
DMC members learn the same DBS process and Genesis-toJesus Scripture list they will use with their unbelieving friends. Also, helping others and obeying and sharing the stories from the DBS will help them take steps in reaching their coworkers, friends, and neighbors.
3 Conversation Quadrants
This tool helps Christians develop relationships with unbelievers so that they can share stories from the Bible with them naturally in everyday conversation by guiding participants into having casual, meaningful, spiritual, and discovery conversations. This natural progression opens doors to inviting unbelievers into Discovery Bible Study.
Each meeting, members recount conversations they had with unbelievers and categorize them within the quadrants. Then, they will pray for an opportunity to have another even deeper conversation with each person over the next week.
Talking about each encounter gives space for the group to problem solve issues and generate ideas in having conversations and knowing how to develop relationships.
DMC Question Flow
Prayer Calendar
- How has God been working through your prayer calendar? Any stories of answered prayer?
Discovery Bible Study
- What are we thankful for?
- How can we help each other with these needs?
- What are you stressed about? How can we pray for you?
FUP from last week
- How did our 'I Will' statements go?
- Whom did we help this past week? And how?
- How did we share the story this week?
Needs of the community
- Whom can we help this week?
- How can we pray for and/or meet some needs of our city/community?
Passage
- Read the passage
- What does this passage say about God?
- Retell the passage
- What does it say about man?
- If what we learned is true, how should we change?
I Will Statements and Sharing
- What will we do specifically this week in response to what God has shown us?
- Whom will we share it with?
DMC Question Flow
Conversation Quadrants
- What kind of conversations did we have with our unbelieving friends this week? Casual? Meaningful? Spiritual? Discovery?
- What will we do this week to see them again?
- Pray for each name and for the next deeper conversation
Learn more
- Whiteboard videos on www.YouTube.com/EverydayDisciples
[x] Conversation Quadrants
[x] Prayer Calendar
[x] Discovery Bible Study
[x] Prayer Calendar
- Podcasts on www.Patreon.com/Faithworks
[x] Conversation Quadrants
[x] I Will Statements
[x] DMC Basics
[x] Helping Christians Share the Story/Make Progress
[x] DBS that Multiply
- Webinars on www.Contagious-Disciple-Making.MyShopify.com
[x] DMC: Living Out the Great Commission Together in Everyday Life
Genesis to Jesus Scripture List
1. Genesis 1:1-27
2. Genesis 2:4-24
3. Genesis 3:1-13
4. Genesis 3:14-24
5. Genesis 6:5-7:24
6.
Genesis 8-9:17
7. Genesis 12:1-8, 15:1-6, 17:1-7
8. Genesis 22:1-19
9. Exodus 12:1-28
10. Exodus 20:1-21
11. Leviticus 4:1-35
12. Isaiah 53
13. Luke 1:26-38; 2:1-20
14. Matt 3; John 1:29-34
15. Matthew 4:1-11
16. John 3:1-21
17. John 4:1-26; 39-42
18. Luke 5:17-26
19. Mark 4:35-41
20. Mark 5:1-20
21. John 11:1-44
22. Matthew 26:26-30
23. John 18:1-19:16
24. Luke 23:32-56
25. Luke 24:1-35
26. Luke 24:36-53
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TRAINING GUIDE RESPIRATORS
1994
Before you begin the meeting...
Does this topic relate to the work the crew is doing? If not, choose another topic.
Did you read this Training Guide and fill in the blanks where the appears? (To find the information you need, look over the Safety Walkaround Checklist for this topic.)
Did you bring a dust mask, an air purifying respirator with cartridges, and an air supplied respirator (if available) to demonstrate to the crew?
Begin: If you're worried about breathing toxic chemicals on the job, you can always put on a dust mask, right? (Show the crew the dust mask you brought to the meeting.)
Wrong! Dust masks are good for keeping out most large particles of dust, but that's about all they do. They don't stop chemical fumes, vapors, or even very small dust particles.
Respirators are a lot more effective. They may not be the best way to prevent chemical exposure, but for many construction jobs they are the only practical way. Just wearing any old mask isn't enough. You have to use the right respirator for the job, it has to fit properly, and you have to be trained how to use it. Otherwise, you only have the illusion of protection.
You or a crew member may want to add a personal story about the importance of respirators.
Next, discuss with the crew what chemical hazards at this particular job site may require respirators:
ASK THE CREW THESE QUESTIONS:
After each question, give the crew time to suggest possible answers. Use the information following each question to add points that no one mentions.
1. What are the different types of respirators?
* There are many types. The kind you should use depends on the particular chemical you're exposed to, how much you're exposed to, and how long you'll be exposed.
* Air purifying respirators (APRs) filter chemicals from the air before you breathe it. They remove toxic fumes, vapors, and dust particles so small that they could go through a dust mask. APRs use disposable filter cartridges. (Show the crew the APR you brought to the meeting.)
Tailgate Meetings That Work—Training Guide
Respirators—Page 1
* Air supplied respirators ("airline" respirators or "SCBAs") have their own supply of air. You need them where an APR can't give you enough protection, or where there isn't enough oxygen. (If applicable, show the crew an air supplied respirator.)
2. How do you find out if you need to wear a respirator, and which kind you need?
* You can't always tell if you need a respirator from the odor, taste, or physical symptoms that a chemical causes. A chemical that doesn't smell bad, make your eyes water, or irritate your throat might still be dangerous. Some very hazardous chemicals don't produce these effects at all. These chemicals have poor warning properties.
* The Material Safety Data Sheet (MSDS) for the chemical product you're using may tell you if you need a respirator. MSDSs are required by law. They'll tell you the ingredients in a product and possible health hazards. Everyone working on the site has a right to see MSDSs.
* If you need to use a respirator, the company is required to tell you and give you the right type.
3. If you use an APR, you need to use the right cartridge for the specific chemical you're exposed to. How can you be sure you have the right cartridge?
(As you go over the following points, show the crew sample cartridges.)
* The cartridge label should tell you which chemicals it's designed for. There is also a color code on cartridges. Remember that a chemical may go right through a cartridge that's designed for some other chemical!
* Use cartridges and replacement parts designed for your particular brand and model of respirator. Both sides of the respirator should have identical cartridges.
* Cartridges (and the respirator itself) should be approved by the Mine Safety and Health Administration (MSHA) or the National Institute for Occupational Safety and Health (NIOSH). Check the label.
4. I'm going to read some statements. Tell me which are true, and which are false.
(a) If you're going to wear a respirator on the job, the company must give you a medical exam to make sure you can wear a respirator safely. (True)
(b) We must teach you how to use a respirator and take care of it. (True)
(c) Once you get a fit-test to make sure the respirator fits your face properly, you'll never need another fit-test. (False. You should be fit-tested at least once a year, and more often if you're exposed to certain substances like asbestos.)
(d) You can only wear the brand, model, and size of respirator that you are fittested for. (True)
(e) It's OK to wear a respirator if you have a beard, long mustache, or long sideburns. (False. They may interfere with the respirator seal.)
On this job, we will be using
APRs or air supplied respirators.
For APRs, the type of cartridge we will be using is:
The cartridge protects you from (type of chemical):
The cartridge is color coded:
Tailgate Meetings That Work—Training Guide
Respirators—Page 2
5. What do you have to do every time you put a respirator on?
* Inspect the respirator. Make sure the facepiece, straps, and valves are in good shape.
* Do a negative and positive pressure test as soon as you get it on.
Using the sample APRs you brought to the meeting, demonstrate a negative and a positive pressure test. If necessary, consult site safety personnel to learn this simple procedure. Also see the Glossary.
6. When should you change cartridges in your respirator?
* It depends on the cartridge type and the particular substance involved.
On this job, the cartridges we use should be changed at least:
* In addition, change your cartridge if it gets hard to breathe through, if it gets wet, if you detect the odor of the chemical, or if you notice symptoms of chemical exposure.
7. How should you store a respirator when you're done using it?
* First clean it. Make sure it's dry, and then store it in a plastic bag in a clean area.
* Don't take it off the job site with you if it may be contaminated.
8. What should you do if your respirator feels too hot or uncomfortable to wear?
* Some are more comfortable than others. You may need to try a different size, model, or type of respirator. (Remember you need to be fit-tested on the new respirator!)
* It may be possible to rotate job assignments, so you spend less time in areas where you need a respirator.
* Talk to me and we'll see what we can work out. Don't just quit wearing your respirator because it's uncomfortable! Discomfort is a lot better than serious illness.
CAL/OSHA REGULATIONS
Explain: Most of the safety measures we've talked about are required by Cal/OSHA. We have to take these precautions—it's the law. I have a Checklist of the Cal/OSHA regulations on respirators. If you'd like to know more, see me after the meeting. Also, Cal/OSHA requires our company to have a written Respiratory Protection Program. I have copies.
COMPANY RULES
(Only if applicable.) Besides the Cal/OSHA regulations, we have some additional company rules about respirators.
Discuss company rules:
COMMENTS FROM THE CREW
Ask: Do you have any other concerns about respirators? Do you see any problems on our job? (Let the steward answer first, if there is one.)
What about other jobs you've worked on? Have you had any experience with respirators that might help us work safer on this job?
Tailgate Meetings That Work—Training Guide
Respirators—Page 3
GENERAL SAFETY DISCUSSION
This is a time to discuss all safety concerns, not just today's topic. Keep your notes on this page before, during, and after the safety meeting.
Are you aware of any hazards from other crews? Point out any hazards other crews are creating that this crew should know about. Tell the crew what you intend to do about those hazards.
Do we have any old business? Discuss past issues/problems. Report progress of investigations and action taken.
Any new business? Any accidents/near misses/complaints? Discuss accidents, near misses, and complaints that have happened since the last safety meeting. Also recognize the safety contributions made by members of the crew.
Please remember, we want to hear from you about any health and safety issues that come up. If we don't know about problems, we can't take action to fix them.
To complete the training session:
Circulate Sign-Off Form.
Assign one or more crew member(s) to help with next safety meeting.
Refer action items for follow-up. (Use the sample Hazard Report Form in the Reference Section of this binder, or your company's own form.)
Tailgate Meetings That Work—Training Guide
Respirators—Page 4
SIGN-OFF FORM RESPIRATORS
Date Presented:
By:
Project Name/No.:
Location:
NAMES OF THOSE WHO ATTENDED THIS SAFETY MEETING
P
RINTED
N
AME
S
IGNATURE
Tailgate Meetings That Work—Training Guide
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INTRODUCTION
The Junior Achievement 2016 Teens & Personal Finance survey is presented with the support of the Voya Foundation. This poll of 1,000 teens between the ages of 13 and 17 was conducted by Opinion Research. Areas of focus include teens' perspectives on student loan debt and paying for college, the forces behind lower gas prices, and income expectations based on gender. The survey was conducted in conjunction with the implementation of the JA Influencer online resource.
PERSPECTIVES ON STUDENT LOAN DEBT AND PAYING FOR COLLEGE
There has been much in the news about the $1.2 trillion in student loan debt owed by Americans. Proposed solutions to the student debt issue have ranged from debt forgiveness by the government to free college for everyone to encouraging young people not to pursue a college education at all. Survey respondents had a different take on the issue, with nearly two-thirds (65%) saying it is the responsibility of the borrower to pay off their student loans, compared to one-in-ten (11%) who said it was the responsibility of the government.
1
When asked if the student debt situation affected their thoughts on college, very few were less likely to go to college as a result of it (4%), while most (60%) planned to figure out a way to pay for college without taking out student loans.
In terms of paying for higher education, nearly nine-in-ten respondents (89%) said that they plan to attend college. Of those, four-in-ten (40%) expect scholarships and grants to cover most of their costs, while one-in-five (21%) anticipate financial help from their parents and families. Almost as many (17%), plan to work to earn money for college and one-in-ten (11%) anticipate taking out student loans.
2
CAUSE OF LOWER GAS PRICES
The spring of 2016 has been marked with the decline of gas prices at the pump. Given that many teens are driving or soon will be driving, survey participants were asked to give their opinion about the economic factors contributing to lower gas prices. The intent was to determine how aware teens are of the global economic forces driving the cost of commodities such as gasoline.
The largest percentage of teens identified the most likely explanation for lower gas prices, with more oil being produced as global demand has declined. At the same time, a majority of teens either didn't know why gas prices are lower or identified causes that are factually incorrect (building of the Keystone Pipeline) or would more likely cause an increase in gas prices by adding costs or creating scarcity (regulations; war).
3
INCOME EXPECTATIONS BASED ON GENDER
In 2014, Junior Achievement released the results of a Teens & Personal Finance survey that asked participants planning to go to college if they expected to make more than $35,000-a-year at their first job. In that survey, there was a definite gap in income expectations based on gender, with 44 percent of boys believing they would make more compared to 35 percent of girls. In the 2016 survey, that gap no longer exists.
Do you think you will make more than $35,000 per year in your first job?
Males in 2016
Females in 2016
41%
40%
Males in 2014
Females in 2014
44%
35%
While the survey did not go into the specific reasons why more girls now have this expectation, the national dialogue on "equal pay for equal work" may be a contributing factor this this change
CONCLUSION
Junior Achievement USA is pleased to present the findings of the 2016 Teens & Personal Finance Survey. The goal of the survey is to gain a better understanding of teens' perspectives of the economic and financial matters of the day. Junior Achievement's programs promote financial literacy, work readiness and entrepreneurship with the intent of empowering young people to own their economic success. JA reached more than 4.6 million students in grades K-12 during the 2014-15 school year. For more information about JA, visit www.ja.org.
SURVEY METHODOLOGY
Respondents for this survey are selected from among those who have volunteered to participate in online surveys and polls. Because the sample is based on those who initially self-selected for participation, no estimates of sampling error are calculated.
This report presents the findings of a Youth CARAVAN survey conducted among a sample of 1,000 13-17 year olds. This survey was live on March 1-6, 2016.
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GOSPEL
Matthew 17:1-9
Jesus took with him Peter and James and his brother John and led them up a high mountain where they could be alone. There in their presence he was transfigured; his face shone like the sun and his clothes became as white as the light. Suddenly Moses and Elijah appeared to them; they were talking with him. Then Peter spoke to Jesus. 'Lord,' he said 'it is wonderful for us to be here; if you wish, I will make three tents here, one for you, one for Moses and one for Elijah.' He was still speaking when suddenly a bright cloud covered them with shadow, and from the cloud there came a voice which said, 'This is my Son, the Beloved; he enjoys my favour. Listen to him.' When they heard this, the disciples fell on their faces, overcome with fear. But Jesus came up and touched them. 'Stand up,' he said 'do not be afraid.' And when they raised their eyes they saw no one but only Jesus.
As they came down from the mountain Jesus gave them this order. 'Tell no one about the vision until the Son of Man has risen from the dead.'
A REFLECTION BY POPE FRANCIS
16 March 2014
Today the Gospel presents the Transfiguration. It is the second stage of the Lenten journey. The mountain in the Bible represents a place close to God and an intimate encounter with Him, a place of prayer where one stands in the presence of the Lord. There up on the mount, Jesus is revealed to the three disciples as transfigured, luminescent and most beautiful. Suddenly from on high the voice of the Father resounds proclaiming Jesus to be his most beloved Son, saying "listen to him". This word is important! Our Father said this to these Apostles, and says it to us as well: "listen to Jesus, because he is my beloved Son". This week let us keep this word in our minds and in our hearts: "listen to Jesus!".
This invitation from the Father is very important. We, the disciples of Jesus, are called to be people who listen to his voice and take his words seriously. To listen to Jesus, we must be close to him, to follow him, like the crowd in the Gospel who chase him through the streets of Palestine. Jesus did not have a teaching post or a fixed pulpit, he was an itinerant teacher, who proposed his teachings, teachings given to him by the Father, along the streets, covering distances that were not always predictable or easy. Follow Jesus in order to listen to him. But also let us listen to Jesus in his written Word, in the Gospel. I pose a question to you: do you read a passage of the Gospel every day? Yes, no!. It is important! It is so good; it is a good thing to have a small book of the Gospel, a little one, and to carry in our pocket or in our purse and read a little passage in whatever moment presents itself during the day. In any given moment of the day I take the Gospel from my pocket and I read something, a short passage. Jesus is there and he speaks to us in the Gospel! Ponder this.
From the event of the Transfiguration I would like to take two significant elements that can be summed up in two words: ascent and descent. We all need to go apart, to ascend the mountain in a space of silence, to find ourselves and better perceive the voice of the Lord. This we do in prayer. But we cannot stay there! Encounter with God in prayer inspires us anew to "descend the mountain" and return to the plain where we meet many brothers weighed down by fatigue, sickness, injustice, ignorance, poverty both material and spiritual. To these brothers in difficulty, we are called to bear the fruit of that experience with God, by sharing the grace we have received. And this is curious. When we hear the Word of Jesus, when we listen to the Word of Jesus and carry it in our heart, this Word grows. Do you know how it grows? By giving it to the other! The Word of Christ grows in us when we proclaim it, when we give it to others! And this is what Christian life is. It is a mission for the whole Church, for all the baptized, for us all: listen to Jesus and offer him to others. Do not forget: this week listen to Jesus! And think about the matter of the Gospel: will you? Will you do this? Then next Sunday you tell me if you have done this: that you have a little book of the Gospel in your pocket or in your purse to read in little stages throughout the day.
PRODUCED BY THE CATHOLIC DIOCESE OF WOLLONGONG
faithcircles.dow.org.au
REFLECTION QUESTIONS
What stood out to you from the Gospel or Reflection/ Homily?
Head: What are the various ways and sources through which you listen to Jesus?
PRAYER
Spend some time in prayer with one another:
1. Conscious of what has just been shared, members briefly name/ describe their prayer needs.
2. Intentionally call on the Holy Spirit to be present (e.g. "Come Holy Spirit, please be present as we pray")
3. Offer prayers of thanks and praise to God.
Heart: Describe an encounter you have had with Jesus, how did you feel and how has it impacted your life?
Hands: Pope Francis asks us to read the bible each day. What is one way you can commit to listening to Jesus more closely over this season of Lent?
4. Pray for each others' prayer needs. Where appropriate, you may like to encourage the group to place a hand on the shoulder of the individual that you are currently praying for.
5. Conclude your prayer time with another prayer of praise, perhaps praying the 'Glory Be'.
PRODUCED BY THE CATHOLIC DIOCESE OF WOLLONGONG
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Francis' Rules
Established in Canada, recommended by the BC Registrar.
https://www.democraticrules.com/the-rules/
Short Summary of the Rules
* Fairness: Equal rights of members and good order are the underlying principles.
* In formal meetings, the chair guides impartially without taking part in discussion. In informal meetings, the chair participates as an equal member.
* The final authority is the majority of voting members, provided a quorum is present, subject always to any applicable higher law (a law of the land, a constitution, a bylaw, or an existing standing rule).
* A motion should be worded affirmatively and must not conflict with any higher law. All motions require a seconder.
* Amendments can delete, substitute, or add words to a motion on the floor but must not negate it or change its topic. An amendment can not be amended.
* The mover's privilege allows the mover to reword or withdraw the motion provided there is a seconder and not more than one member objects.
* Postpone, refer: A motion can be postponed to an indefinite or a specific future occasion or referred to a committee for further study.
* Informal Discussion: A motion to informally discuss some topic, if passed, allows members to consider an idea without the formality of a motion.
* Voting: Common voting methods include voting by ballot, standing, show of hands, show of voting cards and voice. For a motion to pass, a quorum must be present and more than half the votes cast must be affirmative.
* Rescind, reconsider: A previous decision can be rescinded or reconsidered by the members at any appropriate time.
* Good order: Members should discuss only one motion at a time. A member must not take more than a fair share of floor time nor interrupt another member except as allowed with a point of order.
* Ratify: a previous decision: A decision exceeding the authority of a member, committee or meeting can be ratified at a later meeting.
* Point of Order: A member who believes that a law or the meeting's good order is being breached may rise immediately and say "point of order." The chair should allow the member to explain and, if necessary, should call for a vote for a decision.
Tips for Meetings
* Discuss the idea together, informally, before forming a motion.
* After a motion is stated, let the mover, aided by the members, modify it before voting. But if more than one member objects, changes require formal amendments.
*
Never allow an amendment to the amendment. The motion can be defeated and stated again if necessary.
* The chair must never allow a member to interrupt a speaker or personally criticize or ridicule another member. | <urn:uuid:3a7ba68e-bf12-4a40-876b-05fe48d65aba> | CC-MAIN-2023-14 | https://victoriahealthcooperative.com/wp-content/uploads/2019/12/Francis-Rules.pdf | 2023-03-25T02:25:45+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00178.warc.gz | 693,642,105 | 556 | eng_Latn | eng_Latn | 0.995808 | eng_Latn | 0.997817 | [
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Course assessment policy in Menntaskólinn við Hamrahlíð
The aim of course assessment is to gather information on the student achievements and how individuals and groups get on in reaching their goals. The main purpose of course assessment is to give guiding information on the studies and on the way to achieve their objective. Course assessment is supposed to give students, teachers, reception schools and school authorities information on the progress of study which can prove useful in organization and edification of studies. To fulfil this complex purpose a course assessment is required to be rightful, viable and trustworthy.
Our aim is that all courses have a varied course assessment where diverse knowledge, skills and qualifications are tested. We attempt to apply different methods of assessment which may entail evaluating individual and group skills, essays, pop quizzes, class assignments, reports, experiments, workbooks, data exams, final exams, active participation in classes, attendance and other things. In courses where many smaller study elements form a course assessment it is normal to refer to the average grade from each study element to obtain course assessment and that the weight of each single factor which prevent students to obtain course assessment is no less than 10%. Students have a right to take a sick test in exams that have this significance.
In a course curriculum it must be clear
* Which study elements are evaluated
* When they are evaluated
* What is their significance within the final grade
* Attendance requirements (in for example practical exercises)
* Which requirements need to be fulfilled to successfully finish a course
Course curriculum should be accessible to everyone in INNA.
Course assessments may differ between subjects and courses, but the program directors ensure that consistency is within courses and that teachers cooperate in exam revision where possible. If students have an option on different course assessments in a course, it should be clear in the course curriculum. In principle courses in MH are graded in numbers although there are a few exceptions which are Staðið (Passed) /Fall (Not passed) instead of numeric values. Grades should be followed by comments with explanations when needed as in valuations on essays. In principle course assessments should be distributed over the duration of the term but final exams are usually held at a specific exam time at the end of term. Larger exams should not be held in the last week of teaching. The school sets rules on the execution of exams which the examination supervisor is responsible for. The school will not tolerate plagiarism or cheating, and disciplinary actions can be found on the school home page under Policies & rules.
After the exams are finished Confirmation day is held at the school and a viewing of the exams takes place. The students can view the documents which the course assessment is based on and discuss the subject with the teacher. If a student is unhappy with his course assessment he can refer the matter to the director of studies. If students, that did not get the minimum grade, do not want to accept a teacher´s or a programme director´s assessment they can turn to the rector and request an assessment from an external examiner. An impartial external examiner should be brought in to evaluate examination solutions. His verdict is final and cannot be relegated to a higher authority.
Final exams built on course assessment are kept by the school for a year. | <urn:uuid:4221da1d-3176-444c-8b8f-100b253ffe21> | CC-MAIN-2023-14 | https://www.mh.is/static/files/nam/course-assessment-policy-in-menntaskolinn-vid-hamrahlid.pdf | 2023-03-25T01:37:30+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00177.warc.gz | 1,036,432,818 | 653 | eng_Latn | eng_Latn | 0.998394 | eng_Latn | 0.998394 | [
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Card sorting can be used during an interview or a focus group to better understand a participant's desires, priorities, or values, in comparison to one another. The activity uses a set of simple visuals (one per card), which show relevant choices that a person may have in a certain set of circumstances. For example, respondents may rank a set of characteristics of a latrine according to their importance (in their opinion), such as durability, easy to clean, attractive color, availability of local materials, etc., which are depicted in photos or graphics. Beyond the interview questions, this allows the researcher to more deeply understand users' values and priorities underlying their decision-making process.
OBJECTIVE
Researchers can use card sorting to understand respondents' preferences, as they prioritize or rank concepts.
WASH-HCD CONNECTION
WASH researchers can utilize card sorting to understand how users may prioritize or rank different WASH concepts, such as behaviors, values, or product features and characteristics.
TIMING
20-30 minutes
MATERIALS
* PREPARED PHOTOS/IMAGES/CARDS
* PAPER OR NOTEBOOK
* PENS OR PENCILS
STEPS
1. Develop Cards.
- Develop your cards while you are also developing your interview guide, as you want to make sure they are complementary - the cards can help you explore ideas or concepts not fully covered in the interview.
- Decide which concept you want to explore- it should be something that people will need to make a decision about. It could be something that has multiple options or a variety of factors influencing the choice.
- Some examples include:
i. Which sanitation behaviors are more or less socially acceptable or more or less important for health?
ii. Which actors are more influential in a community?
iii. Which types of sanitation products are more or less important?
- Once you have decided on the concept, make the cards with visuals depicting each option or characteristic. You can draw pictures or print photos or graphics. Try to choose visuals which are appropriate and will be easily understood by the respondents, requiring minimal explanation.
2. Facilitate card sorting with interview respondents
- Show the respondent(s) the cards, and explain the general categories (latrine product features, finance options, etc.).
- Ask respondent(s) to make an initial selection and rank them, such as the top or bottom, or most or least important or desirable.
i. Option 1: Pile sorting
ii. Option 2: Ordering or ranking
- Explore their ranking with further questions such as,
i. Which one of these are you most willing to invest in?
ii. Or which is most influential in your child's life?
iii. Or, which of these behaviors would you start doing? Stop doing?
- Keep asking 'why,' in order to understand the reasoning and motivation behind their choice.
- Remember to take notes of their responses, including both the ranking and their explanations. For ease of recording, you may also take photos of their ranking.
HCD for WASH | <urn:uuid:9dd2fd84-00c4-4c49-bdc6-dc5df175ffb9> | CC-MAIN-2023-14 | https://hcdforwash.org/wp-content/uploads/2022/12/CARD-SORT-HCDforWASH-ENGLISH.pdf | 2023-03-25T01:45:06+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00178.warc.gz | 360,540,780 | 610 | eng_Latn | eng_Latn | 0.996118 | eng_Latn | 0.996508 | [
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Ask About Asthma Campaign 14 th – 20 th September 2020
The Healthy London Partnership Children and Young People's programme are running their fourth #AskAboutAsthma campaign with NHS England (London) from 14th to 20th September to raise awareness of the three simple measures that should be taken to manage all children and young people (CYP) with asthma.
The campaign will be carried out via social media, specifically Twitter and will be using the following hashtag:
#AskAboutAsthma
How common is asthma amongst children and young people?
Asthma affects 10% of the children and young people population (three in every classroom) and accounts for the most significant proportion of A&E attendance and admissions. It is thought that up to 75% of admissions for asthma are avoidable.
Part of the solution to enable CYP to live their lives without restriction is to raise awareness of how we can support families to get the support they need before need escalates. In addition ensuring CYP and their families understand the three simple actions required to manage their asthma effectively.
Three simple measures to help children and young people with asthma
Three simple measures to manage all children and young people (CYP) with asthma are:
A written asthma action plan drawn up between a clinician and child with asthma means they four times less likely to have to go to hospital for their asthma. 'Only 28-48% of CYP with asthma in London have an asthma plan' - Healthy London Partnership
The plan should have information on triggers; what the medicines do (preventers/and relievers); how and when to take treatment; current treatment; how to spot asthma getting worse (symptoms and peak expiratory flow); what treatment to take in an emergency; how and when to call for help.
Whittington Health have produced an asthma plan for children and young people and adults that fits in your wallet. When printed out, double sided, it folds up into a credit card size shape (a little thicker than 1 credit card).
Using inhalers effectively: less than ¾ of CYP have any form of instruction in how to use their inhalers – meaning they may not be getting the full benefit of their asthma medication
The Hands-on Guide to Practical Paediatrics team has put together instructional videos on how to use different inhalers:
How to use a metered dose inhaler (MDI) with a volumatic spacer
How to use a Turbuhaler
How to use an Accuhaler
How to use an Easi-Breathe inhaler
The Hands-on Guide to Practical Paediatrics team has also developed an instructional video on How to give inhalers to a young child or baby.
An annual asthma review to ensure effective management of the condition. Doing a thorough asthma review takes at least 20 minutes and should be a combination of clinical assessment and patient education. The child's asthma plan should be reviewed and inhaler technique should be checked.
Whittington annual review leaflet
Back to School and helping children and young people with asthma
Our School Nurses are the key health professionals who can support children and young people with asthma and long term medical conditions to attend school. Camden School Nurses have recently received additional training to provide extra support to children with medical conditions who will be returning to school this term and we will be working closely with schools to identify asthmatic children at the beginning of the school year.
We can support children with managing their triggers, provide reassurance by supporting the child and school to manage their medication on the school site and follow their care plan. We will ensure that each child with asthma has had a health assessment by the Camden Asthma and Atopy Nurse Specialist that we work in partnership together so that children and young people's health needs are met in school.
We will ensure that school staff receive asthma advice and training, which will include what to do in an emergency, and deliver positive health messages to openly manage asthma in schools and raise the understanding of all children and young people so that the risk of stigma or bullying is reduced.
We will utilise school immunisations sessions as key contact opportunities to raise asthma awareness with young people in school when they attend, and will identify asthmatic children through our pre-immunisation questions. Nurses will ask the three "Ask me about asthma" campaign questions, which are "have got your medication?" "Do you have care plan in school?" and "have you had an asthma review?" We will ensure that young people know where their inhaler is on the day and know how to use an aero chamber.
We will be hosting asthma-themed school health drop-ins during September. We will also give advice to schools on how to become an asthma friendly school and we will follow up every A&E attendance by a child or young person which is related to asthma.
An information pack has been sent to schools outlining the Camden School Nursing Service offer and this includes information about the 2020 "Ask me About Asthma Campaign". Each school has an allocated Link Nurse who will be meeting with each school to discuss the school nursing offer. We encourage schools and families to inform us about any support they might require for individual children who have a medical condition including asthma.
With regards to Covid-19 we will be offering advice for family health issues, clinical support to schools to perform risk assessments, and specific information to support children and their families who have been shielding.
Our Asthma Community Nurse supports children and their family following a diagnosis of asthma or if they are finding it hard to manage their symptoms. The Community Nurse works as a link between the GP and secondary care by spending time and offering support to make sure:
* The family and the child understand the diagnosis of asthma and can answer any questions they may have
* The child is on the right medications and is using them correctly
* The child and family understand the asthma plan and when to seek medical help
* Any social factors that may be affecting control of their asthma are assessed
These steps should help towards managing a child's asthma better and lead to an improved quality of life. However, despite these steps asthma can be difficult to manage at times leading to hospital admissions or recurrent symptoms. If a child or young person's asthma remains difficult to manage then the Asthma Community Nurse will make referral to see them in hospital alongside a consultant, where treatment can be reviewed and a plan made to lead to better controlled asthma.
If you feel a child/young person does not fully understand their diagnosis of asthma or their asthma could be better controlled then a referral can be made to the Asthma Community Nurse via the GP, practice nurse, school nurse or hospital nurse/doctor.
Further Resources for schools and children and young people
Schools – The Asthma Innovation Research (AIR) education project is a highly successful asthma awareness scheme in schools, launched by two medical students at UCL Medical School in 2012. Medical students are trained to go into schools and provide a fun and interactive session to teach children all about asthma. So far, the programme is set up in UCL, Cardiff, Kings College London and Imperial medical schools.
Contact
firstname.lastname@example.org to find out more.
Resources for Children and young people from Asthma Innovation Research - Princess Asma & the Asmanauts
'Asthmanauts' and 'Princess Asma' were created with the purpose of producing a comic style booklets for children to improve their understanding and hopefully their management of their asthma.
Free copies of the comics can be downloaded from:
https://www.asthmainnovationresearch.co.uk/princess-asma | <urn:uuid:0a982b7f-e785-4c1c-a14c-69562ddee320> | CC-MAIN-2023-14 | https://news.camden.gov.uk/download/924688/askaboutasthmacampaignandresources.pdf | 2023-03-25T01:39:19+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00177.warc.gz | 509,992,707 | 1,546 | eng_Latn | eng_Latn | 0.998027 | eng_Latn | 0.998215 | [
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May 14, 2014
Natalie Miller, Public Information Specialist 310-660-6211 | firstname.lastname@example.org
WEST BASIN'S NEW RECYCLED WATER PIPELINE TO HELP WITH FUTURE DROUGHTS
Million Dollar State Grant Will Help Expand Recycled Water Network and Decrease Need For Imported Water In The Future
CARSON, CA. – West Basin Municipal Water District (West Basin), received a $1,000,000 grant from the California Department of Water Resources to expand its water recycling system in coastal Los Angeles County. The expansion could not have come at a better time, as the State continues to be caught in the grips of a serious drought. The project will save 29 million gallons of drinking water each year and offset the use of imported drinking water.
The grant funds will be used to build a new 1.25 mile recycled water pipeline that will provide recycled water to four large irrigation sites: Gardena High School, Arthur Lee Johnson Park (also known as South Garden Park), Roosevelt Memorial Park and C Stars Nursery. Partners of the project include Los Angeles Department of Water and Power (LADWP) and the City of Gardena.
"West Basin has a world-class water recycling program -- the only one in the world that makes five types of usable water out of wastewater. This expansion will help us meet our water conservation goal that is so important in this time of drought," said Donald L. Dear, West Basin Board Vice President from the Gardena area.
The 1.25 mile pipeline will expand West Basin's recycled pipeline network to over 125 miles in length. The bulk of the project is located in the southern part of Gardena and covers a portion of Los Angeles. The new pipeline will extend south from West 168 th Street to Electric Street, via South Normandie Avenue.
Chairman of the South Bay Council of Governments and Gardena City Councilman Dan Medina states, "In an environment where there will be increased competition for imported water, this project will help reduce our draw on this increasingly challenged water supply. The City of Gardena is strongly behind this project because it will free up precious drinking water and support four of our facilities in our City."
The total cost of the project is approximately $2 million dollars with LADWP and West Basin providing additional funding. The completion date is planned for April 2016. The grant was obtained from Proposition 84 bond via the Integrated Regional Water Management Program. This project is one of four in the South Bay that was awarded funding through this competitive grant program in early 2014.
West Basin's water recycling program has been treating and purifying wastewater since 1995, and recently reached 150 billion gallons of recycled water in overall production. This project will add four additional customers to its 300 customer network that serves business buildings, refineries, city landscapes, parks, professional sports fields, golf courses and other facilities.
###
West Basin Municipal Water District is a wholesale water district that serves nearly a million people in 17 cities and unincorporated areas throughout its 185-square mile service area. West Basin is reducing its dependence on imported water through its Water Reliability 2020 program that will double conservation, double recycled water production and add desalted ocean water to its portfolio by the year 2020. Visit www.westbasin.org to learn more. | <urn:uuid:60711998-a6d8-4885-9588-7cb9005dea40> | CC-MAIN-2023-14 | http://westbasin.infojiniconsulting.com/wp-content/uploads/press-releases/west-basins-new-reycled-water-pipeline-gardena-lateral_0.pdf | 2023-03-25T00:56:44+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00178.warc.gz | 53,456,431 | 696 | eng_Latn | eng_Latn | 0.997322 | eng_Latn | 0.99755 | [
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Cartography Education in the Swiss Federal Statistical Office
Stephan Wondrak
Swiss Federal Statistical Office, firstname.lastname@example.org
Keywords: Cartography, Education, Competences, Skills
Abstract:
The Swiss Federal Statistical Office (FSO) is Switzerland's national competence centre for official statistics. It produces and publishes statistical information on all politically and socially relevant topics. This information is used for opinion building among the population and for the planning and management of key policy areas. ThemaKart is the competence centre for cartographic services and information within the FSO and for its customers. Its services mainly comprise the production of atlases and maps for the publication of statistical information, consultation and training related to spatial visualisation, the management of the FSO regional database, and, last but not least, the training of junior staff in geomatics, with a specialisation in cartography.
Vocational training in geomatics EFZ (engl.: Federal Certificate of Competence) lasts four years in Switzerland. It is divided into practical training in a company (the main part), school education (10 weeks per year, at a time), and intercompany courses (1 week per year, changing venues). There are three key areas of training: Cadastral surveying, Geoinformatics, and Cartography. The in-company training has a modular structure and consists of 25 learning modules, each of which teaches in-depth knowledge on a specific subject area. Each one consists of a theoretical introduction, practical exercises, and a documentation. The practical trainers are responsible for the implementation and conduction of the learning modules.
The training plan specifies technical, methodological, personal and social competences. The concrete training contents are defined via generally applicable goals and company-specific goals. The mostly used training methods are instruction, autonomous training (with a learning script), and coaching. In addition, the apprentices gain a wide variety of experiences in the everyday work in a federal office, which enriches the training beyond the defined knowledge and capacity goals. The confrontation with very practical problems (e.g. in IT) and their solution is also a part of their personal maturation process. The final part of the training period is the qualification process. It starts with an individual practical project (lasting up to 120 hours) which is assessed by the practical trainers on the basis of a predefined criteria catalogue. The presentation of the project (documentation and results) to a board of experts is followed by an expert discussion. School examinations in professional knowledge and general education, as well as an experience grade (average of all school certificates during the education) are the other parts of the qualification process. In case of very well school grades, geomatics trainees can obtain the vocational mature, either during their four-year training period, or subsequently, with one year of full-time schooling. After a successful entrance examination they can study at a university of applied sciences.
Today two swiss companies offer a training in cartography: the Federal Office of Topography swisstopo (in Bern, four apprentices per year), and the FSO (in Neuchâtel, one apprentice every second year). A reform of the training curriculum is currently underway. From 2025, only two key areas of vocational training in geomatics will remain: Cadastral surveying and Geoinformatics. To avoid a lack of cartographic skills, the proportion of cartography teaching content will be higher in these two key areas as it is today. In addition, the cartography training companies can achieve an in-depth specialisation of their apprentices by defining company-specific capacity targets. In recent years the demands on the apprentices have been extended and increased. Interdisciplinary skills such as work management, project planning and also programming skills become increasingly important. Beyond the subject-specific cartography training and the company-specific focus on thematic and statistical maps, the knowledge in GIS and HTML technologies has gained strongly in importance. In the course of advancing automation, standardised production processes and generally valid visualisation guidelines, cartography has evolved towards a discipline of data visualisation. Nevertheless, the principles of the graphic system and visual perception remain the same. Especially from the perspective of map users it is essential that the knowledge of making high-quality maps will be maintained in future training curriculums of Geomatics and Geoinformatics trainees. | <urn:uuid:0de532c4-f507-4cb6-86b7-21478b559015> | CC-MAIN-2023-14 | https://www.abstr-int-cartogr-assoc.net/5/27/2022/ica-abs-5-27-2022.pdf | 2023-03-25T02:15:01+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00176.warc.gz | 708,348,731 | 882 | eng_Latn | eng_Latn | 0.994364 | eng_Latn | 0.994364 | [
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Global Environmental Policy
Henningsen Nederland bv strives at all times to take its responsibility for the environment and to carry out its activities as environmentally friendly as possible.
In order to realize this vision is Henningsen Nederland bv member of Green Deal Waalwijk, Environmental Barometer and Local Solar Energy.
What does "Green Deal" mean? Circular economy, climate adaptation and large-scale energy generation are the core values of the Green deal. In this way, we contribute to making the company more sustainable, and we work proactively together on a sustainable future. Sustainable entrepreneurship fits in with our vision and is also high on the agendas of our customers. Henningsen Nederland is part of Ariake Japan and due to our international character, the customer base consists of many multinationals. There is an ever-increasing focus on sustainability within the food chain. By consuming the Waalwijk Solar Energy, we make a positive contribution to the energy transition. It is wonderful that we can purchase sustainable, local energy through this connection.
Commitment and objectives:
Henningsen Nederland bv will assess the impact of minimize its activities on the environment and conduct its activities in accordance with the following principles:
* Compliance with legal environmental regulations and other requirements imposed by the various authorities and that apply to our activities and services.
* Striving for continuous improvement of our environmental performance and our environmental policy. This by regular monitoring and evaluation of our environmental policy and adjusting it if necessary. Follow this we maximize the annual investment trajectory.
* Maintain an open and constructive dialogue with the regulatory authorities, environmental organizations and neighbors.
* Provide our employees with the necessary training to promote environmental awareness and the protection of to improve the environment, so that environmentally conscious action becomes automatic.
*
Reduction of energy consumption and CO2 emissions. This is due to all kinds of energy-saving
* measures. Renewing equipment such as steam boiler and spray dryer.
* Rational use of other raw materials such as water, by implementing water-saving measures, but also paper, fuel, and so on.
* Limit wastewater discharge and reduce air and water pollution due to the risk of
* to reduce unwanted emissions or discharges of chemical products. For this purpose, the necessary measures.
* Reducing and far-reaching selective collection of the waste that is released, together with a
* correct disposal and processing by a recognized waste processor. Always opting for the most sustainable processing technique. Preventing waste takes precedence over reuse, recycling,
* incineration with energy recovery, and so on.
* Striving for the lowest possible environmental impact through the 'best available techniques' at each time to investigate and apply.
* Incorporation of sustainability and ethical criteria in the purchasing policy.
* Striving for a minimal nuisance of noise, smell, etc. to our neighbors.
We will communicate any progress we make to all employees.
The management team and all employees will ensure this through their absolute exemplary role that the environmental policy is supported by every employee. We will actively participate in environmental protection. This includes providing information, providing training, paying attention to the detecting environmental risks and taking appropriate measures in a timely manner,… We expect all employees to pay sufficient attention to the environment, both the internal and the external environment. | <urn:uuid:e42bc97e-df76-4c0d-87da-187d49e56ac9> | CC-MAIN-2023-14 | https://www.henningsen.nl/files/2800/Global%20environmental%20policy%20-%20Henningsen%20Nederland%20BV.pdf | 2023-03-25T02:17:21+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00176.warc.gz | 908,997,534 | 652 | eng_Latn | eng_Latn | 0.995647 | eng_Latn | 0.995201 | [
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Venn Diagrams
1. You are given that the 𝑃𝐴= 0.4. Calculate 𝑃𝐴 ′
The diagram shows the number of students in a year group who are female (set A) and the number of left handed students in the same year group (set B).
2. Write down the 𝑃(𝐴∩𝐵).
3. Write down the 𝑃𝐴∪𝐵.
4. How many students are in the year group altogether?
5. A student is chosen at random from the year group. What is the probability that the student is a right-handed given that the student is female?
6. On the Venn diagram shade the regions that represent.
a) 𝑃(𝐴 ′ ∪𝐵)
b) 𝑃(𝐴′ ∩𝐵)
www.missbsresources.com
/1
/1
/2
7. A gym has 150 members.
112 of the members use the gym.
68 members go to the classes.
14 of the members don't use the gym or go to classes. Use this information to complete the Venn Diagram.
G represents those members who use the Gym. C represents those members who go to Classes.
A shop is has 70 second hand books.
19 of the books have been written on and have missing pages.
48 of the books have been written.
34 of the books have pages missing.
8. Work out how many of the books have not been written on and have no pages missing.
/3
9. The Venn diagram gives information about the number of elements in the set 𝑅 and set 𝑆. Given that P(𝑅) = 𝑃𝑆, find the value of 𝑥.
Available
www.missbsresources.com
Answers
Venn Diagrams
1. You are given that the 𝑃𝐴= 0.4. Calculate 𝑃𝐴 ′
The diagram shows the number of students in a year group who are female (set A) and the number of left handed students in the same year group (set B).
2. Write down the 𝑃(𝐴∩𝐵).
34
140
𝑃𝐴∩𝐵=
280
= 17
3. Write down the 𝑃𝐴∪𝐵.
81
280
𝑃𝐴∪𝐵=
4. How many students are in the year group altogether?
109+34+38+99=280
5. A student is chosen at random from the year group. What is the probability that the student is a right-handed given that the student is female? 109
6. On the Venn diagram shade the regions that represent. 143
𝑃𝑅𝑖𝑔ℎ𝑡𝐹𝑒𝑚𝑎𝑙𝑒=
a) 𝑃(𝐴 ′ ∪𝐵)
/1
/1
/2
b) 𝑃(𝐴′ ∩𝐵)
www.missbsresources.com
Answers
7. A gym has 150 members.
112 of the members use the gym.
68 members go to the classes.
14 of the members don't use the gym or go to classes. Use this information to complete the Venn Diagram.
G represents those members who use the Gym. C represents those members who go to Classes.
150-14=136, 112+68=180 180-136=44
112-44=68 68-44=24
A shop is has 70 second hand books.
Check 68+44+24+14=150
19 of the books have been written on and have missing pages.
48 of the books have been written.
34 of the books have pages missing.
8. Work out how many of the books have not been written on and have no pages missing. W P
7 books have not been written on and have no pages missing.
9. The Venn diagram gives information about the number of elements in the set 𝑅 and set 𝑆. Given that P(𝑅) = 𝑃𝑆, find the value of 𝑥.
𝑅= 3𝑥+ 8 + 𝑥−4
𝑠𝑜𝑅= 4𝑥+ 4
Available
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WHO warns of pandemic risk after virus peaks in China
February 25 2020
Credit: CC0 Public Domain
The new coronavirus has peaked in China but could still grow into a pandemic, the World Health Organization has warned, as infections mushroom in other countries.
Financial markets have gone into a tailspin after grim news of deaths and outbreaks in the Middle East, Europe and Asia, even as the Chinese epicentre appeared to be calming, with the death toll at its lowest for three weeks.
But the situation is worsening in other countries, with more than 2,000 cases and 30 deaths reported abroad, prompting a raft of restrictions on
travellers from infected nations.
South Korea, Italy and Iran have logged particularly sharp increases in infections and deaths, while several countries in the Middle East reported their first cases of the novel coronavirus.
But WHO chief Tedros Adhanom Ghebreyes insisted the virus could still be contained, praising China's drastic quarantine measures in several cities for helping to prevent an even bigger spread.
"For the moment we are not witnessing the uncontained global spread of this virus and we are not witnessing large-scale deaths," Tedros told reporters in Geneva.
He added, however, that countries should be "doing everything we can to prepare for a potential pandemic."
The term "pandemic" is used to describe an illness that spreads across numerous communities.
South Korea hotspot
South Korea, which has the largest number of cases outside China, reported 60 more infections and one more fatality on Tuesday, raising its death toll to eight and total patients to nearly 900.
South Korea's outbreak has centred around a religious sect in Daegu, the country's fourth largest city.
The country is on its highest "red" alert. As part of the containment efforts, school holidays were extended nationally while the 2.5 million people of Daegu were told to remain indoors.
The US Centers for Disease Control raised its caution level to warn Americans against "all nonessential travel to South Korea".
Italy, which has reported seven deaths and over 200 cases, has locked down 11 towns, while upcoming football matches in its Serie A and the Europa League will be played behind closed doors.
With police manning checkpoints to enforce a blockade, Prime Minister Giuseppe Conte has said that residents could face weeks of lockdown.
Iran fears
The disease—officially known as COVID-19—spread to new countries including Afghanistan, Bahrain, Iraq, Kuwait and Oman.
At least 12 people have died in Iran, the highest toll outside China.
But there were concerns the situation might be worse than officially acknowledged. The semi-official ILNA news agency quoted one local lawmaker in hard-hit Qom—a religious centre—who said 50 people had died there.
The Iranian government denied the report, and pledged transparency.
Even so, authorities have only reported 64 infections in Iran, an unusually small number that would mean an extremely high mortality rate.
Michael Ryan, head of WHO's health emergencies programme, said a team from the UN agency would be arriving in Iran on Tuesday.
But he cautioned against drawing any conclusions about the mortality rate. Iran "may only be detecting severe cases" because the epidemic was
still at an early stage, he said.
Several countries have taken measures to prevent arrivals from Iran.
China peak
In China, 508 new cases were reported, with all but nine at the epicentre in central Hubei province. Although that was up from 409 on Monday it was much lower than new infections being reported just a week ago.
China's death toll reached 2,663 on Tuesday, after 71 more people died.
WHO's Tedros said the epidemic peaked in China between January 23 and February 2.
China has placed some 56 million in Hubei and its capital under quarantine since late last month, while other regions have enacted some forms of travel curbs and measures to keep millions more people indoors.
Bruce Aylward, leader of a WHO mission of international experts, said late Monday it was time for China to start lifting some of the restrictions.
"Obviously they want to get society back to a more normal semblance of what probably is the new normal, because this virus may be around... for months," Aylward said.
Reflecting the disquiet, global markets plunged on Monday, with Wall Street off 3.6 percent.
Bargain buying helped some Asian markets into the green on Tuesday, but disquiet remained, with Tokyo dropping 3.0 percent by lunchtime.
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Citation: WHO warns of pandemic risk after virus peaks in China (2020, February 25) retrieved 24 March 2023 from https://medicalxpress.com/news/2020-02-pandemic-virus-peaks-china.html
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Frontiers in History: People, Places, Ideas
The 2023 National History Day theme will connect to topics from every part of the world and area of study in history. When you start to select your topic, don't forget to start with your own backyard! Investigate the connections that Ohio has to the frontiers of innovation, exploration and transformation. Below we've broken down the theme to help you choose a topic.
What is a frontier?
When thinking about a frontier, the first image we have is of the American West, but it can be so much more! While a frontier is actually defined as any line or border that separates two countries, we use the word is many other ways. In U.S. history, it's traditionally seen as the border between the "settled" U.S. and the "unsettled" wilderness. We can think about frontiers much closer to home. Think local or even personal. Trying new things, challenging yourself, and making new friends can all be ways of exploring a personal frontier. What's important to remember is that a frontier can be able more than just physical spaces.
The People Who Lead the Charge
Behind every great change in history are the people who took the lead, spearheaded a movement, or rose to a challenge. Leaders, inventors, political activists, artists, educators and scholars, among others, have all created change and broken barriers. They used their passion, intelligence, and drive to cross a frontiers physically and socially.
* Victoria Woodhull, born in Homer, Ohio, was a leader in the women's suffrage movement and became the first woman to run for the presidency in 1872. She was actively involved in the labor movement and a supporter of women's rights. How did her advocacy lead to change for women in the political and social spheres? Did her work break down any barriers? What change did her efforts cause?
The Ideas that Move Us Forward
Another way to think about frontiers is to think about the ideas that ignite change in all kinds of areas. Groundbreaking inventions, politics, and social movements have all been impacted by the ideas of individuals or groups that push against the status quo to change society.
* During the late 1800s and early 1900s, the U.S. experienced a time of widespread social and political activism and reform called the Progressive Era. The progressive movement worked to address problems like labor practices, women's rights and civil rights. Changes including the 40 hour work week, women's suffrage, and education reform resulted from this movement. How do these ideas fit into the theme of a frontier? What impact did the ideas of the Progressive Era have on future generations?
The Boundaries that Spark Discovery
Physical frontiers are borders that we generally think of as the places where the "civilization" meets the unsettled, wild wilderness. While we may think first of the American West, many other locations have also held the name of frontier at different points in history. When thinking about places that are frontiers, don't think about what a place is today, but instead what it represented for the people that investigated it.
* A significant part of the Cold War, the Space Race of the 1960s saw America and the Soviet Union competing to prove their technological and intellectual superiority by being the first to explore the frontier of space. How did the competition between these two nations promote the exploration of the unknown? What developments that resulted from the Space Race have changed the way that we live now?
Ohio History Day is an affiliate of National History Day
Multiple Perspectives
Because frontiers are ideas and locations that meet at a border, there will most likely be more than one perspective to think about. It's also important to keep in mind that frontiers are not always unknown ideas, uncharted paths, or uninhabited lands. Many of the frontiers that have been crossed were already explored and inhabited by different groups. Think about who defines a frontier, in physical space and ideas, and how those definitions can include or isolate different groups. As you choose your topic, be sure to look at the perspectives of all those involved.
* Before the 1670s, Ohio was populated by numerous Native Americans even though European settlers viewed Ohio as an unsettled frontier. After the French-Indian War, a group of tribes came together to create the Western Confederacy and solidify the border between European settlers and Native American land. How did these boundaries create tension with Native American Tribes and European settlers? When did Ohio stop being seen as a frontier? Visit the OHD Research Guidelines: American Indian History to help you explore this, and other American Indian topics, further.
Change the landscape of the world
When thinking about your topic, it's important to remember that once a frontier has been investigated, then everything after must change. Things cannot stay the same. So think about what factors led to the exploration of your frontier and what developed or changed as a result of the exploration. Think about before and after when defining your topic in relation to frontiers.
Don't forget to check out the Local History Topic List for more help on how to explore this year's theme of Frontiers in History: People, Places, Ideas. We're so excited to see what topics you select and the projects you create this year!
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Principles for the safer use of connected devices and on-line services by children
Consultation response from EU Kids Online, June 2011
1. EU Kids Online welcomes this self-regulatory initiative by the European and international industry providing internet-related products and services as an important contribution to the ongoing effort to make the internet safer for children and families.
2. Recent research conducted by EU Kids Online reveals the scale and scope of online risks currently encountered by children on the internet. Four in ten (41%) of European 9-16 year olds have encountered one or more of the risks asked about in the survey and 12% of European 9-16 year olds say that they have been bothered or upset by something on the internet.
3. We understand that the Principles document (dated 18/4/11) is open for consultation, and we offer the following observations, based on our evidence.
4. The overarching framing of the UN Convention on the Rights of the Child (p.2) is an excellent framework. However, only children's right to privacy is mentioned in the Principles document. We urge recognition also of children's rights to:
… express their views freely in all matters affecting them (Art. 12), freedom of expression (i.e. to seek, receive and impart information of all kinds) through any medium of the child's choice (Art. 13), freedom of association and peaceful assembly (Art. 15), protection of privacy (Art. 16) and to mass media that disseminate information and material of social and cultural benefit to the child, with particular regard to the linguistic needs of minority/indigenous groups and to protection from material injurious to the child's well-being (Art. 17).
5. Taken together, these rights acknowledge the complex balance to be struck, as appropriate to the needs, age and context of children, to both positive (enabling) and negative (protective) freedoms and, therefore, (self-)regulation. As EU Kids Online research has shown, efforts to reduce risks can have the problematic consequence of also reducing opportunities, and vice versa. Thus both opportunities and risks must be taken into account when evaluating safety regulation.
6. The four outcomes for users are valuable – essentially, promoting end-user tools, awareness and digital citizenship, transparency and accessibility of information, and provision to report problems to appropriate agencies. It would of course be most desirable if a benchmark were now to be set so that progress towards these outcomes could be transparently evaluated.
7. EU Kids Online research shows that, in each of these areas, there is a considerable way to go if these outcomes are to be delivered.
For example, among the 25,000 European 9-16 year old internet users surveyed during 2010, less than one third (28%) of parents were found to filter the websites visited by their child.
Nor do parents get internet safety advice from the industry – most get it from family and friends (48%), then traditional media (32%), their child's school (27%), internet service providers (22%) and websites (21%) – only 9% of parents say that they don't want further information on internet safety.
Perhaps of greatest concern is the finding that only 9% of children who had been upset by cyberbullying reported the problem (e.g. clicked on a 'report abuse' button, contacted an internet advisor or 'internet service provider (ISP)') and, of those, only half said it was helpful. For those upset by online pornography, the figures are a little higher – 15% reported the problem and most of those found the response helpful. For sexting, 18% reported the problem but nearly half did not find the results helpful. For children upset by offline meetings with contacts made online, only one in ten reported the problem and only a third of those found the result helpful.
Children's digital skills are growing - most 11-16 year olds can block messages from those they do not wish to contact (64%) and most can find safety advice online (64%). Around half can change privacy settings on a social networking profile (56%) compare websites to judge their quality (56%) or block spam (51%). In each case, however, it must be asked if those who cannot do these things simply lack skills or whether, instead, the services are too poorly designed to be useful to children.
8. The remainder of the document is not clear in its relation to these outcomes. We propose that the areas of activity (content, parental controls, etc) should clearly state which of these outcomes they contribute to so that it is evident how all four outcomes will be delivered.
9. Finally, we express concern regarding the lack of clarity in section 7 of the Principles document (Implementation and reporting).
First, it is vital to establish benchmarks against which improvements can be measured. Without this, it cannot be clear what has improved or what remains to be done (i.e. where problems persist).
Second, the progress reports should reflect the achievements (or failings) of particular companies and services (- the specificity of the promised collective report is unclear in this regard). Without this, the Principles will not deliver the kind of advice that parents especially want (which services will best meet their needs, which services might leave their child at risk…)
Third, progress towards achieving the proposed outcomes should be independently evaluated and transparently reported. Without this, the Principles will not generate trust and accountability among stakeholders, especially the
public – children, parents, teachers, clinicians and child welfare bodies, leaving it very likely that calls for state regulation will continue.
We might add that academics, regulators, journalists and child welfare organisations will continue to conduct their own independent assessments of the risks and safety issues associated with children's internet use, including of particular technologies or services. The less the industry self-regulates in a trustworthy and accountable manner, the more likely are such external evaluations. It would seem advisable to create a trusted process, including independent evaluation and clear markers of improvement, as part of the selfregulatory process proposed by the Principles.
For further information on EU Kids Online reports:
Livingstone, S., Haddon, L., Görzig, A., and Ólafsson, K. (2011). Risks and safety on the internet: The perspective of European children. Full findings. LSE, London: EU Kids Online. http://eprints.lse.ac.uk/33731/
Livingstone, S., Haddon, L., Görzig, A., and Ólafsson, K. (2010) Risks and safety for children on the internet: the UK report. LSE, London: EU Kids Online. http://eprints.lse.ac.uk/33730/
Livingstone, S., and Ólafsson, K. (2011) Risky communication online. LSE, London: EU Kids Online. http://eprints.lse.ac.uk/33732/
Sonck, N., Livingstone, S., Kuiper, E., and de Haan, J. (2011) Digital literacy and safety skills. LSE, London: EU Kids Online. http://eprints.lse.ac.uk/33733/
Livingstone, S., Ólafsson, K., and Staksrud, E. (2011) Social networking, age and privacy. LSE, London: EU Kids Online. http://eprints.lse.ac.uk/35849/
Contact:
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Adverse Childhood Experience Questionnaire for Adults
California Surgeon General's Clinical Advisory Committee
Our relationships and experiences—even those in childhood—can affect our health and w e ll-being. Difficult c h ildhood experiences are very common. Please te ll us whe ther you have had any of the experiences listed below , as they may be affecting your health today or may affect your health in the future . This information will help yo u and your provider better underst and how to work tog ether to support your health an d well-being.
Instructions: Below is a list of 10 categories of Adverse Childhood Experiences (ACEs). From the list below, please add up the number of categories of ACEs you experienced prior to your 18th birthday and put the total number at the bottom. (You do not need to indicate which categories apply to you, only the total number of categories that apply.)
1. Did you feel that you didn't have enough to eat, had to wear dirty clothes, or had no one to protect or take care of you?
2. Did you lose a parent through divorce, abandonment, death, or other reason?
3. Did you live with anyone who was depressed, mentally ill, or attempted suicide?
4. Did you live with anyone who had a problem with drinking or using drugs, including prescription drugs?
5. Did your parents or adults in your home ever hit, punch, beat, or threaten to harm each other?
6. Did you live with anyone who went to jail or prison?
7. Did a parent or adult in your home ever swear at you, insult you, or put you down?
8. Did a parent or adult in your home ever hit, beat, kick, or physically hurt you in any way?
9. Did you feel that no one in your family loved you or thought you were special?
10. Did you experience unwanted sexual contact (such as fondling or oral/anal/vaginal intercourse/penetration)?
Your ACE score is the total number of yes responses.
Do you believe that these experiences have affected your health?
Not Much
Some
A Lot
Experiences in childhood are just one part of a person's life story. There are many ways to heal throughout one's life.
5/5/20
Cuestionario para Adultos de Experiencias Adversas en la Infancia
Comité Consultivo Clínico del Cirujano General de California
Nuestras relaciones y experiencias, incluso las de la infancia, pueden afectar nuestra salud y bienestar. Las experiencias difíciles de la infancia son muy comunes. Díganos si ha tenido alguna de las experiencias enumeradas a continuación, ya que pueden estar afectando su salud hoy o pueden afectar su salud en el futuro. Esta información lo ayudará a usted y a su proveedor a comprender mejor cómo trabajar juntos para apoyar su salud y bienestar.
Instrucciones: A continuación hay una lista de 10 categorías de Experiencias Adversas en la Infancia (ACEs por sus siglas en inglés.) De la lista a continuación, agregue el número de categorías de ACEs que experimentó antes de cumplir 18 años y coloque el número total en la parte inferior. (No necesita indicar qué categorías se aplican a usted, solo el número total de categorías que aplican).
¿Sintió que no tenía suficiente para comer, tenía que usar ropa sucia o no tenía a nadie que lo protegiera o lo cuidara?
¿Perdió a uno de sus padres a causa de divorcio, abandono, muerte u otra razón?
¿Vivió con alguien que estaba deprimido, enfermo mental o intentó suicidarse?
¿Vivió con alguien que tuvo problemas del alcohol y/o drogas, incluyendo medicamentos recetados?
¿Sus padres o algún adulto en su casa alguna vez se golpearon o amenazaron con lastimarse?
¿Vivió con alguien que fue a la cárcel o prisión?
¿Alguna vez uno de sus padres o algún adulto en su casa le ha insultado o menospreciado?
¿Alguno de sus padres o algún adulto en su hogar alguna vez lo golpeó, pateó o lastimó físicamente de alguna manera?
¿Sintió que nadie en su familia lo quería o pensaba que era especial?
¿Experimentó contacto sexual no deseado (como manosear / penetración oral / anal / vaginal)?
Su calificación ACE es el número total de respuestas marcadas
¿Usted cree que estas experiencias han afectado a su salud?
No mucho
Algo
Mucho
Las experiencias en la infancia son solo una parte de la historia de vida de una persona.
Hay muchas maneras de sanar a lo largo de nuestra vida.
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Hope Lutheran Church
Sixth Sunday after Epiphany
February 12, 2023
Pastor Beth Schultz Byrnes Music provided by Pat Tatzel and Voices of Hope
Prelude
Welcome
Confession and Forgiveness
Gathering Hymn
*·······································
Greeting
Prayer of the Day
Children's Message
Apostles' Creed
I believe in God, the Father almighty,
Creator of heaven and earth.
I believe in Jesus Christ, God's only Son, our Lord, who was conceived by the Holy Spirit,
born of the virgin Mary, suffered under Pontius Pilate,
was crucified, died, and was buried;
he descended to the dead.
"All Are Welcome"
On the third day he rose again;
he ascended into heaven, he is seated at the right hand of the Father,
and he will come to judge the living and the dead.
I believe in the Holy Spirit, the holy catholic church,
the communion of saints, the forgiveness of sins,
the resurrection of the body, and the life everlasting. Amen.
Prayers of the Church
Voices of Hope ················ "Surely the Presence of the Lord is in This Place"
Sharing the Peace
The Great Thanksgiving
Words of Jesus
Lord's Prayer
Lamb of God
Communion Distribution
Post Communion Prayer
Sunday School Dismissal
Hymn of the Day
*···················
"Lord, Let My Heart Be Good Soil" [red 512]
Reading
*··········································································· Psalm 84:1-7
How lovely is your dwelling place,
O Lord of hosts!
My soul longs, indeed it faints for the courts of the Lord;
my heart and my flesh sing for joy to the living God.
Even the sparrow finds a home, and the swallow a nest for herself, where she may lay her young,
at your altars, O Lord of hosts, my King and my God.
Happy are those who live in your house, ever singing your praise.
Happy are those whose strength is in you, in whose heart are the highways to Zion.
As they go through the valley of Baca
they make it a place of springs; the early rain also covers it with pools. They go from strength to strength; the God of gods will be seen in Zion.
Gospel Reading ························································· Matthew 13:24-43 He put before them another parable: "The kingdom of heaven may be compared to someone who sowed good seed in his field; but while everybody was asleep, an enemy came and sowed weeds among the wheat, and then went away. So when the plants came up and bore grain, then the weeds appeared as well. And the slaves of the householder came and said to him, 'Master, did you not sow good seed in your field? Where, then, did these weeds come from?' He answered, 'An enemy has done this.' The slaves said to him, 'Then do you want us to go and gather them?' But he replied, 'No; for in gathering the weeds you would uproot the wheat along with them. Let both of them grow together until the harvest; and at harvest time I will tell the reapers, Collect the weeds first and bind them in bundles to be burned, but gather the wheat into my barn.'" He put before them another parable: "The kingdom of heaven is like a mustard seed that someone took and sowed in his field; it is the smallest of all the seeds, but when it has grown it is the greatest of shrubs and becomes a tree, so that the birds of the air come and make nests in its branches." He told them another parable: "The kingdom of heaven is like yeast that a woman took and mixed in with three measures of flour until all of it was leavened." Jesus told the crowds all these things in parables; without a parable he told them nothing. This was to fulfill what had been spoken through the prophet: "I will open my mouth to speak in parables; I will proclaim what has been hidden from the foundation of the world." Then he left the crowds and went into the house. And his disciples approached him, saying, "Explain to us the parable of the weeds of the field." He answered, "The one who sows the good seed is the Son of Man; the field is the world, and the good seed are the children of the kingdom; the weeds are the children of the evil one, and the enemy who sowed them is the devil; the harvest is the end of the age, and the reapers are angels. Just as the weeds are collected and burned up with fire, so will it be at the end of the age. The Son of Man will send his angels, and they
will collect out of his kingdom all causes of sin and all evildoers, and they will throw them into the furnace of fire, where there will be weeping and gnashing of teeth. Then the righteous will shine like the sun in the kingdom of their Father. Let anyone with ears listen!
Sermon
Blessing
Announcements
Sending Hymn ····················· "Go, My Children, with My Blessing" [red 543]
Dismissal
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Math 2143 - Brief Calculus with Applications
Exam #3 - 2021.04.23
Name:
1. Consider the function G(x) = x 3 + 3x 2 − 12.
(a) Compute G ′ (x).
(b) Find the critical points of G(x).
(c) State the intervals of increase and decrease for G(x).
(d) Classify the critical points from part (b) using the First Derivative Test.
(e) State the intervals of concavity G(x).
(f) Locate any inflection points of G(x).
(g) Classify the critical points from part (b) using the Second Derivative Test.
(h) Find the absolute maximum and minimum values of G(x) on the interval [−3, 1].
2
2. Consider the function F (x) = (2x + 1) 2 (x − 1)(x + 2)
(a) State the domain of F (x).
(b) Locate the roots of F (x).
(c) Locate the vertical asymptotes.
(d) Locate (if any) horizontal or slant asymptotes.
(e) Find the y-intercept.
(f) Compute the limits at the vertical asymptotes.
(g) Sketch the graph of F (x) using the information from parts (a)–(f).
.
3. Upon inspection, determine the slant asymptote of the function R(x) = 6 x 5 − 3 x 4 + 2 x 2 + 1 3x 4 + 4x 3 + 8x 2 + 2x
4. Find dy dx by implicit differentiation if 3 x 2 + 4 xy 2 = ln(2 x + 1) + 6.
3
4
5. Use logarithmic differentiation to compute the derivative of the following function:
6. In an attempt to do well on this exam, you attempt to offer up the instructor as a sacrifice to the Gods. To do so, the instructor is bled out and his blood pools on the floor. The blood leaves the instructor's body at constant rate of 3 cm 3 /sec and pools in a perfect disk shape 1 cm thick (naturally of course). The volume of a disk of radius r and height h is V = πr 2 h. At what rate is the radius of the pool of blood growing when the disk is 4 cm in radius? | <urn:uuid:6648d419-df1c-4958-960d-ef452a9cf495> | CC-MAIN-2023-14 | https://www.se.edu/kfrinkle/wp-content/uploads/sites/89/2021/05/Math2143Spring2021exam3.pdf | 2023-03-25T01:27:40+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00179.warc.gz | 1,113,616,836 | 534 | eng_Latn | eng_Latn | 0.512828 | eng_Latn | 0.901298 | [
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1710 Soscol Avenue, Suite 3 Napa, CA 94559-1311 www.countyofnapa.org
Main: (707) 253-4357
Fax: (707) 253-4881
Tracy Cleveland
Agricultural Commissioner
HOW CAN I HELP TO PREVENT VMB SPREAD IN NAPA COUNTY?
"The female and nymphal mealybugs are wingless and are unable to fly so they must be carried by humans, equipment, wind, birds, or be present on vines at the time of planting."
UC IPM Pest Management Guidelines: Grape UC ANR Publication 3448
When working in vine mealybug infested vineyard blocks, one should take the following precautions:
- Remove any soil, debris, or insects from shoes with a stiff-bristled brush when leaving the infested block(s) prior to entering a non-infested block.
- After working in VMB-infested vineyards, fieldworkers should remove any potentially contaminated clothing prior to entering non-infested blocks. It is recommended that workers wear disposable coveralls. After workers leave infested blocks, coveralls should be removed, double-bagged and disposed of in a manner in which they will buried at a landfill.
- Equipment should be thoroughly cleaned of soil, plant debris, and insects by the best available means, such as a hot water and detergent solution sprayed with a high-pressure power washer. Cleaning should occur before equipment is moved from any infested block(s) to any noninfested block(s).
- All vehicles that have entered an infested block should be thoroughly cleaned of soil, plant debris, and insects by the best available means such as a hot water and detergent solution sprayed with a high-pressure power washer. Cleaning should occur before vehicles are moved from infested blocks to any non-infested blocks or off of the property.
- All vegetative material and debris (such as vine prunings) resulting from any cultural practices performed within an infested block should remain within the block.
- During harvesting, growers should notify wineries receiving fruit from vine mealybug infested or suspect vineyards.
For additional information regarding vine mealybug, please contact the Napa County Agricultural Commissioner's Office at (707) 253-4357.
1710 Soscol Avenue Suite 3 Napa, CA 94559-1315 www.countyofnapa.org
Main: (707) 253-4357
Fax: (707) 253-4881
Tracy Cleveland
Agricultural Commissioner
VINE MEALYBUG: INFORMATION FOR NAPA COUNTY WINERIES
Vine mealybug (VMB) is a serious pest that was first introduced in Napa County around 2002 and continuous to spread throughout the County.
VMB feeding produces copious amounts of sticky excrement or "honeydew". Infested vines can be covered with mealybugs and honeydew, coating the trunks, leaves, and clusters.
The movement of fruit harvested from infested vineyards represents a possible mechanism of spread of this pest throughout Napa County.
Following are recommendations for winery staff and crush pad operators regarding VMB:
- Recognize the signs of mealybug-infested clusters (VMB poster available at Napa County Agricultural Commissioner's Office.)
- Ask growers delivering fruit if winegrapes are from VMB infested or suspect vineyards.
- If winery receives fruit from a VMB-infested vineyard or vineyard suspected of being infested, please take the following precautions:
o Crush the loads as soon as they arrive at the winery.
o Thoroughly clean all bins, gondolas, and trailers that held the fruit.
o Properly dispose of the stems - there could still be live vine mealybugs or viable eggs on stems. Do not spread the stems in non-infested vineyards. Disposal options include:
[x] Return stems to the vineyard of origin.
[x] Promptly send stems to a commercial composting site.
[x] If composting on site, be sure the stems are not placed near vineyards.
[x] Stems from very small loads could be placed in black plastic bags, sealed and placed in a sunny location. The heat generated inside the bags will kill any vine mealybugs.
For additional information regarding vine mealybug, please contact the Napa County Agricultural Commissioner's Office at (707) 253-4357. | <urn:uuid:27cabf74-610f-4826-8c46-632259fd490d> | CC-MAIN-2023-14 | https://www.countyofnapa.org/DocumentCenter/View/21132/VMB-Sanitation-handout | 2023-03-25T01:28:38+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00180.warc.gz | 817,699,759 | 911 | eng_Latn | eng_Latn | 0.993839 | eng_Latn | 0.994618 | [
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Using Waits, Loops and Switches
Waits, Loops and Switches Pre-Quiz
1. In programming, what is a loop? When is a loop useful?
2. How can you control the duration for which a loop repeats?
3. In programming, what is a switch?
Waits, Loops and Switches Pre-Quiz
Answers
1. In programming, what is a loop? When is a loop useful?
A loop is an operator that allows us to repeat a set of commands indefinitely. Loops are useful when you need to repeat a set of commands multiple times.
2. How can you control the duration for which a loop repeats?
You can control how many times a loop repeats by clicking the dropdown arrow next to "Control" on the loop block and setting it to forever, time, sensor, count or logic.
3. In programming, what is a switch?
In programming, a switch is an object that gives different commands depending on the state it is in.
Wait Block Activity
Objective: Combine wait blocks, loops and switches to perform a task
Do This: First, attach 2 touch sensors (name them A and B) and a sound sensor to your robot.
Then program the robot to perform the following task:
Stay at rest and display "Ready" on the screen until detecting a loud noise. Once a loud noise is detected:
Move left and display "Left" whenever touch sensor A is pressed.
Move right and display "Right" whenever touch sensor B is pressed
Move forward and display "Forward" whenever both touch sensors A and B are pressed.
Stay at rest and display "Stop" when no buttons are pressed.
***Hint: Click on the select "Text" from the
icon, drag the block into the program, and dropdown menu to display text on screen.
4
Wait Block Activity Solution
13
Wait Block Activity Solution
1
various settings
2
3
4
5
6
7
8
9
10
Wait Block Activity Solution
various settings (continued)
various settings (continued) Wait Block Activity Solution
Waits, Loops and Switches Post-Quiz
1. In programming, what is a loop? When is a loop useful?
2. How can you control the duration for which a loop repeats?
3. In programming, what is a switch?
Waits, Loops and Switches Post-Quiz
Answers
1. In programming, what is a loop? When is a loop useful?
A loop is an operator that allows us to repeat a set of commands indefinitely. Loops are useful when you need to repeat a set of commands multiple times.
2. How can you control the duration for which a loop repeats?
You can control how many times a loop repeats by clicking the dropdown arrow next to "Control" on the loop block and setting it to forever, time, sensor, count or logic.
3. In programming, what is a switch?
In programming, a switch is an object that gives different commands depending on the state it is in.
Vocabulary
brainstorming: Thinking of ideas as a group.
iteration: Doing something again, especially with the intent to make improvements.
loop: An operator that repeats a set of commands.
switch: In programming, a switch is an object that gives different commands, depending on the state it is in.
Images Sources
Slides 1: wall switch drawing; source: Microsoft® clipart: http://office.microsoft.com/enus/images/results.aspx?qu=light+switch&ex=1#ai:MC900441745|
Device and programming images from LEGO MINDSTORM NXT User's Guide http://goo.gl/wuhSUA Screen captures, diagrams and drawings by author | <urn:uuid:8f272d4c-7e22-4ace-ad9f-05346ed8d89a> | CC-MAIN-2022-05 | https://www.teachengineering.org/content/umo_/activities/umo_computerprogram/umo_computerprogram_lesson03_activity1_presentation_v2_tedl_dwc.pdf | 2022-01-18T22:40:37+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00268.warc.gz | 963,169,785 | 776 | eng_Latn | eng_Latn | 0.986566 | eng_Latn | 0.99832 | [
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Ciudad
Bolivar
Colombia
COLOMBIA LAS MERCEDES
Profile
Country
Colombia
Department
Antioquia
Municipalities
Ciudad Bolivar
Farm
Las Mercedes
Altitude
1750-2100 masl
Varieties
Caturra, Colombia, Castillo, Bourbon
Harvest
October - December, March - May
Process
Washed
Colombia Las Mercedes
Colombia Las Mercedes
Antioquia is a mountainous area lying mainly within the Andes and is the 6th largest department in Colombia. Colombians are hugely in to cycling, giving us the concept of closing roads in a city on a Sunday to allow cyclists free run of the roads and Ciudad Bolivar, the municipality that is home to Las Acacias to is known also for its association with professional international cyclists Carlos Betancur and Julián Arredondo. In an area that was historically rocked by violence, inequality and a culture of corruption, new life in the form of a renewed coffee industry and investment in the next generation of producers is welcome progress.
The Las Mercedes farm is owned by Juan Carlos Guerra, a third generation coffee farmer who has used his background knowledge alongside his entrepreneurial drive and passion to develop the quality on the farm. This sits alongside their desire to hit rainforest, Utz and 4C standards too. This innovation he shares with his father whom he works alongside on the farm. The farm itself is primarily Caturra, forming 70% of the varietals amongst the 140,000 trees. Bourbon is only around 2%, so very little, but there. Coffee here is carefully picked and fully washed, and wet fermented in open tanks before being mechanically dried to allow for precise control over the time and temperatures to do this.
Castillo and Caturra are two very common varietals in Colombia; Caturra originated as a single gene mutation of Bourbon leading to dwarfism, increasing yield due to greater planting density and was though to represent nearly half of the country's production up until 2008. Castillo was introduced en masse to combat the ever-increasing reach of the Basidiomycota Hemileia vastatrix, otherwise known as Roya, or Rust. The fungus appeared in Colombia in the early 1980's, just after the release of the Colombia varietal by Cenicafe, the national coffee research centre in Colombia. Continuing their work on improving Caturra and cross breeding with Timor, the polygenic robusta/ arabica cultivar, Castillo was released in 2005, the culmination of their research at the time. Three years later a large outbreak of the disease lead to the mass replanting of Caturra, Colombia and other traditional varietals with Castillo.
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From The Times
February 24, 2007
Last word
'Like ancient forests displaced by houses, language is eroded too'
Ben Macintyre
WE ARE FAMILIAR WITH THE ENGLISH word "chary", meaning cautious or anxious. But if you were an elderly Siberian Chulym reindeer herder, and one of the handful of people left who speak the ancient language known as Middle Chulym or Tuvan, the word chary would translate as "a two-year-old castrat-able rideable reindeer". (In Siberia, it seems, two-year-old uncastrated male reindeer have reason to be, well, chary.) The word tells us something specific about the ecology of reindeer herding in Siberia.
The linguist David Harrison cited this obscure word in a fascinating address to the American Association for the Advancement of Science this week, as an example of the extraordinary interaction between language and biodiversity: the languages of ethnic groups, he pointed out, contain vitally important information about species often unknown to formal science. If the language is lost, so too will vanish the knowledge it contains about natural phenomena.
More than half of the world's 7,000 languages are expected to die out by the end of the century, taking with them irreplaceable knowledge about plants and animals. Global warming, loss of habitat and pollution are not the only threats to the environment: lack of linguistic diversity poses a direct threat to biodiversity.
"Most of what humans know about eco-systems is not written down, it is in people's heads," Harrison argues. Replace an old language with a new one that does not contain the same concepts and vocabulary, and the environment becomes literally indescribable – and far more vulnerable.
The tiny community of Chulym people, who live in central Siberia, roughly 2,000 miles from Moscow, speak a language that has evolved from the harsh environment, based on hunting and gathering, plants, animal behaviour, weather and the planets. Modern languages long ago lost this organic fecundity.
But just as housing development encroaches on the forest, Middle Chulym is swiftly being eroded, like so many ancient languages. As nomadic people came under Soviet control, Russian spread, forcing out indigenous tongues and their preliterate oral tradition as surely as the grey squirrel displaced the red – there are now just 426 Chulym people left, of whom only 35 speak the ancient language fluently, all over the age of 50.
In another generation, their language will be gone, preserved only in Harrison's digital archive: there will be no living person left to speak the multiple Middle Chulym words that evolved over the centuries to describe every single conceivable variety of reindeer.
Ancient languages reflect unique ways of seeing the world and interacting with it. The Australian aboriginal language of Guugu Yimithirr, for example, does not have a concept of "left" and "right", relying instead on the concepts of "north", "south", "east" and "west". Your left hand, in other words, could be your north hand, unless you were facing 180 degrees in the opposite direction, in which case it would be your south hand. Guugu Yimithirr requires a constant awareness of where one stands within the landscape, geographically speaking – an alertness to one's surroundings utterly lost to modern speech.
Ancient language can also contain coded environmental information of which modern science may be unaware. The two-barred flasher butterfly of Central America, for example, was long assumed to be a single species. The Mexican Tzeltal tribe, however, knew better, and that knowledge was embedded in their language.
The tribe knew that while adult butterflies all looked the same, different types of larvae attacked different crops. Agriculture and survival depended on knowing, and naming, each distinct variety of larva. Scientists have only recently confirmed that there are at least ten species of two-barred flasher butterfly – something that the Tzeltal language could have told them all along.
Languages have always developed and expanded, withered and died, reflecting the ebb and flow of human politics, economics, nutrition and migration. Between 100BC and AD400, the number of languages spoken around the Mediterranean dropped from about 60 to 10, eliminated by the steady march of Latin and Greek. But today languages are disappearing faster – some linguists estimate that an old language dies every fortnight.
Linguists are racing to document the most endangered, such as the "click" languages of South Africa, which may be the closest living descendants of the original human language that developed in Africa 100 millennia ago, and the 800 vanishing languages of Papua New Guinea, the most fertile language seed-bed on Earth.
When an animal species is declared extinct, we mourn, but world languages fade away with little fanfare. Preserving a language, as Harrison has done with Siberian Chulym, will not bring it back, but at least the ancient words will survive, like the DNA of the woolly mammoth preserved in permafrost, to tell us what the world we have lost was like.
Contact our advertising teamfor advertising and sponsorship in Times Online, The Times and The Sunday Times. This service is provided on Times Newspapers' standard Terms and Conditions. Please read our Privacy Policy. To inquire about a licence to reproduce material from The Times visit the Syndication website. © Copyright Times Newspapers Ltd | <urn:uuid:392ad256-bfbb-45de-8ab1-a2c830bb9eae> | CC-MAIN-2022-05 | https://harrison.domains.swarthmore.edu/pdfs/Times_Online.pdf | 2022-01-18T22:08:56+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00272.warc.gz | 326,231,806 | 1,126 | eng_Latn | eng_Latn | 0.998429 | eng_Latn | 0.998504 | [
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TESTIMONY IN SUPPORT OF HB 7352
AN ACT CONCERNING MINOR REVISIONS AND ADDITIONS TO THE EDUCATION STATUTES
March 15, 2019
To: Honorable Co-Chairs Sen. McCrory and Rep. Sanchez and Distinguished Members of the Education Committee
From: Lori Brown, Connecticut League of Conservation Voters
Thank you for the opportunity to testify IN SUPPORT OF HB 7352, An Act Concerning Minor Revisions and Additions to the Education Statutes.
In 2015, Connecticut adopted the Next Generation Science Standards (NGSS), which include climate change as a core element of science education, beginning in middle-school. By including language from HB 5011 that broadens the mandate to include elementary school students, HB 7372 will ensure that our youngest students can be equipped with an understanding of what is at stake and the role they can play in preserving their planet.
Climate change must be dealt with head on if we wish to save our planet and preserve it for future generations. However, according to a survey by the Yale Program on Climate Change Communication, only 58% of Americans believe climate change is caused by human activities. Nearly 30% of Americans don't believe in climate change at all. This knowledge gap stands in sharp contrast to the broad scientific consensus which has called for immediate action to remedy more than a century of environmental degradation. Climate change education can help close this knowledge gap—and equip future generations with the tools to solve complex climate issues.
Some Connecticut towns are already demonstrating the impact climate change education can have on young children. Through the Reforest the Tropics (RTT) initiative, and after a series of classes on climate change, sixth grade students at Clark Lane Middle School in Waterford voted to plant trees in Costa Rica to offset their school's carbon dioxide emissions. Other groups of students in New London and Groton have voted to enact the same change. Overall, the RTT program has translated children's passion for environmental stewardship into 4,000 metric tons of carbon sequestration annually. Thoughtful students like these will be front-line leaders in the fight against climate change, and we must prepare them adequately.
Climate change education will equip future generations with the knowledge and skills they will need to tackle climate change and the associated impacts on humans and our environment. Taking this step is an investment in the future. With this in mind, I urge you to amend the language of legislation before the Education Committee to mandate climate change education in Connecticut's statewide curriculum.
On behalf of the Connecticut League of Conservation Voters, I urge you to SUPPORT SB 7352. Thank you for your time and consideration.
Sincerely,
Lori Brown Executive Director CTLCV
553 Farmington Avenue, Suite 201 Hartford, CT 06105
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SA F E T Y G U I D E LI N E S
Surviving a Fire in Your Home
Take the time now to prepare — it can save lives!
AN OUNCE OF PREVENTION…
Smoke Alarms
* Practice crawling because you may need to escape by crawling under smoke, where the freshest air will be.
* Install a smoke alarm outside of each sleeping area and on each additional level of your home.
* Install smoke alarms INSIDE sleeping areas if people sleep with their doors closed.
* Test smoke alarms once a month by pressing test buttons.
* If an alarm fails the test or starts making beeping noises, replace batteries immediately.
* Replace ALL smoke alarm batteries at least once a year.
Fire Extinguishers
* Consider purchasing one or more fire extinguishers to keep in your home.
* Read the instructions to understand how your fire extinguisher works, and make sure all family members understand how to use it.
* Read the instructions to find out how to check if your extinguisher is in working order, and how frequently it needs to be checked.
Escape Ladders
* Consider installing escape ladders for upstairs rooms.
* Learn how to use your escape ladder.
* Store ladders close to windows.
Flashlights
* Keep flashlights throughout your house and make sure everyone knows where they are located.
* Check batteries regularly.
PLANNING CAN PREVENT PANIC
Escape Routes
* Figure out at least two ways for escaping for every room in your home.
* Everyone living in your home should be familiar with these escape routes.
Practice
* At least twice a year, practice using your escape plans.
©2020 Apria Healthcare, Inc.
Meeting Place
* Decide on a location where everyone will meet outside your home after escaping from a fire.
* A meeting place is important so that you can quickly see if everyone has escaped.
IF A FIRE OCCURS…
Making Your Escape
* If there is smoke or fire in one escape route, use another route.
* If there is no way to avoid smoke, remember to stay low and crawl under the smoke, where the freshest air will be.
* If you want to escape by opening a closed door, FIRST check to see if the door feels warm before opening it. If it is warm, do NOT open the door. Instead, use another route.
Blocked Escape Routes
If all of your escape routes are blocked by smoke, heat or flames:
* Stay in the room and keep any doors closed.
* Keep out smoke by piling rugs, blankets or pillows along the bottom of any doors.
* If there is a phone in the room, call 911 and tell them where you are.
* Signal out a window for help using a brightlycolored cloth, sheet, towel, or flashlight.
* Stay as close to the floor as possible, near a window or door.
After Escaping
* Go to a neighbor's house and call 911 as soon as possible.
* NEVER go back inside a burning house. Once you're outside, stay outside!
* When firefighters arrive, tell them if you think anyone is still inside.
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The Department of Church Growth and Development
Bible Study Outline
Scripture Text: Acts 4:1-31
Lesson #4 Proclaiming Salvation in the Name of Jesus Christ
Proposition: God's people are called to proclaim salvation in the name of Jesus Christ despite persecution, for there is no other name given among men by which we must be saved.
1. Peter and John are arrested for preaching Jesus. (1-4)
b. The Jewish leaders are disturbed by their message. (2)
a. The Jewish leaders hear Peter and John teachings and preaching. (1)
c. The Jewish leaders have them arrested and put in custody. (3)
2. Peter and John are questioned by the Sanhedrin Court. (5-12)
d. Many people who heard the word believed. (3,000 men) (4)
a. The Jewish leaders question them about their authority. (5-7)
i. He speaks of being filled with the Spirit. (8)
b. Peter answers that the name of Jesus is their authority. (8-12)
ii. He respectfully addresses the Jewish leaders. (8)
1. The Jesus whom they crucified.
iii. He explains that the lame man was healed by the authority that is in the name of Jesus Christ of Nazareth. (9-10)
2. The Jesus whom God raised from the dead.
v. He affirms that there is salvation in no other name. (12)
iv. He adds that Jesus Christ is the Chief Cornerstone. (11)
3. Peter and John are forbidden to teach in the name of Jesus. (13-22)
b. The Jewish leaders saw the healed man with them and could say nothing against it. (14)
a. The Jewish leaders marvel at their boldness as untrained men and recognized that they had been with Jesus. (13)
c. The Jewish leaders send them out so that they could confer. (13)
e. Peter and John promised only to obey God rather than man and to proclaim what they had witnessed. (19, 20)
d. The Jewish leaders unable to deny the miracle, try to keep it from spreading by forbidding them to speak in His name. (16-18)
f. The Jewish leaders threatened them and released them. (21, 22)
ii. The people glorified God for the miracle.
i. They found no way to punish them.
iii. The man who was healed was forty years old.
a. Peter and John reported everything to their companions. (23)
4. God gives His people greater boldness in speaking His word. (23-31)
b. They all began to praise God for His power and Purpose. (24-28)
d. God filled them with His Spirit and gave them boldness. (31)
c. They began o pray to God for boldness and power. (29, 30) | <urn:uuid:471b9490-0ff3-4535-a8bc-b54ed5f35b95> | CC-MAIN-2022-05 | https://f8bc7ec8-ace2-462f-824f-16ca862b42a2.filesusr.com/ugd/66160d_bcb602fdc86e461b963f0e9c490e8d04.pdf | 2022-01-18T23:47:02+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00272.warc.gz | 285,195,856 | 600 | eng_Latn | eng_Latn | 0.996755 | eng_Latn | 0.996755 | [
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Milton Reservoir Water Quality Report
August 8, 2017
Water Summary
Milton Reservoir (aka Pelican Lake) is sampled twice a month between March and October and monthly between November and February. The Barr Lake and Milton Reservoir Watershed Association coordinates all of the efforts to monitor, test, and improve the water quality in Milton. Regular lake sampling started in 2002 and will continue into the future. It is important to closely monitor water quality to observe any major changes that would impact wildlife, park users, or downstream water users.
August – Milton is showing signs of a second bluegreen algae bloom (microcystis). What's unusual is the lower pH and oxygen levels. The cooler temperatures and rain might be causing the algae to slow down. Most of the floating surface bloom was at the southern end of the lake. Milton is also fully mixing now that it is only 20 feet deep. This mixing can bring up bottom lake water that is lower in oxygen because of thermal stratification. Milton has been stratified since late May. Typically, early August is when the water is the hottest. The profile data shows that July water temperatures were much higher than early August. The temperature regime determines what happens in a lake.
Water Quality Stats (as of 08-08-17)
Maximum Depth: 20.0 feet Water Temperature: 72.1 0 F (dam outlet) (taken 3 feet below surface)
Water Clarity: 4.3 feet (> 3 feet is good)
Dissolved Oxygen: 72.0% (>80% is good)
pH: 8.94 (between 6 and 9 is good)
Chlorophyll-a: <30 ppb (How green, < 25 is good)
Rain water only goes down the storm drain. No dumping. BMW Association is helping Denver mark storm drains. Notice in the photo the stain of oil leading to a drain.
Watershed News
Just over 300 storm drains were marked in the Cole Neighborhood just upstream of the Burlington Head Gate. A group of youth girls spent a week gluing small plagues next to storm drains to inform people that the water goes straight to the S. Platte River.
Join BMW Association
BARR LAKE AND MILTON RESERVOIR ASSOCIATION
The BMW Association's mission is to improve the water quality by encouraging cooperation, involvement, and awareness with people living near and upstream of Barr Lake and Milton Reservoir.
You can learn more about the lakes and what is going on in the watershed by going to www.barr-milton.org.
Contact Amy Conklin, watershed coordinator, at email@example.com or 303-795-5925.
Cooperation, Involvement, and Awareness | <urn:uuid:2448fcc3-c2e1-46c9-9380-c697efa0c8ca> | CC-MAIN-2022-05 | https://barr-milton.org/wp-content/uploads/2019/08/Milton-Reservoir-Water-Quality-Update.08-08-2017.pdf | 2022-01-18T22:28:07+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00270.warc.gz | 171,060,023 | 588 | eng_Latn | eng_Latn | 0.99593 | eng_Latn | 0.99593 | [
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Welsh Fruit Stocks Gooseberry Growing Guide
Gooseberry bushes are of the genus Ribes. They produce large round berries that are green on culinary varieties, or red on dessert varieties. The older
branches on the bush are tough and woody, whereas younger growth is tender and green. They can be spiny or almost spine free. Gooseberry bushes will grow sporadically if left alone, so pruning is highly recommended (see below).
We take cuttings from our own PHPS certified (Approved Health grade) mother stock in early spring and plant them out in our fields. We look after them through the summer while they are growing, and then lift and despatch them as one-year-old bushes from November until March/April (depending on the season).
Planting
Location and Soil
Gooseberry bushes make a hardy soft fruit bush, capable of surviving in lower temperatures, windier conditions, and more shady conditions than many of the other soft fruit bushes and canes. Although gooseberry bushes do not necessarily need a very fertile soil, the ideal soil should be medium weight, well drained, loamy and moist. They are fairly tolerant of most soils, including those more alkaline. The site should be chosen carefully, as a gooseberry bush can survive for a good few years.
Preparation
The soil should be prepared in the late summer, by mixing in some organic matter. If you prefer, dig a hole about 3' (1m) across, mix in some organic matter, and then refill it. The bushes should be planted 4-5' (1.21.5m) apart.
Planting Method
Dig a hole big enough to accept the roots without bunching or curling, and ensure that the hole is deep enough to ensure the roots are covered. Firm in well to ensure that there is no air around the roots.
Fruiting and Cropping
Pruning and Care
Gooseberry bushes fruit on the spurs of both the young and the old wood. We recommend creating an upright bush (or a one or two-shooted cordon) by cutting away lower branches to create a clear leg. Initially after planting the remaining branches can be trimmed to half of their length, or to leave three to four buds on each branch. Try to make the last bud on the branch an outward-facing one.
Each winter trim the new (greener, less woody) shoots produced during the year to half of their growth, leaving any side shoots at about 2" (5cm) in length. This can also be repeated in the summer if growth is vigorous, leaving four to five leaves on each side shoot.
To create a fuller bush another option is to prune the older branches from the centre of the bush back to about 1" (2cm) in length, leaving the newer shoots around the outside of the bush.
Pollination
Gooseberry bushes are self-pollinating, so only one bush is needed. Ensure insects can access your bushes at flowering time to aid pollination.
Fruit Protection
As always, birds can be partial to gooseberries. There are various methods to help prevent this, like netting and bird scarers, or you may want to invest in a fruit cage.
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Pests and Disease
Gooseberry bushes have quite good disease resistance, with the most common problem being gooseberry sawfly caterpillars, which will eat their way through the leaves very quickly. At first sight pinch off the caterpillars, but if they are severe an organic insecticidal spray should prevent total defoliation. American Gooseberry Mildew has traditionally been a problem, but we choose to grow varieties that are more resistant to this, so they should cause less difficulties.
Feeding and Watering
Keep the gooseberry bushes well watered during dry weather, especially while the fruit is forming. A layer of organic matter can be applied as a mulch during the spring, although take care not to mulch right up to the base of the bush. Some high potash fertiliser could be a good addition to the soil at the end of the summer.
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EPIPHANY III
Holy Spirit Anglican Church
January 21, 2018
Sanctity of Life Sunday
How many of you knew, before seeing the bulletin insert that today is Sanctity of Life Sunday?
On January 13, 1984, President Ronald Reagan issued a presidential proclamation designating Sunday,
January 22, 1984 as National Sanctity of Human Life Day noting that it was the 11th anniversary of Roe v.
Wade, in which, the Supreme Court issued a ruling that guaranteed women access to abortion.
Today we are observing Sanctity of Life Sunday 2018, which makes it an appropriate time to talk about the
Anglican Church's understanding and teaching regarding the Sanctity of Human Life.
The Affirmation of St. Louis (1977), considered one of the cornerstones of the continuing Anglican Church, states that every human being, from the time of his conception, is a creature and child of God, made in His
image and likeness, and an infinitely precious soul; and that the unjustifiable or inexcusable taking of life is always sinful.
We all know that Science tells us amazing facts about biology, but can't tell us where life comes from. It can even tell us wonderful things about the human body, but it can't tell us why we're here OR what makes us so
special.
Therefore, we as Christians rely on God's word to tell us about the Sanctity of Human Life.
On September 11, 2001 over 3500 lives were extinguished do the bombing of the world trade towers in New
York. The outcry for justice was heard around the world. There was a swift response and action taken, as there should have been.
However, what did NOT make the headlines on September 12, 2001, the very next day, was the 4000 lives that were extinguished through the act of abortion. Each day since 1973 approximately 4000 unborn babies are
aborted each day, 28,000 each week, 112,000 each month, 1,460,000 each year.
So, we need to ask ourselves, why is there no anger, and no outcry for justice on their behalf?
Do you know that the penalty for killing an unborn eagle in this country is a fine of up to $5000 and up to five years in prison?
But, the killing of an unborn baby is not considered a crime at all.
Consider these statistics: In World War II 407,316 people were killed. In the Korean War 54,246 lives were lost. In the Vietnam War another 56,655 died. The war on the unborn has killed 31,000,000 since abortion was legalized in 1973.
And it continues even though science DOES confirm that within 21 days the baby's backbone, spinal cord, and nervous system are forming. A small heart is present and beating. At one month, arms and legs are present.
There is a head with rudimentary eyes, ears, mouth, and brain. The digestive system has begun. The baby is still only one-fourth of an inch long, but he is ten thousand times larger than when he began.
At 2 months the baby is fully formed. He reacts to stimuli such as tickling. He will try to grasp a tiny instrument with his tiny hand. He squirms or moves around in the amniotic fluid. He has fingerprints.
By the end of the 3rd month, he can kick his legs, turn his feet, curl his toes, makes a fist, move his thumb, bend his wrist, turn his head, squint, frown, and open his mouth.
Despite all that, many of our universities, schools, and unbelievers have taught our young people that they are cosmic accidents, nothing more than time + chance + matter.
Our society has rejected the belief that humans have intrinsic dignity and value because they are created in the image of God. Is it any wonder that we witness innocent people being killed in drive-by shootings, others intentionally run over by vehicles, and 58 killed while attending a concert in Las Vegas?
That lack of value for life today is the direct result of god-less-ness.
Here is just some of what the scriptures have to say about the origin and value of life.
In Genesis 1:27 it says, "God created man in His own image".
In Psalm 139: 13-16, the psalmist wrote: "For you God created my inmost being; you knit me together in my mother's womb. I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well. My frame was not hidden from you when I was made in the secret place. When I was woven together in the depths of the earth, your eyes saw my unformed body. All the days ordained for me were written in your book before one of them came to be."
Psalm 100:3 says, "Know that the LORD, He is God; It is He who has made us, and not we ourselves. We are His people and the sheep of His pasture."
And in Psalm 127:3 he writes, "Behold, children are a gift from the Lord."
These verses tell us that God is the power behind conception.
Listen to what God told Jeremiah. "Before I formed you in the womb I knew you, before you were born I set you apart; I appointed you as a prophet to the nations." (Jeremiah 1:5)
Ephesians 1:5 says, "He predestined us to be adopted as his sons through Jesus Christ, in accordance with his will and pleasure."
And Ephesians 2:10 states, "We are God's workmanship, created in Christ Jesus to do good works which God prepared in advanced for us to do."
Make no mistake brethren, we are the greatest thing that God ever created.
So, don't ever convince yourself that you or others are worthless. We are valuable to God and He loves us.
We aren't here by an accident. We weren't mass-produced. We aren't an assembly-line product.
We were deliberately planned, specifically gifted, and lovingly positioned on this earth by God, Himself.
In other words, we are a part of God's eternal plan, and so are unborn babies.
There are other options instead of abortion. The first is to give birth and raise and love the child. The second is to have the child and give them up for adoption. Consider the following examples…
Celine Dion credits her family's parish priest for convincing her mother not to abort her.
Opera singer Andrea Bocelli's mother was advised to have an abortion after she was misdiagnosed with appendicitis while she was pregnant.
NFL player Tim Tebow was almost aborted after doctors advised his mother to abort him due to her health issues.
An interview with Steve Jobs for his biography revealed that Steve was also almost a victim of an abortion. Instead two University of Wisconsin graduate students, gave up their unnamed son for adoption. He was adopted by Paul and Clara Jobs. He eventually became the co-founder and CEO of Apple.
He stated in his biography that: "I wanted to meet my biological mother mostly to see if she was OK and to thank her, because I'm glad I didn't end up as an abortion. She was 23 and she went through a lot to have me."
Pope John Paul II's mother was advised to have an abortion after losing her daughter shortly after birth. His mother decided to defy the doctors' orders.
Sadly, we can only imagine how many of those 31,000,000 aborted babies were potential doctors, inventors, preachers, gifted athletes, talented entertainers, or future leaders whose lives were taken.
In God's eyes every life matters.
I would like to leave you with a story that puts all of this into perspective.
A young man was walking along the seashore. In the distance, he saw another man walking towards him.
The man paused every few steps, stooped down, throwing something into the ocean.
As the young man got closer, he saw that it was an old man, and the reason that he would stop every step or two was to pick up a starfish and throw it back into the ocean. It was only then that the young man noticed the hundreds of starfish that littered the beach for miles, stranded there by the tide.
The young man was rather baffled because what the old man was doing seemed so pointless. When he finally came face to face with the old man he asked him: "Why are you doing this?" "You can't possibly save all of these starfish! It's useless! What does it matter?"
The old man paused for a moment, looking down at the crusty starfish he'd just picked up. He turned it over slowly, then answered, "It matters to this one" and he threw it into the water.
The point is that every life is precious.
In particular, human life is precious because we are made in the image of God.
From the tiny fetus in the womb to the elderly in their final moments and everywhere in between, life is precious. From the healthy and strong to the weak and infirmed and everywhere in between, life is precious.
From those who haven't learned to talk, to those who can no longer remember their names, and everywhere in between, life is precious.
To be made in the image of God means that human life, ALL human life is precious. And that includes the lives of unborn children. AMEN | <urn:uuid:9d8a9a6b-ab81-4efe-9389-2310c46685e1> | CC-MAIN-2022-05 | http://holyspiritanglicanhatfield.org/Sermons/Jan21_2018/EpiphanyIII2018SanctityOfLife.pdf | 2022-01-18T22:07:20+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00270.warc.gz | 27,069,779 | 1,976 | eng_Latn | eng_Latn | 0.999196 | eng_Latn | 0.999478 | [
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September 19, 2021 PM – "Comfort in the Cave"
I. GENRE: Lament with Strong Confidence
A. Some would label this as a song of trust of confidence because there are more statements of confidence than of painful pleadings.
B. The latter half of the psalm is so full of confidence that it almost sounds like a song of thanks.
1. But vv. 7-11 reappear in Ps 108:1-5 which is clearly a song of lament.
2. The reference to giving "thanks" in v. 9 does not seem to envision bringing a thank offering to the Tabernacle but expressing thanks as a testimony to pagans. This fits the international context of 1 Samuel 21-22.
C. Though the overall mood of the psalm is one of confidence, it is clear that the distress which signaled the prayer has not fully resolved.
II. SETTING
A. AUTHOR: David, part of a collection of his poems from Pss 51-70.
B. BACKGROUND:
1. The header speaks of a time when David fled from Saul to hide in a cave.
2. First Samuel records two times that David hid in caves from Saul: in Adullam around 1017 BC (22:1), & at En Gedi two years later (24:3).
3. One other psalm mentions David's refuge in a cave (Ps 142) but it is uncertain which of the two historical events it connects to.
C. PLACEMENT:
1. Psalms 56 & 57 share many similarities, being about the same length, born out of similar circumstances, and using similar phrases such as the opening call for help (v. 1) and refrains (56:4, 11; 57:5, 11).
2. Pss 57-59 all contain the heading "set to Al-Tashsheth," ("Do Not Destroy") which seems to be either a tune name or a style of playing.
3. Pss 56-60 all contain the label "A Mikhtam," a word that seems to mean something like "inscription," perhaps indicating a prayer letter to God.
III. STRUCTURE: Lament with Confidence (vv. 1-5), Confidence in Crisis (vv. 6-11)
A. The poem contains a refrain which ends both major sections (vv. 5, 11).
B. The term "Selah" is used twice (vv. 3b, 6), but in this psalm is does not indicate a major break in the poetry. Each time it is used there is opportunity to reflect on the adversity from which the Lord is bringing deliverance.
IV. NOTES & APPLICATION
A. Transition: The ps moves from mourning to delight, darkness to morning.
B. Graphic Imagery.
1. God is likened to a protective bird (v. 1). Peoples in the ANE often spoke of their gods as hovering birds.
2. Enemies are likened to lions & ferocious predators (v. 4)
3. Plots are likened to traps of nets and pits which backfire (v. 6).
4. Joy in the morning is likened to the music of instruments (v. 8).
a. David would not have had access to two instruments at first while hiding in the cave.
b. Perhaps his family or the many malcontents who joined him supplied him with an instrument.
C. Divine Title: The name "God Most High" (v .2) is rarely used in the Psalms. It suggests God's complete sovereignty over all things. And his sovereign care of his people is compassionate. The final phrase of v. 2 can be rendered, "who settles everything for me."
D. Praise with Petition: David's refrain that God "be exalted" (vv. 5, 11) is not merely a wish, but a call for God to rise up to put His glory on display.
E. Repetition: The psalm uses a fair amount of repetition (vv. 1, 7). These instances suggest both urgency and determination to obtain divine help.
F. Innermost Being: David's call to awaken his own "glory" (v. 8) could be a reference to his inner being.
1. The term "glory" (lit., "heaviness") is related to a word for "liver," which is one of the heaviest organs. The reading "liver" may be more appropriate here.
2. Just as the "heart" is used as a metaphor for the inner being, so also may the liver be used the same way. Cf. Ps 108:1
G. Will Varner, "If you do what David did, you will experience peace and victory even in the cave." What did he do? David's faith transformed his cave into a Holy of Holies (v. 1)! His confidence was not in the rocks but "under Your wings" (Ruth 2:12)" | <urn:uuid:d80fa4ed-f797-48e3-9086-67c70c968da6> | CC-MAIN-2022-05 | https://www.community-bible.com/home/180015292/180021923/Audio/Ps%20057%20Revised.pdf | 2022-01-18T23:06:47+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00271.warc.gz | 703,143,307 | 1,053 | eng_Latn | eng_Latn | 0.997797 | eng_Latn | 0.99807 | [
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Herts for Learning – Teaching and Learning
Number and place value
Pupils should be taught to:
[x]count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
[x]count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
[x]given a number, identify one more and one less
[x]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
Addition and subtraction
Pupils should be taught to:
[x]read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs
[x]represent and use number bonds and related subtraction facts within 20
[x]add and subtract onedigit and two-digit numbers to 20, including zero
[x]read and write numbers from 1 to 20 in numerals and words
[x]solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = □ - 9
Y1 notes and Guidance (non-statutory)
Number and place value
Addition and subtraction
Pupils practise counting (1, 2, 3…), ordering (for example, first, second, third…), or to indicate a quantity (for example, 3 apples, 2 centimetres), including solving simple concrete problems, until they are fluent.
Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations.
They practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system (for example, odd and even numbers), including varied and frequent practice through increasingly complex questions.
They recognise and create repeating patterns with objects and with shapes.
Pupils memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 7 = 9; 7 = 16 - 9). They should realise the effect of adding or subtracting zero. This establishes addition and subtraction as related operations.
Pupils combine and increase numbers, counting forwards and backwards.
They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.
Multiplication and division
Pupils should be taught to:
[x]solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Multiplication and division
Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and finding simple fractions of objects, numbers and quantities.
They make connections between arrays, number patterns, and counting in twos, fives and tens.
Fractions
Pupils should be taught to:
[x]recognise, find and name a half as one of two equal parts of an object, shape or quantity
[x]recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Fractions
Pupils are taught half and quarter as 'fractions of' discrete and continuous quantities by solving problems using shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape.
Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.
Measurement
Pupils should be taught to:
[x]compare, describe and solve practical problems for: - lengths and heights (for example, long/short, longer/shorter, tall/short, double/half)
- mass / weight (for example, heavy/light, heavier than, lighter than)
- capacity and volume (full/empty, more than, less than, half, half full, quarter)
- time (quicker, slower, earlier, later)
[x]measure and begin to record the following:
- lengths and heights
- mass/weight
- capacity and volume - time (hours, minutes, seconds)
[x]recognise and know the value of different denominations of coins and notes
[x]sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening)
[x] recognise and use language relating to dates, including days of the week, weeks, months and years
- tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
Measurement
The pairs of terms: mass and weight, volume and capacity, are used interchangeably at this stage.
Pupils move from using and comparing different types of quantities and measures using non-standard units, including discrete (for example, counting) and continuous (for example, liquid) measurement, to using manageable common standard units.
In order to become familiar with standard measures, pupils begin to use measuring tools such as a ruler, weighing scales and containers.
Pupils use the language of time, including telling the time throughout the day, first using o'clock and then half past.
Geometry: properties of shapes
Pupils should be taught to:
[x]recognise and name common 2D and 3-D shapes, including:
- 2-D shapes [for example, rectangles (including squares), circles and triangles]
- 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]
Geometry: properties of shapes
Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects fluently. They recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always similar to each other.
Geometry: position and direction
Pupils should be taught to:
[x]describe position, direction and movement, including whole, half, quarter and three-quarter turns
Geometry: position and direction
Pupils use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside.
Pupils make whole, half, quarter and threequarter turns in both directions and connect turning clockwise with movement on a clock face.
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* Posted by: Patrick James
* on January 15, 2009 at 3:15 pm
linguistheader GOOD Q&A: The Linguists Greg Anderson and David Harrison are chasing dying languages around the world.
Our planet is currently home to 6,192 languages, half of which might become extinct by the end of this century. And while the potential disappearance of a seemingly far flung language like Siberia's Chumlym might not concern the average speaker of English or French or Mandarin Chinese, it means quite a lot to its remaining speakers—and to scientists like K. David Harrison and Gregory Anderson. Harrison, of Swarthmore College, and Anderson, of The Living Tongues Institute, are the stars of Ironbound Films' The Linguists—an exciting and edifying documentary that follows their quest to document (and save) some of the world's many endangered languages. GOOD phoned these two intrepid linguists to hear their takes on the importance of language revitalization, the value of intellectual diversity, and the sometimes humbling experience of adventure science.
GOOD: Half the world's languages are at risk of disappearing. Why is it important to maintain or revitalize them?
GREG ANDERSON: From [an indigenous people's] perspective, it's extremely important to maintain a language because their identity is tied up in it. Humans have always gathered themselves into different groups and said "We're us and you're you" based in large part on a set of cultural practices of which language is a very core one. From the perspective of an average person on the street, the answer might be slightly more difficult to accept or process, but it basically boils down to the fact that languages encode most of what people have ever known and thought about throughout time.
DAVID HARRISON: Languages represent the greatest repository of human knowledge in existence. Every language contains some unique knowledge, some unique observations, some unique results of human adaptation to a particular ecosystem. But they're mostly undocumented, so we're losing this vast knowledge base that might contain the secrets of how we're supposed to survive and we don't even know it.
DH: Well, that really [came] from the filmmakers. They got interested in the topic, started networking with linguists, and met me. I invited them to come along to Siberia on a previously planned trip with Greg and myself. They filmed that segment and made a
20-minute rough cut, and used that to apply to the National Science Foundation. They got full funding after a year or two.
G: Where did you go from there?
DH: The film focuses on four [languages and] locations: Chumlym in Siberia, Sora in India, Kallawaya in Bolivia, and Chemehuevi in Arizona. It tells the story of this global trend of language extinction and this really fascinating and vibrant global movement on the part of indigenous communities to reclaim and revitalize their languages.
G: And that's where the adventure comes in?
DH: Yeah, I mean, we go to very remote locations: rural India, the high Andes in Bolivia. You have visuals of us trekking through forests and crossing rivers. There's a road trip style and an adventure component—it's an intellectual adventure for us—but we're just going to people's homes, basically. What's amazing and awe-inspiring is that people have thrived in those really harsh environments. They've been able to solve problems and that knowledge is contained in their languages.
G: So it was your task, upon getting to these places, to find ways to document the language?
DH: Yes, but we've got to do ethical science, so we can't just go in and extract data. We wanted to help create a healthy habitat for the language itself. Even if you make thousands of hours of recordings and dictionaries and grammars, you haven't fully captured the essence of the language. The only real, natural habitat for a language is a speaker community that uses it in all possible situations on a daily basis.
G: By engaging with the language, can you help revitalize it?
GA: Yes. Instances where revitalization has been quite successful are instances when there are not zero speakers, but a very small number of speakers left, plus some significant community and state support that has allowed it to regenerate.
G: And in those cases, you're helping to preserve intellectual diversity?
DH: Exactly. I would argue that intellectual diversity is not just a buzz word or slogan. It really might help salvage the future of mankind—and it's contained in these languages.
The Linguists was produced and directed by Seth Kramer, Daniel A. Miller, and Jeremy Newberger of Ironbound Films. It airs on PBS nationwide on February 26 at 10 p.m., (check local listings).
Header: Gregory Anderson (left) with Oranchu Gomango, a speaker of the endangered language Sora (India). Second image: David Harrison (right) with Nina Tarlaganova, one of the last speakers of Chulym (Siberia). Film stills and poster image courtesy of Ironbound Films. | <urn:uuid:1d117ca4-c035-454e-8915-994bc6b621e1> | CC-MAIN-2022-05 | https://harrison.domains.swarthmore.edu/pdfs/GOOD_Jan09.pdf | 2022-01-18T22:12:20+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00274.warc.gz | 330,606,822 | 1,041 | eng_Latn | eng_Latn | 0.998302 | eng_Latn | 0.9987 | [
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Avian Response to Grassland Management on Military Airfields
Background:
The primary management objective on airfield grasslands is to reduce the risk of bird/wildlife aircraft strikes, which can be both costly and catastrophic. However, little information is available in the scientific literature to guide these management decisions. Damaging bird strikes typically involve common large-bodied or flocking species, which may respond differently to management activities than grassland birds of conservation concern. North American grassland birds as a whole have experienced significant population declines in recent decades due to loss of habitat, and typically do not pose a significant threat to aircraft. Large grasslands associated with commercial and military airports have become increasingly important for the conservation of these species. Increased knowledge of how different species respond to different management regimes (e.g., vegetation height, density) in airfield grasslands will have benefits for both air safety and conservation.
Objective:
Funded by DoD Legacy Program, this study examined the effects of vegetation structure and management regimes on the abundance and distribution of birds on military airfields. We focused on how airfield mowing practices affect habitat use by both high-risk species and species of conservation concern. We also sought to determine the prevalence, species composition, and temporal variation of bird activity near runways.
Summary of Approach:
We conducted transect bird surveys (line-distance sampling) and vegetation measurements in grassland habitats at three eastern U.S. military installations:
07-381
Westover Air Reserve Base (Massachusetts), Naval Air Engineering Station Lakehurst (New Jersey), and Naval Air Station Patuxent River (Maryland). Surveys were conducted approximately every two weeks during fall migration in 2007, and during spring migration and breeding season in 2008. We also recorded mowing activity at the three sites through cooperative agreements with grassland management crews. Finally, we quantified potential bird strike risk at each site using bi-monthly behavioral observation surveys near runways.
Benefit:
This study will aid military airfield habitat managers in their efforts to reduce the risk of bird strikes while providing knowledge of how these efforts will affect species of conservation concern. Specifically, the study will inform managers which "problem" species are most active near runways, and what vegetation characteristics they are most associated with. Management of sensitive grassland species will similarly benefit from an increased understanding of their habitat requirements. These species can then be actively managed for to the extent that it does not increase bird strike risk or interfere with the military mission. Finally, our study design could serve as a model for balancing strike risk with conservation priorities on other military or commercial airfields.
Accomplishments:
The first year of this two year project was completed in July 2008. During this year we completed ca. 600 transect surveys and 400 behavioral observation sessions. Preliminary results indicate that the abundance of high strike risk species, as a group, varied by site, and was lower with increasing vegetation height. Species of conservation concern, conversely, were more abundant in taller vegetation. Mapping the results of our surveys allowed us to identify hotspots of conservation and risk species on the sites. Additional data gathered during the second year of the study will allow us to investigate the potential effects of landscape attributes, and to explore the responses of individual species more thoroughly.
Contact Information:
Dr. Kimberly A. Peters Director of Research and Monitoring New Jersey Audubon Society 600 Route 47 North Cape May Court House, NJ 08210
Phone: (609) 861-1608 Fax: (609) 861-1651
Email: firstname.lastname@example.org
REVISED 1/11/2010 | <urn:uuid:b613d2d4-8931-4e5f-9987-98cc92a05436> | CC-MAIN-2022-05 | https://denix.osd.mil/nr/priorities/birds/factsheets/fact-sheet-avian-response-to-grassland-management-around-military-airfields-in-the-mid-atlantic-and-northeast-legacy-07-381/ | 2022-01-18T22:35:47+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00274.warc.gz | 250,672,932 | 747 | eng_Latn | eng_Latn | 0.995751 | eng_Latn | 0.995751 | [
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Lebanon — Smart and Creative Certified Local Government
— Maggie Howard-Heretakis (Associate Planner, City of Lebanon)
The City of Lebanon became one of New Hampshire's 21 Certified Local Government (CLG) communities in 2011, and has since received four grants through the program. The driver for the city's commitment to historic resources is its master plan, which calls out several goals related to historic resources, specifically the recognition of their value and ensuring they are protected as the city continues to grow within the urban core. To achieve the goals of the master plan, the city has been utilizing the CLG grants in order to identify and examine the historic resources of the community.
The first two CLG grants were for a comprehensive survey of the 19 th century
Crafts Avenue neighborhood, which was identified as the first designed subdivision in Lebanon.
Due to the extent of the survey and the availability of funding, the grant was split over two years. The Crafts Avenue neighborhood did not meet the criteria for National Register of Historic Places historic district designation, but the work led to the creation of Lebanon's first "Neighborhood Character Zone." This designation provides a way for the city to identify and preserve the unique features of each designated neighborhood. The Crafts Avenue neighborhood has features that were unique to its 19 th century design. With a large development taking place directly next to Crafts Avenue, it was possible to identify the valuable features that should be protected to ensure the neighborhood character was not significantly impacted. These features went beyond the architecture of the houses, and also included the lot layout, the siting of the homes along the street, and the silver maples that still line the street. Without that knowledge, sewer improvements needed for the new development could have severely impacted the trees.
Building on this experience, the next grant focused on outreach and education. Community
involvement and participation is key to the process, and it is clear that education and outreach will always play an important role for all future grants. The next step will be a modified city-wide survey. The grant will identify all the neighborhoods within the city that might have potential for either historic district or Neighborhood Character Zone designation. The modified city-wide survey will provide the Lebanon Heritage Commission with a template for how to proceed with future grants, as it will be able to target specific neighborhoods for future survey within the CLG grant program. The city's goal of promoting preservation and protection of the unique neighborhoods and their characteristics will be assisted through the survey process, but also through education, encouragement, and regulation, as appropriate. | <urn:uuid:6c4741e1-dcc3-4d63-b593-ea7fa6131f7f> | CC-MAIN-2022-05 | https://www.lebanonnh.gov/DocumentCenter/View/706/Smart-and-Creative-Certified-Local-Government-?bidId= | 2022-01-18T22:52:47+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00272.warc.gz | 838,014,287 | 516 | eng_Latn | eng_Latn | 0.998567 | eng_Latn | 0.998567 | [
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Written by Joan Russow
Saturday, 06 October 2012 20:15 -
Posted on March 28, 2012 by Don Genova
Food Matters – What's in Your Milk???
Written by Joan Russow Saturday, 06 October 2012 20:15 -
2 / 5
Written by Joan Russow Saturday, 06 October 2012 20:15 -
The production of milk and cheese is the backbone of the dairy industry in Canada, an industry that is strictly regulated and commoditized
in Canada through quota systems and the Canadian Food Inspection Agency. But when milk gets processed, what else goes into the final product?
I had a couple of emails from listeners concerning what goes into our milk and cheese, fears that there may be things like pus or blood
or even estrogen…these are the kinds of things that are side effects of dairy cows being treated with bovine growth hormone, otherwise
nown as rBST or rGBH.
The hormone increases milk production in cows. But the side effects of the growth hormone include udder
infections, pus in the milk and higher levels of a hormone called 'insulin-like growth factor' in milk. In turn, IGF-1 in high levels in some people
is blamed for causing certain types of cancers of the breast, prostate and colon. The good news is that the use of bovine growth hormone is banned
in Canada, as it is in many industrialized countries. And we don't allow imported milk or cream
3 / 5
Written by Joan Russow Saturday, 06 October 2012 20:15 - to be sold in Canada. Chocolate milk is the
exception to that rule for some reason I haven't determined yet.
The bad news is that BGH is legal to use in many states of the USA. And the milk from those growth hormone fed cows ould be used to make Modified Milk Ingredients, which ARE allowed to be used in Canada up to certain quantities in dairy products
produced here, so you could end up ingesting some of that milk produced using BGH.
4 / 5
Written by Joan Russow Saturday, 06 October 2012 20:15 -
Modified Milk Ingredients can have pretty weird sounding names.
Some of which you may see on packaging, but most are just put under the
umbrella of Modified Milk Ingredients or Modified Milk Products. But here they are:
• skim milk powder
• milk protein concentrates
• milk protein isolates
• casein
• caseinates
• whey protein concentrates
There is also something called butteroil-sugar blend, which is a mix of
modified milk ingredients and sugar. Because all of these ingredients aren't actually milk, they are not subject to tariffs when they enter Canada and they are much cheaper to use
than real milk in products like ice cream, cheeses and yogurts. And then there's the dye that's used in cheap cheddar cheeses to give it that orange colour. It's an artificial dye
called tartrazine, or 'Yellow Number 5'. It's banned in countries such as Norway and
Austria because government bodies there believe it can cause hyperactivity in children, excess salt and is linked to asthma, skin rashes and migraines.
If you wish to avoid these products, start by reading the labels, or course. You'll be amazed at the differentkinds of products these modified milk ingredients turn up in once you start looking. Of course artisan cheeses andice creams made here in BC don't have those ingredients in them and the Dairy Farmers of Canada have come up 4with a voluntary symbol system for food processors and manufacturers who use 100 percent Canadian milk in their products. It's a white cow on a blue background with a blue maple leaf on the side of the cow and 100% Canadian Milk written underneath the cow. I'll put a link to the 100% Canadian Milk website on my blog so you can see what the symbol looks like. We grow up thinking that milk products are good for us for a number of different reasons, but I guess you still have to be vigilant about what goes into your dairy… and I haven't even touched on the raw milk controversy that has been going on in Canada for the past few years, I think that will have to come up on a future Food Matters.
5 / 5 | <urn:uuid:745da90e-bc09-467c-8292-1716f889dda2> | CC-MAIN-2022-05 | https://pejnews.com/index.php?view=article&catid=87%3Ac-earth-news&id=8489%3Afood-matters--whats-in-your-milk&format=pdf&option=com_content&Itemid=212 | 2022-01-18T23:01:41+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00274.warc.gz | 473,354,141 | 904 | eng_Latn | eng_Latn | 0.96213 | eng_Latn | 0.998586 | [
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Unlock My Heart 2
Choreographer: Peter Metelnick
Description: 32 count, partner dance
Music:
Unlove Me by Julie Roberts 122 bpm
Position:Starting in double open hand hold. Man facing OLOD, lady facing ILOD. Opposite footwork throughout, man's steps listed
Adapted by Jeff & Thelma Mills from the line dance 'Unlock My Heart' with kind permission of the choreographer Peter Metelnick
Beats / Step Description
STEP TOUCHES TWICE, RIGHT VINE, CROSS
1-2 Step right to right side, touch left next to right
3-4 Step left to left side, touch right next to right
5-6 Step right to right side, step left behind right
7-8 Step right to right side, cross step left over right
STEP TOUCH, LEFT VINE ¼ TURN, BRUSH
9-10 Step right to right side, touch left next to right
11-12 Step left to left side, step right behind left
13-14
Step left to left side, cross step right over left
15-16 Step left forward making ¼ turn left into LOD, brush right beside left
On count 15 release man's left hand, lady's right hand
Alternative steps for counts 13 – 16
¼ TURN LEFT, ½ TURN TWICE, BRUSH
13 Step left forward making ¼ left into LOD
14 Pivot ½ turn left stepping back onto right to face RLOD
15-16 Pivot ½ turn left stepping forward onto left to face LOD, brush right beside left
On count 13 release man's left hand, lady's right hand
On count 14 release man's right hand, lady's left hand
On count 15 rejoin man's right hand, lady's left hand
STEP, SLIDE TOGETHER, STEP, BRUSH, ROCKING CHAIR
17-18 Step forward right, slide left next to right and take weight onto left
19-20 Step forward right, brush left next to right
21-22 Step and rock forward onto left, recover weight back onto right
23-24 Step and rock backward onto left, recover weight forward onto right
STEP, CROSS, ¼ TURN TWICE, STEP & PIVOT ½ TURN, ¼ TURN, TOUCH
25-26 Step forward left, step and cross right over left
27-28 Step back onto left ¼ turn right to face OLOD, step right ¼ turn right to face RLOD
29-30 Step forward onto left, pivot ½ right to face LOD
31-32 Pivot ¼ turn right stepping left to left side to face OLOD, touch right next to left
On count 28 release man's right hand, lady's left hands and rejoin man's left, lady's right hands
On count 30 release man's left hand, lady's right hands and rejoin man's right, lady's left hands
On count 31 return to double open hand hold
Smile and Begin Again | <urn:uuid:4a6e8665-bf71-4ab6-8b31-fff620ece4ef> | CC-MAIN-2022-05 | http://dancerage.net/stepsheets/Unlock%20My%20Heart%202.pdf | 2022-01-18T22:25:04+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00275.warc.gz | 14,025,173 | 644 | eng_Latn | eng_Latn | 0.986234 | eng_Latn | 0.986234 | [
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[x] Embedding PHP in HTML
[x] Adding dynamic content
[x] Accessing form variables
[x] Identifiers
[x] User declared variables
[x] Variable types
[x] Assigning values to variables
[x] Constants
[x] Variable scope
[x] Operators and precedence
[x] Expressions
[x] Variable functions
1. Embedding PHP in HTML
```
PHP Tag Styles XML Style <?php echo '<p>Order processed.</p>'; ?> Short style <? echo '<p>Order processed.</p>'; ?> SCRIPT style <script language='php'> echo '<p>Order processed.</p>'; </script>
```
2. Adding dynamic content
The main reason for using a server-side scripting language is to be able to provide dynamic content to a site's users.This is an important application because content that changes according to a user's needs or over time will keep visitors coming back to a site.
PHP allows us to do this easily.
```
<?php echo '<p>Order processed at '; echo date('H:i, jS F'); echo '</p>'; ?>
```
3. Accessing form variables
```
Normally we use $_GET — HTTP GET Predefined Variables $_POST — HTTP POST Predefined Variables Example:$tireqty // short style $_POST['tireqty'] // medium style $HTTP_POST_VARS['tireqty'] // long style
```
4. Identifiers
Identifiers are the names of variables. (The names of functions and classes are also identifiers)
In PHP, identifiers are case sensitive. $tireqty is not the same as $TireQty.Trying to use these interchangeably is a common programming error. Function names are an exception to this rule—their names can be used in any case.
A variable can have the same name as a function.This is confusing however, and should be avoided. Also, you cannot create a function with the same name as another function.
5. User declared variables
You can declare and use your own variables in addition to the variables you are passed from the HTML form.
One of the features of PHP is that it does not require you to declare variables before using them. A variable will be created when you first assign a value to it.
6. Variable types
A variable's type refers to the kind of data that is stored in it.
PHP's Data Types
```
PHP supports the following data types: Integer —Used for whole numbers Double —Used for real numbers String —Used for strings of characters Boolean —Used for true or false values Array —Used to store multiple data items of the same type Object —Used for storing instances of classes
```
7. Assigning values to variables
You assign values to variables using the assignment operator, =
Example:-
$name="Rohit";
8. Constants
we can change the value stored in a variable.We can also declare constants. A constant stores a value such as a variable, but its value is set once and then cannot be changed elsewhere in the script.
Example:-
```
define('TIREPRICE', 100); define('OILPRICE', 10); define('SPARKPRICE', 4); echo TIREPRICE;
```
9. Variable scope
The term scope refers to the places within a script where a particular variable is visible.
The four types of scope in PHP are as follows:
Built-in superglobal variables are visible everywhere within a script.
Global variables declared in a script are visible throughout that script, but not inside functions.
Variables used inside functions are local to the function.
Variables used inside functions that are declared as global refer to the global variable of the same
name.
The arrays $_GET and $_POST and some other special variables have their own scope rules.These are known as superglobals and can be seen everywhere, both inside and outside functions
10. Operators and precedence
Pre- and Post-Increment and Decrement
The pre- and post- increment (++) and decrement (--) operators are similar to the += and -= operators, but with a couple of twists.
$a=4; echo ++$a;
The second line uses the pre-increment operator, so called because the ++ appears before the $a.This has the effect of first, incrementing $a by 1, and second, returning the incremented value. In this case, $a is incremented to 5 and then the value 5 is returned and printed.The value of this whole expression is 5. (Notice that the actual value stored in $a is changed:We are not just returning $a + 1 .)
However, if the ++ is after the $a, we are using the post-increment operator.This has a different effect. Consider the following:
$a=4;
echo $a++;
In this case, the effects are reversed.That is, first, the value of $a is returned and printed, and second, it is incremented.The value of this whole expression is 4.This is the value that will be
printed. However, the value of $a after this statement is executed is 5.
As you can probably guess, the behavior is similar for the -- operator. However, the value of $a is decremented instead of being incremented.
```
References $a = 5; $b = $a;
```
These lines of code make a second copy of the value in $a and store it in $b. If we sub-sequently change the value of $a, $b will not change:
$a = 7; // $b will still be 5
You can avoid making a copy by using the reference operator, &. For example,
```
$a = 5; $b = &$a; $a = 7; // $a and $b are now both 7
```
The Ternary Operator
This operator, ?:, works the same way as it does in C. It takes the form condition ? value if true : value if false
The ternary operator is similar to the expression version of an is covered later in this chapter.
A simple example is
($grade > 50 ? 'Passed' : 'Failed');
if-else statement, which
This expression evaluates student grades to
'Passed'
or
'Failed'.
The Error Suppression Operator
The error suppression operator, @, can be used in front of any expression, that is, anything that generates or has a value. For example, $a = @(57/0);
11. Precedence and Associativity: Evaluating Expressions
The precedence of an operator specifies how "tightly" it binds two expressions together. For example, in the expression 1 + 5 * 3, the answer is 16 and not 18 because the multiplication ("*") operator has a higher precedence than the addition ("+") operator. Parentheses may be used to force precedence, if necessary. For instance: (1 + 5) * 3 evaluates to 18.
When operators have equal precedence, their associativity decides whether they are evaluated starting from the right, or starting from the left - see the examples below.
The following table lists the operators in order of precedence, with the highest-precedence ones at the top. Operators on the same line have equal precedence, in which case associativity decides the order of evaluation.
Operator Precedence
12. Variable functions
Variable handling Functions
Table of Contents
1. debug_zval_dump — Dumps a string representation of an internal zend value to output
2. doubleval — Alias of floatval
3. empty — Determine whether a variable is empty
4. floatval — Get float value of a variable
5. get_defined_vars — Returns an array of all defined variables
6. get_resource_type — Returns the resource type
7. gettype — Get the type of a variable
8. import_request_variables — Import GET/POST/Cookie variables into the global scope
9. intval — Get the integer value of a variable
10. is_array — Finds whether a variable is an array
11. is_bool — Finds out whether a variable is a boolean
12. is_callable — Verify that the contents of a variable can be called as a function
13. is_double — Alias of is_float
14. is_float — Finds whether the type of a variable is float
15. is_int — Find whether the type of a variable is integer
16. is_integer — Alias of is_int
17. is_long — Alias of is_int
18. is_null — Finds whether a variable is NULL
19. is_numeric — Finds whether a variable is a number or a numeric string
20. is_object — Finds whether a variable is an object
21. is_real — Alias of is_float
22. is_resource — Finds whether a variable is a resource
23. is_scalar — Finds whether a variable is a scalar
24. is_string — Find whether the type of a variable is string
25. isset — Determine if a variable is set and is not NULL
26. print_r — Prints human-readable information about a variable
27. serialize — Generates a storable representation of a value
28. settype — Set the type of a variable
29. strval — Get string value of a variable
30. unserialize — Creates a PHP value from a stored representation
31. unset — Unset a given variable
32. var_dump — Dumps information about a variable
33. var_export — Outputs or returns a parsable string representation of a variable | <urn:uuid:9ff54e04-f90e-4a6d-9708-413aa046ed5e> | CC-MAIN-2022-05 | https://p.urbanpro.com/tv-prod/documents%2F2072-PHPCrashCourse.pdf | 2022-01-18T23:27:28+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00273.warc.gz | 448,168,927 | 1,964 | eng_Latn | eng_Latn | 0.986853 | eng_Latn | 0.995675 | [
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Rightly Dividing the Word of Truth
NAME ________________________________________________________________________________
ADDRESS _____________________________________________________________________________ ______________________________________________________________________________________
GRADE ________________
REFERENCE NO. ________________
Questions on Lesson
1. What WRITER instructed the young preacher Timothy to "Study to shew thyself approved unto God, a workman that needeth not to be ashamed, RIGHTLY DIVIDING THE WORD OF TRUTH?
_____________________________
2. HOW MANY BOOKS does the BIBLE contain? ______________
3. HOW MANY BOOKS are in the OLD Testament? ____________
4. HOW MANY BOOKS are in the NEW Testament? ____________
5. How many MAJOR DIVISIONS are in the Bible? _____________
6. NAME the major divisions of the Bible:
a) ______________________________________ b) ____________________________________
7. IDENTIFY the RELIGIOUS DISPENSATIONS in the OLD testament:
_____________________________________________________________________________________ _____________________________________________________________________________________
8. Approximately HOW MANY WRITERS wrote the OLD Testament? __________
9. Did those Old Testament writers prophesy (a) according to their OWN WILL? Or (b) AS THEY WERE MOVED BY THE HOLY GHOST? WHICH? _____________________________________________
(For your answer, please study 2 Peter 1:21)
10. Approximately HOW MANY YEARS did it take to complete the WRITING of the OLD Testament? _______
11. Approximately HOW MANY WRITERS wrote the NEW Testament? ____________
12. Approximately HOW MANY YEARS elapsed between the END of the OLD Testament and the BEGINNING of the NEW Testament? _______________
6
13. Did the NEW Testament writers choose their OWN WORDS or were the words supplied them by the HOLY GHOST? WHICH? ____________________________________________ (Before answering, please study 1 Corinthians 2:13)
14. Approximately HOW MANY YEARS did it take to complete the WRITING of the NEW Testament? ______
15. Rightly divided, HOW MANY SECTIONS of books are contained in the OLD Testament? _________
16. NAME (in order) the DIVISIONS of the Old testament, stating the NUMBER OF BOOKS each division contains:
THE DIVISIONS:
HOW MANY BOOKS?
_________________________________________________________ __________
_________________________________________________________ __________
_________________________________________________________ __________
_________________________________________________________ __________
_________________________________________________________ __________
17. Rightly divided, HOW MANY SECTIONS of books are contained in the NEW Testament? ___________
18. NAME (in order) the DIVISIONS of the New Testament, stating the NUMBER OF BOOKS each division contains:
THE DIVISIONS:
HOW MANY BOOKS?
_________________________________________________________ __________
_________________________________________________________ __________
_________________________________________________________ __________
_________________________________________________________ __________
_________________________________________________________ __________
19. On what DAY did Jesus Christ's principles become of force? ______________________________________
20. What BIBLE reference was it? _____________________________________________
(Give book and chapters)
DO YOUHAVE A QUESTION? ______________________________________________________________
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ | <urn:uuid:0898cccd-f88c-4fd7-a714-79332b641113> | CC-MAIN-2022-05 | https://northpointcoc.files.wordpress.com/2021/12/bbc_lesson-1_questions.pdf | 2022-01-18T23:59:09+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00274.warc.gz | 454,081,434 | 638 | eng_Latn | eng_Latn | 0.700667 | eng_Latn | 0.732464 | [
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Top 5 of World's Hot Spots of Language Extinction - First place, northern Australia
By: Stefan Anitei, Science Editor
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It has already been predicted that by the end of the century, half of the languages spoken now worldwide will be gone. Not by evolving into another language (like Latin into Italian, Spanish, French or Romanian), but by being wiped out by other languages. A team has detected five global "hot spots" of indigenous language extinction, with northern Australia and the center of South America being on top.
Enlarge picture
The Enduring Voices project looks to document and revitalize doomed languages, like those of the Australian aborigines whose cultures have been trampled by European settlers and English.
"There are 6,992 recognized distinct languages worldwide. On average one language vanishes every two weeks, often as its last elderly speakers perish." said project's co-director, David Harrison of Swarthmore College in Pennsylvania.
The project supported by National Geographic magazine found northern Australia (Queensland, threatened languages, about 153. The area of central South America covering Ecuador, Colombia, Peru, Brazil and Bolivia was the second, with indigenous languages being eliminated by Spanish, Portuguese or some indigenous languages.
Northern Territory and Western Australia) as the world's location with the highest number of
Bolivia, with an area of Spain and France combined, and just 9 million inhabitants, has a double number of languages than in whole Europe, but most of the smaller tongues are eliminated now by Spanish, Quechua (the language of the Inca) and Aymara (the last two being indigenous languages).
In North America, the hot spots are made by British Columbia (Canada), Washington and Oregon (US) on one side (the third place in the world), and Oklahoma, Texas
"hot spot."
and New Mexico(US) on the other side (the fifth place in the world). Eastern Siberia makes the fourth
"There are quite a few languages, dozens if not hundreds, that are down to one, two or three
www.threatfire.com speakers, or maybe even they've lost their last fluent speakers but have a few 'semi-speakers' who have a passive knowledge of the language. We're going to lose an immense storehouse of knowledge," said Harrison, pointing that precious data gathered over centuries about various living species are found in languages of native peoples.
"Many languages have no written form, meaning that they are lost forever when their last speaker dies," Harrison said.
"Languages often trickle out of existence rather than sort of abruptly disappearing," said Gregory Anderson, co-director of the Enduring Voices project and director of the nonprofit Living Tongues Institute for Endangered Languages.
Historically, many languages have been deliberately eliminated by colonizers or new occupants.
"Children now often decide a language's fate, by abandoning an ancestral tongue for another language they see as more widely used, for example, on television or in school." said Harrison.
The Enduring Voices project tries to record extinguishing languages by interviewing their last speakers.
"We'll start with a basic 100- or 200-word list. And then we'll go over each word with them again to make sure that we're transcribing it correctly, and try to repeat it to them. And usually they'll burst out laughing at that point because we have hideously mispronounced it ... or make some word that sounds obscene to them. ... I did that in Australia, I'm afraid," said Anderson.
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Copyright Information | Privacy Policy | Terms of Use | Contact Softpedia | Update your software | Archive | <urn:uuid:b89a223b-6d75-4fa5-b2c9-7e6325724c9d> | CC-MAIN-2022-05 | https://harrison.domains.swarthmore.edu/pdfs/Softpedia.pdf | 2022-01-18T23:18:03+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00273.warc.gz | 316,095,460 | 1,356 | eng_Latn | eng_Latn | 0.991921 | eng_Latn | 0.993939 | [
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CONTACT:
Susan Harris-Broomfield Nebraska Extension Educator Rural Health, Wellness, & Safety 308-832-0645
Love your Brain
Ask someone what the most important part of his or her body is, and most would probably say "my brain!" Ask anyone what he or she does to preserve cognitive function, and the answer may not come so easily.
New year advertising campaigns force Americans to consider prominent health habits like diet and physical activity. If the brain is so important to us, shouldn't we pay attention to that as well? According to the Alzheimer's Association®, doing so could help reduce risk of developing chronic memory loss.
Dementia is a catchall word, encompassing several disorders that cause memory loss, personality changes, or some sort of impairment. It is a nonreversible decline in mental function. Alzheimer's disease is a specific disease within the dementia definition that slowly and irreversibly destroys memory and thinking skills. There is a difference between the two and a correct diagnosis means getting the correct medications and support needed.
Anyone is at risk for developing dementia or Alzheimer's disease, but growing evidence indicates that individuals can keep their brains healthier by adopting certain key habits. These 10 ways to love your brain are courtesy of the Alzheimer's Association®:
* Catch Some ZZZ's – Not getting enough sleep may result in problems with memory and thinking.
* Heads Up! – Brain injury can raise risk of cognitive decline and dementia. Wear a seat belt and use a helmet when playing contact sports or riding a bike or ATV.
* Fuel Up Right – Eat a balanced diet that is higher in vegetables and fruits to help reduce the risk of cognitive decline.
* Follow Your Heart – Risk factors for cardiovascular disease and stroke – obesity, high blood pressure, and diabetes – have a negative impact on your cognitive health.
* Hit The Books – Formal education will help reduce risk of cognitive decline and dementia. Take a class at a local college, community center, or online.
* Butt Out – Smoking increases risk of cognitive decline. Quitting smoking can reduce risk to levels comparable to those who have not smoked.
* Break a Sweat – Engage in regular cardiovascular exercise that elevates heart rate and increases blood flow. Studies have found that physical activity reduces risk of cognitive decline.
* Buddy Up – Studies show that staying socially engaged may support brain health. Find ways to be part of your local community or share activities with friends and family.
* Stump Yourself – Challenge your mind. Build a piece of furniture. Play games of strategy.
* Take Care Of Your Mental Health – Some studies link depression with cognitive decline, so seek treatment if you have depression, anxiety, or stress.
When possible, combine as many of these habits as possible to ensure a healthier brain and body! Source – Alzheimer's Association (alz.org/10ways).
©
2016 | <urn:uuid:61c9df77-9b96-4697-b056-744c553178db> | CC-MAIN-2022-05 | https://extension.unl.edu/statewide/kearney/Love%20Your%20Brain1.pdf | 2022-01-18T22:34:33+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00276.warc.gz | 275,014,032 | 589 | eng_Latn | eng_Latn | 0.998222 | eng_Latn | 0.998222 | [
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Kind-nections Checklist
Be Kind in the Community
c Leave a kind review for your favourite local business.
c Help a neighbour shovel their snow or complete another chore/errand.
c Put together a care package for someone in need.
c Give your Uber driver, food delivery person, or other service providers a bigger tip.
c Say "Hello" to five people when you're out.
c
Say "Thank you" to your mail delivery person.
c Pay for someone's library fees.
c Purchase someone else's coffee.
c Get involved! Sign up for a community related cause.
c Before you go grocery shopping, ask your neighbours if they need anything from the store and pick it up for them.
c Give up your seat to someone in need on public transportation.
c Leave a sticky note with words of affirmation in public places.
c Put some change in an envelope and tape it to a vending machine or laundry machine for someone else to use.
c Pick up any litter you see in your community and dispose of it appropriately. *Be sure to practice safety precautions when doing so (i.e., wearing gloves, not picking up sharp objects, etc.).
c Hold the door open for someone.
c Pass on some luck – give a lottery ticket to a stranger on the street.
c Let someone go ahead of you in line at a store.
c Give flowers to a stranger, a friend, or a family member to brighten up their day.
c Speak to an employee's manager and let them know how amazing their service was.
Be Kind to People Living with Dementia
c Educate yourself about Alzheimer's disease and other forms of dementia by visiting your local Alzheimer Society's website: alzheimer.ca/en/help-support/find-your-society.
c Help raise awareness about Alzheimer's disease and dementia by sharing on social media that you're making Kind-nections during the Quest for Kindness using #QuestForKindness.
c Offer a shoulder to learn on to the person living with dementia or care partner in your life.
c Support people living with dementia and the Alzheimer society by making a self-donation to your Quest for Kindness.
c Send a thoughtful letter or card to residents in a long-term care home.
c Complete the Finding Your Way ® Living Safely in the Community course to ensure you know what to do if you encounter a person living with dementia who is lost in your community.
c Share your personal story on your Personal Fundraising page to raise dementia awareness and let people living with dementia, care partners, and other families know that they aren't alone.
c Follow your local Alzheimer Society on social media to learn more about the Alzheimer Society's work.
c Help make your community dementia-friendly by accessing Dementia Friendly Communities™ training through your local Alzheimer Society.
c Practice using person-centered language and learn what language should be avoided when talking with and about people living with dementia by downloading our Person-Centered Language Guidelines.
Be Kind at Home
c Bring a family member, partner, or friend breakfast in bed.
c
Tell three people in your life one thing you appreciate about them.
c Show appreciation and do a household chore someone else normally does.
c Remind your kid(s), grandchildren, friends, or family members how proud you are of them.
c Call an elderly family member or friend and have a conversation.
c Text a friend or family member one thing you love about them.
c Go through your old books and donate them to a local school.
c Spend the day going through your belongings and donate ones that you are ready to let go.
c Don't know your neighbours? Introduce yourself and let them know you are always there if they need anything.
Be Kind at Work
c Offer a helping hand to a colleague who's struggling to finish a project.
c Say "That's a great idea!" in a meeting to encourage your team.
c Introduce yourself to a new work colleague by sending them a friendly, welcome email.
c Tell your boss one thing you appreciate about them.
c Practice listening to learn, not to respond.
Be Kind to the Environment
c Donate used clothes or furniture to your local thrift store.
c Sell any household items or clothing you don't need anymore online and donate the profits to your Quest for Kindness.
c Trade in plastic water bottles for reusable ones.
c Reduce your carbon footprint by taking a walk!
c Make the switch to using cruelty-free products.
c Save water by taking short showers or turning off the tap when brushing your teeth.
c Practice turning off lights, electronics, and heaters when they are not in use.
c Reduce your food waste by eating more leftovers.
c Practice composting your food scraps.
c Minimize the number of products you purchase with plastic packaging.
c Use more eco-friendly cleaning products.
Be Kind to Yourself
c Eat at least three brain-healthy meals today.
c Challenge yourself by completing a difficult puzzle, brain teaser, or game.
c Wake up early and exercise before you begin your day.
c Create a gratitude jar and fill it with things you are grateful for.
c Organize and clean one room in your room.
c Make a list of goals to accomplish that will help make your dreams come true.
c Minimize screen time before bed and read a book instead.
c Think of what you're grateful for and share it with the people you love.
c Try to get a full 8-hours of sleep.
Be Kind: Youth Edition
c Make your siblings bed for them.
c Clear the table after dinner without being asked.
c Make someone you care about a friendship bracelet.
c Ask your parents what you can do to help today.
c Clean up after yourself.
c Practice your manners.
c Give someone else a turn when playing video games or on the computer.
c Play with your sibling(s), parents, or pet. | <urn:uuid:fc0176e0-cc31-4022-9746-fa15ccf94f7a> | CC-MAIN-2022-05 | http://on.alz.to/site/DocServer/AS_QKF_Kind-nections_Checklist_va.pdf | 2022-01-18T22:21:33+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00278.warc.gz | 47,390,580 | 1,174 | eng_Latn | eng_Latn | 0.995154 | eng_Latn | 0.995068 | [
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Alray Nelson, Communications Director
Kyron Hardy, Public Information Officer
E-mail: firstname.lastname@example.org
Phone: (928) 530-8329
Navajo Nation expresses disappointment with the United States Postal Service and the Violation of Voting Rights
FOR IMMEDIATE RELEASE: December 2, 2021
PHOTO: Council Delegate Kee Allen Begay, Jr. speaking during a signing ceremony hosted at the Navajo DOT.
WINDOW ROCK, Ariz. — In November, the Naabik'íyáti' Committee (NABI) of the 24th Navajo Nation Council passed Resolution No. NABIN-47-21 that requests the United States Postal Service (USPS) to present a written and oral report concerning the state of postal services at 110 chapter governments and how such postal services will be upgraded under the 'Delivering for America USPS Ten Year Plan'.
Council Delegate Kee Allen Begay, Jr. sponsored the resolution that was passed by a vote of 20 in favor and 0 opposed. Since 2019, he has been advocating for the construction of permanent post offices that operate on weekends in the communities of Many Farms, Tselani/Cottonwood, and Low Mountain, Arizona.
"The Navajo Nation continues to express its disappointment in the lack of tribal consultation or response from the United States Postal Service to address our concerns," said Delegate Kee Allen Begay, Jr. (Tachee/Blue Gap, Many Farms, Nazlini, Tselani/Cottonwood, Low Mountain). "Many Navajo homes are unmarked and lack formal street addresses. This creates a situation where our people must rely on post office boxes and pay over $80 annually in fees. If box holders
– MORE –
cannot pay, then our people have no access to daily mail, to monthly checks, and their ballots which violates their voting rights. The federal government has a legal obligation outlined in the U.S. Constitution and the Navajo Treaty of 1868 to provide us equal access to all postal services."
According to reports from the Navajo Nation Human Rights Commission (NNHRC), registered Navajo voters pay $20 for fuel to travel to a chapter house and then a state polling location to vote. Most post offices have limited box availability, are often shared within families, and require traveling significant distances to access mail.
"The voting experience of our Navajo people is completely different to other tribal nations or the metropolitan areas in Utah, New Mexico, and Arizona," said Speaker Seth Damon (Bááhaalí, Chichiltah, Manuelito, Red Rock, Rock Springs, Tséyatoh). "Post offices on the Navajo Nation are often located in rural areas that require a long commute, creating problems for many families. There are not enough mailboxes to serve entire communities and adding a critical shortage of postal service providers. The United States has to honor its trust responsibility to Indian Country while the USPS must respect the growing concerns shared by our 110 chapter governments."
In April and May, official letters from Senator Mark Kelly (D-AZ) and Representative Tom O'Halleran (D-AZ) were sent to U.S. Postal Service District Manager, Mr. John Morgan, requesting the immediate establishment of a post office in the Many Farms community.
To share more on restoring the Voting Rights Act and protecting the Native American and Alaska Native vote in the United States, Navajo Nation President Jonathan Nez provided testimony in October to the Judiciary Committee's Subcommittee on the Constitution.
"Protecting the Native American vote requires taking into consideration the unique challenges faced by Navajo voters. The Nation has, and continues, to fight repeated efforts by the states and their political subdivisions through restrictive voting laws and policies that try their best to impede access to the polls. The Navajo Nation cannot fully rely on states to provide protections to our right to vote. Eligible voters on the Nation should not face hardship in registering to vote, receiving important voting information, or casting their ballot. More locations on the Nation that can provide Navajo voters with voting-related services would alleviate some of these hardships. The Nation welcomes regular tribal consultation with the Postmaster General to address the mail barriers faced by Navajo voters," said President Jonathan Nez.
In July, the U.S. Postal Service announced a 10-year plan to achieve "financial sustainability and service excellence." It plans to invest $40 billion over the next ten years and boost the scale of their service quality and package deliveries across the country. | <urn:uuid:298d4cc8-2e12-45d7-b81d-6b8af6d8f387> | CC-MAIN-2022-05 | https://files.constantcontact.com/0401fa70801/5cfe5d49-c269-409b-9fdc-9825c82aede2.pdf | 2022-01-18T22:41:17+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00276.warc.gz | 281,610,133 | 914 | eng_Latn | eng_Latn | 0.993445 | eng_Latn | 0.996204 | [
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General Education Mathematics
Class Notes
Counting: Permutations and Combinations (Section 12.3)
Here, we will see how permutations can be used to shortcut the work in some Fundamental Counting Principle (FCP) problems. We will also see another group of problems that will use the related concept of combinations.
Let's revisit one of my favorite problems to see how permutations will come into play.
expl 1: Let's say there are ten people (named A, B, C, D, E, F, G, H, I, and J) waiting at a theatre but only the first four in line will get tickets. How many ways can we assign tickets? Fill in the spaces below.
We saw, in the last section, that this can be done with the FCP by calculating 10 ꞏ 9 ꞏ 8 ꞏ 7 and we get 5,040 ways.
Notice, this is equivalent to finding 10! and dividing by 6! because of how common factors on the top and bottom of a fraction cancel out. See this below.
Recall: Definition: Factorial: Factorials are a quick way to write the product of any nonnegative integer and all the positive integers less than it. For instance, 1 2 3 4 5 6 7 8 9 10 ! 10 . (If it comes up, we define 0! to be 1.)
This brings us to our tool for finding how many ways we can line up four of these ten people in order.
Permutations of n things taken r at a time:
The number of ways we can arrange r items chosen from n total, distinct items is given by ! ( , ) ! n r n P P n r n r . Here, we say that the order matters. For instance, the line-up GBCE is different than the line-up BCEG (for example 1, above). Also,
as in the theatre examples, repetition of items is not
allowed.
A person cannot
occupy two spaces in line.
expl 2a: How many five-letter sequences can I make out of the 26 letters in the alphabet if I cannot have repeated letters? Use permutations.
expl 2b: If repeated letters were allowed, I could not use permutations. Why not?
expl 3: By hand, calculate the following.
a.)
P
(10, 2)
b.) P(15, 15)
c.)
P
(10, 8)
Let's change the scenario up a bit.
expl 4: Let's say we have those ten people (A, B, C, D, E, F, G, H, I, and J) in a room. We want to select four of them to receive a prize. It does not matter what order the people are chosen; all four will get the same prize. Write down several possible groups of four people.
How many ways can we do this? Permutations will not help us here as the order of the four people does not matter. In fact, permutations will overcount the number we are after. Instead, we use combinations.
Combinations of n things taken r at a time:
The number of ways we can group r items chosen from n total, distinct items is given by
We take P(n, r) and divide by the number of ways to arrange those r things.
Here, we say that the order does not matter. For instance, the line-up GBCE is not different than the line-up BCEG. Also, as in the theatre examples, repetition of items is not allowed.
Worksheet: Permutations and Combinations:
This worksheet works on these two similar but different concepts and how they are related. That discussion is followed by some practice problems.
expl 5: In the game of poker, five cards are drawn from a standard 52-card deck making up a "hand". How many different poker hands are possible?
expl 6: By hand, calculate the following.
a.) C(10, 2)
c.) C(10, 8)
Finding Permutations and Combinations on the TI Calculators:
To find C(10, 2) from example 6a, we first enter the 10 on the home screen. Then press the MATH button, and right arrow over to PRB. Option 3 should be nCr; choose it and it will be put on the home screen after the 10. Then enter 2 and press ENTER.
To find P(10, 2) from example 3a, follow the same procedure but select option 2 which should be nPr.
expl 7: Determine if permutations or combinations are required. Write the number of ways in P(n, r) or C(n, r) notation; then use the calculator to find the number.
a.) Novak Djokovic, Rafael Nadal, Roger Federer, and Andy Murray are all competing in the Malaysian Open (tennis). How many ways can these four players be seeded in the top four slots in the tournament?
b.) Forty high-school basketball players are competing to be selected for a special training session with LeBron James. Ten lucky players will be selected. How many ways can these ten players be chosen?
Combining Methods:
Of course, some problems are not so cut and dry. Here, we see problems where we need to combine these ideas, usually using the FCP too.
exp 8: There are 24 baseball players that need to fit into three vans for an "away" game. Each van will hold eight players. The order in which the players sit within a van does not matter. How many ways can this be done?
expl 9: The division of student services at your school is selecting two men and two women to attend a leadership conference in Honolulu, Hawaii. If ten men and nine women are qualified for the conference, in how many different ways can management make its decision?
expl 10: A company has 48 full-time employees and 15 part-time employees. They will send a contingent of employees to a conference. From the part-timers, they will select 5 employees. From the full-timers, they will select 3 employees. However, these full-timers will be given the specific jobs of travel coordinator, food coordinator, and lodging coordinator. How many ways can these 8 employees be chosen for the conference?
Pascal's Triangle (or Yang Hui's Triangle if you're Chinese):
This crazy thing pops up in a lot of places. Here is a partial picture.
Fill in the next two rows of Yang Hui's Triangle. Notice each row starts and ends with 1.
What does Pascal's Triangle have to do with Counting?
We have two related patterns to discuss. Let's explore the subsets of the set S = {a, b, c, d} which has four elements.
I have filled in the subsets of size 0, 1, and 4. Find and record all subsets of sizes 2 and 3 in column 2. Then count the number of subsets and record that in column 3.
Do you recognize these numbers? Where do we find them on Pascal's Triangle?
Now, think about how we made those subsets. We were choosing some number of a total of 4 objects and grouping them. Isn't that the number of combinations of 4 things taken 0, 1, 2, 3, or 4 at a time. Hence, we have these two results.
Pascal's Triangle Counts the Subsets of a Set:
The n th row of Pascal's triangle counts the subsets of various sizes (0, 1, 2, … n) of an n-element set.
Entries of Pascal's Triangle are C(n, r):
The r th entry of the n th row of Pascal's triangle is C(n, r).
expl 11: Where in Pascal's Triangle would we find C(8, 4)? In terms of subsets, what does C(8, 4) count? | <urn:uuid:b6ce553d-b128-4836-a30a-547c5f364eb6> | CC-MAIN-2022-05 | http://stlmath.com/resource/notes138/count_3.pdf | 2022-01-18T23:15:05+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00276.warc.gz | 56,088,068 | 1,713 | eng_Latn | eng_Latn | 0.997773 | eng_Latn | 0.998722 | [
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Discover History At Canadian River Valley Pioneer Museum!
RiverValleyMuseum.org ( http://www.rivervalleymuseum.org )
MUSEUM NOTES: FEBRUARY 27, 2019
WOMEN'S HISTORY MONTH
For Women's History Month, the River Valley Pioneer Museum celebrates Martha Elizabeth "Lizzie" Winsett Johnson (1859-1939). Born in Tennessee, Lizzie was a life-long faithful member of the Baptist Church, which strongly condemned the use of intoxicating spirits. In the mid-1880s, Lizzie, her husband, and their children moved to Kiowa, Kansas, where she became active with the Women's Christian Temperance Union (WCTU). In 1892, Lizzie and her family settled in Canadian. Concerned by the abundance of saloons and apparent alcohol abuse by local citizens, Lizzie enlists other women to join her in organizing a local chapter of the WCTU in late 1902. In 1903, the WCTU influences the City Council to vote Canadian dry, and in 1908, the County Commissioners vote Hemphill County dry. Lizzie served as president of the local chapter of the WCTU from 1902-1903 and then 1904-1939.
Lizzie was also an accomplished painter. She was probably the first trained artist to reside permanently in the region. She studied under several artists in Nashville, Tennessee, before moving to Kansas and Texas. She continued to paint throughout her life and taught art while living in Canadian. The River Valley Pioneer Museum has one of her works, Joan of Arc Led to Her Death, on display.
CANADIAN IN 1919
I am embarrassed to admit that this exhibit is not ready yet. This year started out with a bang and we have been sprinting ever since! Every time I turn around, something has come up, like a complete kitchen remodel, banquets, preparing for a county-wide membership drive, and more. I'm playing catch up, and that's an amazing feeling! The museum is so busy that I'm behind! I sincerely hope to have this exhibit ready for viewing in the next two weeks.
SATURDAYS
We are now open on Saturdays, 10am-2pm. So, no excuses not to stop by and see us!
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Railroad History ( http://rivervalleymuseum.org/index.php?option=com_content&view=category&layout=blog&id=1 8&Itemid=36 )Military In History ( http://rivervalleymuseum.org/index.php?option=com_content&view=section&layout=blog&id=11 &Itemid=146 )Canadian History ( http://rivervalleymuseum.org/index.php?option=com_content&view=article&id=172&Itemid=5 ) (
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NOTE: AUVI-q 0.1mg will be available starting May 1 st .
Unmet Medical Need in the Emergency Treatment of LifeThreatening Allergic Reactions
Food Allergy Stats and Figures
* According to the Centers for Disease Control & Prevention (CDC) between 1997-1999 and 2009- 2011, food allergy prevalence among children aged 0-17 years increased by 50 percent. 1
Emergency Department Visits for Anaphylaxis Among Children Four Years Old and Younger Increased by 129.8 Percent. 4
* Researchers now estimate that 1 in 13 children (8 percent) have food allergies. 2
* Cow's milk, peanut and egg are typical food allergens for children aged 0-2 years. 3
YEARS
Recognizing Anaphylactic Reactions in Infants and Toddlers Weighing 16.5 to 33 lbs (7.5 to 15 kg)
Anaphylaxis is a medical emergency and requires immediate treatment; however, diagnosis of anaphylaxis in infants and toddlers can be difficult.
* Many of the signs and symptoms of anaphylaxis in infants (e.g., vomiting, drooling, drowsiness) are subtle and may be mistaken as signs of normal development or other illnesses in infants. 5
* Infants aged 13 months or younger may not be able to verbalize their symptoms. 6
* The most common symptoms of anaphylaxis are hives, nausea/vomiting, and swelling for infants under the age of 2, and hives, swelling, and wheezing for toddlers aged 2-5. 7
Epinephrine auto-injectors (EAIs) represent the standard of care for the treatment of anaphylaxis in the out-of-the-hospital setting 8 , yet until now there has been no FDA-approved epinephrine auto-injector (EAI) for the treatment of children weighing 16.5 to 33 lbs (7.5 to 15 kg).
FDA-approved AUVI-q 0.1 mg is the first and only EAI specifically designed for the treatment of life-threatening allergic reactions, including anaphylaxis, in infants and toddlers weighing 16.5 to 33 lbs (7.5 to 15 kg) who are at risk for or have a history of serious allergic reactions.
The AUVI-q 0.1 mg auto-injector offers a lower dose of epinephrine and a shorter exposed needle length (approximately 7.4 mm) than current FDA-approved 0.15 mg and 0.3 mg epinephrine auto-injectors. AUVI-Q is for immediate self (or caregiver) administration and does not take the place of emergency medical care. Seek immediate medical attention after using AUVI-Q.
An EAI with a Shorter Needle Length May Help Reduce the Risk of Certain Accidental EAI-Related Injection Injuries in Infants and Toddlers Weighing 16.5 lbs (7.5 kg) to 33 lbs (15 kg) . 9
* According to a study of 51 infants, 43 percent of children weighing 16.5 lbs (7.5 kg) to 33 lbs (15 kg) treated with a 0.15 mg EAI having a standard 12.7 mm needle length may be at risk of having the needle strike the bone. 9
* A study suggests that for infants and toddlers weighing between 16.5 and 33 lbs (7.5-15 kg), an optimal EAI needle length of 7-8 mm is recommended. 9
Visit www.auvi-q.com for more information.
Indication
AUVI-Q® (epinephrine injection, USP) is a prescription medicine used to treat life-threatening allergic reactions, including anaphylaxis, in people who are at risk for or have a history of serious allergic reactions.
Important Safety Information
AUVI-Q is for immediate self (or caregiver) administration and does not take the place of emergency medical care. Seek immediate medical treatment after using AUVI-Q. Each AUVI-Q contains a single dose of epinephrine. AUVI-Q should only be injected into your outer thigh, through clothing if necessary. If you inject a young child or infant with AUVI-Q, hold their leg firmly in place before and during the injection to prevent injuries. Do not inject AUVI-Q into any other part of your body, such as into veins, buttocks, fingers, toes, hands, or feet. If this occurs, seek immediate medical treatment and make sure to inform the healthcare provider of the location of the accidental injection. Only a healthcare provider should give additional doses of epinephrine if more than two doses are necessary for a single allergic emergency. Rarely, patients who use AUVI-Q may develop infections at the injection site within a few days of an injection. Some of these infections can be serious. Call your healthcare provider right away if you have any of the following symptoms at an injection site: redness that does not go away, swelling, tenderness, or the area feels warm to the touch.
If you have certain medical conditions, or take certain medicines, your condition may get worse or you may have more or longer lasting side effects when you use AUVI-Q. Be sure to tell your healthcare provider about all the medicines you take, especially medicines for asthma. Also tell your healthcare provider about all of your medical conditions, especially if you have asthma, a history of depression, thyroid problems, Parkinson's disease, diabetes, heart problems or high blood pressure, have any other medical conditions, are pregnant or plan to become pregnant, or are breastfeeding or plan to breastfeed. Epinephrine should be used with caution if you have heart disease or are taking certain medicines that can cause heart-related (cardiac) symptoms.
Common side effects include fast, irregular or 'pounding' heartbeat, sweating, shakiness, headache, paleness, feelings of over excitement, nervousness, or anxiety, weakness, dizziness, nausea and vomiting, or breathing problems. These side effects usually go away quickly, especially if you rest. Tell your healthcare provider if you have any side effect that bothers you or that does not go away.
Please see the full Prescribing Information and the Patient Information at www.auvi-q.com. You are encouraged to report negative side effects of prescription drugs to the FDA. Visit www.fda.gov/medwatch or call 1-800-FDA-1088.
1. Jackson, K.D., Howie, L.D., Akinbami, L.J. (2013). Trends in allergic conditions among children: United States, 1997–2011. NCHS Data Brief, no 121. ISSN 1941–4935 2. Gupta, R.S., Springston, E.E., Warrier, M.R. et al. (2011).The management in infants (birth to age 2 years). J Allergy Clin Immunol., 135, 1125e1131. DOI: 10.1016/j.jaci.2014.09.014 4. Motosue, M.S., Bellolio, M.F., Van Houten, H.K., Shah, N.D., and Campbell, R.L. (2017). Increasing emergency
prevalence, severity, and distribution of childhood food allergy in the United States. Pediatrics, 128, e9–e17. DOI: 10.1542/peds.2011-0204 3. Simons, F.E., Sampson, H.A. (2015). Anaphylaxis: Unique aspects of clinical diagnosis and department visits for anaphylaxis, 2005-2014. J Allergy Clin Immunol Pract., 5, 171–175. DOI: 10.1016/j.jaip.2016.08.013 5. Simons, F.E.R. (2007). Anaphylaxis in infants: Can recognition and management be improved? J Allergy
Banerji, A., Clark, S., Camargo, C.A. (2011). Age-related differences in the clinical presentation of food-induced anaphylaxis. J Pediatr., 158, 326e328. DOI: 10.1016/j.jpeds.2010.10.017 8. Dreborg, S., Wen, X., Kim, L., et al. (2016). Do
Clin Immunol Pract 120, 537-540. DOI: 10.1016/j.jaci.2007.06.025 6. Dosanjh, A. (2013). Infant anaphylaxis: the importance of early recognition. Journal of Asthma and Allergy, 6, 103–107. DOI: 10.2147/JAA.S42694 7. Rudders, S.A., epinephrine auto-injectors have an unsuitable needle length in children and adolescents at risk for anaphylaxis from food allergy? Allergy, Asthma, and Clinical Immunology. DOI: 10.1186/s13223-016-0110-8 9. Kim, H., Dinakar, C.,
McInnis, P. et al. (2017). Inadequacy of current pediatric epinephrine autoinjector needle length for use in infants and toddlers. Ann Allergy Asthma Immunol., 118, 719–725.e1
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1. Project title
Threats on the Web - Prevention, Reaction
2. Main theme
Education activities covering the area related to cyberspace
3. Project purpose and outcome (in two sentences)
The main goal of the project is to present how to use the Internet efficiently and safely, how to respond to online threats and how to avoid to them
The project is addressed to primary school students (Classes 4-8), their parents, guardians and teachers, middle school students and their parents, guardians and teachers, as well as all primary schools in the same scope.
There are also organized trainings for Psychological and Pedagogical employees from the Lesser region
The project has already covered all primary schools from the Lesser Poland area (apart from newly created ones)
4. Project submitter (Member State), project leader(s) and project partner(s)
- Poland
- Voivodship Police Constabulary in Lesser Poland Crime Prevention
- Marshal's Office of the Lesser Poland Voivodship, Department of Health and Social Policy
- NASK Science Research Institute
5. Links to the project's website or online reports/publications (preferably in English)
http://malopolska.policja.gov.pl/pl/content/zagrozenia-w-sieci https://www.profilaktykawmalopolsce.pl/index.php/programy/11-zagrozenia-wsieci
https://akademia.nask.pl/projekt-46/o-projekcie.html https://www.youtube.com/watch?v=1TmJ3GT6dd4
https://www.youtube.com/watch?v=upYIEMeOtYA
https://www.youtube.com/watch?v=XtnMUecQj_Q
https://www.youtube.com/watch?v=7Oral07_32k https://www.portalsamorzadowy.pl/ochrona-zdrowia/zdrowy-samorzad-oto-
laureaci-konkursu-zobacz-relacje,104979.html
6. Short summary of the project
Project "Threats on the Web - Prevention, Reaction" implemented in its initial formula in primary schools among students of grades 4-6 and their parents and teachers, over time had to respond to emerging - cyber threats. His formula has been widened, and so it is currently addressed to primary school students of grades 4-8, their teachers and parents (all levels - classes 1-8), students of excluded gymnasiums and their teachers and parents, as well as other educational institutions, among others industry schools, high schools, technical schools.
Beneficiaries of the project, in addition to the knowledge they are given, are also equipped with preventive materials that correlate with the assumptions of the activities undertaken.
The multidimensional character of the project is also emphasized in encouraging young people to use the space of the physical world - being offline. We promote a healthy lifestyle through physical activity, which is associated with participation in outdoor events.
7. Project description
In May 2012, police officers from the Prevention Department of the Voivodship Police Constabulary in Krakow took part in the meeting of the Health Protection Committee of the Lesser Poland Regional Assembly, where they presented an idea for the implementation of educational activities in Lesser Poland, covering the area related to cyber threats. The project addressed to primary school children arose as a "response" to the demand reported by teachers and parents. After the meeting, the Health Protection Commission of the Regional Assembly of the Lesser Poland, a decision was taken to start implementing the abovementioned project under the name "Threats in the network - prevention, response".
In the fourth quarter of 2012, the Department of Prevention of the Voivodship Police Constabulary in Krakow began pilot project implementation in three poviats of the Lesser province: Tarnów, Nowy Sącz, Myślenice, and also in the city of Krakow.
From January 2013, the project was extended to all poviat and city police headquarters of the province Malopolska - ultimately the project is to cover all of them primary schools in Lesser Poland. The project's addressees are children of grades 4-6 of primary schools as well as their parents and teachers.
As part of the project, ten training conferences were prepared by the Prevention Department of the Voivodship Police Constabulary in Krakow together with the Marshal Office of the Malopolska and the Research Institute "Science and Academic Computer Network". Policemen from Police Commissariats - Poviat / District Police Headquarters and from the Voivodship Police Constabulary (juvenile and district specialists) participated in these conferences, and their aim was to improve professional and didactic competences implementing the policemen project - almost 100 policemen participate in the training each year.
The project also implemented three advertising spots addressed to students, as well as to parents and teachers. The policemen implementing the project joined in their preparation. The spots were broadcast on public transport in Krakow, in some of the cinemas before film screenings, and are used by police officers as auxiliary material during meetings with children and their parents.
Policemen conduct meetings with children, during which they use the preventive and educational materials developed by NASK, including: "Adventures of Plik's and Folder" for children, brochure "Excessive use of computer and Internet by children and young people", Leaflet, poster, guide and the brochure "Controlled purchase", film and audiobook "The Adventures of Plik's and Folder on the Web", the educational package "Become your child's friend", the film "Sheep in the Net"
As part of the project, on September 20, 2013, the Declaration on cooperation was signed between the Marshal's Office and the Voivodship Police Constabulary in Krakow, updated on January 29, 2014 with a Declaration on cooperation between the Board of the Malopolska Province, and Voivodship Police Constabulary in Krakow and the Krakow Academy. The inclusion of the academic environment in the project is aimed at ongoing monitoring and evaluation of the project in terms of defining the directions of its development in the following years. After more than two years of implementation of the above-mentioned project the university "left" the project.
The project enjoys a very good reception especially in the group of parents, which is a phenomenon of previous preventive activities carried out in the area of safety of children and teenagers.
8. Project objectives
One of the main goals of the project is to show how to use the Internet efficiently and safely, how to respond to online threats and how to avoid it. Our activities are aimed at limiting the occurrence of cyberbullying among children and youth and related cyber threats, as well as exposing children and young people to victimization in the online space.
Another of the important goals is to for teachers, pedagogues, psychologists and parents and guardians of children and youth with knowledge and competences that allow to recognize and counteract cyberbullying and cyber threats.
Children and teenagers were covered by multi-segment training at various stages of their educational process. Parents and teachers familiarized with the created "Procedures" for dealing with the perpetrator, victim of cyberbullying, as well as methods of securing "cyberevidence".
New preventive goals related to emerging cyber threats are set, i.e. Blue Whale Challenge, Momo doll, etc.
9. Project outcome
From the beginning of the project "Threats on the Web - prevention, response", the policeman met with:
* 372930 students (11424 meetings)
* 61440 parents and guardians (1407 meetings)
* 30201 teachers, educators and psychologists (7380 meetings).
In 2018 as part of the project, police officers visited 1204 primary schools, in which they met with
72 412 students (2 228 meetings), 10 545 parents (159 meetings) and 5 780 teachers and pedagogues (1 714 meetings).
And apart from, the policeman in the implementation of the above project, they reached with its assumptions for kindergartens, junior schools, high schools, technical schools, as well as parents, guardians and teachers of children and youth attending the 409 aforementioned. institutions. In 2018, policeman officers met during 655 meetings with 22 240 students (children and youth), 45 meetings with 2,110 parents (carers, seniors), 478 meetings with 2099 teachers (pedagogues).
10. Start and end project, timescales and key milestone dates
The project implementation began in the fourth quarter of 2012. The project is being implemented at the time, to date, due to the great interest it enjoys and the emerging new threats - challenges in the world of on-line as well as off-line .
11. Funding (total budget and type of funding (e.g. ISEC, EUCPN Fund,...)
The project is financed by the Marshal's Office of the Lesser Poland. In the Office's budget so far, it was about PLN 200,000.
12. Evaluation
Evaluation of the project "Threats in the Network - Prevention, Response" is planned for the years 2019/2020.
13. Contact details project
Voivodship Police Constabulary in Krakow, Prevention Department
31-571 Kraków, ul. Mogilska 109
Tel. +48 12 61 54 800
Fax. + 48 12 61 54 818
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Understanding Your Child's Confidential Student Report (CSR)
A Guide for Parents
*Assessments available in Spanish.
**Linguistically accommodated version (STAAR L) available.
WHAT IS STAAR?
The State of Texas Assessments of Academic Readiness (STAAR ® ) is the testing program for students in Texas public schools. The assessments are based on the Texas Essential Knowledge and Skills (TEKS), the state-mandated curriculum. The curriculum contains the content and skills students need to learn in order to be successful in the current grade and to make academic progress from year to year. Each STAAR assessment measures what students are learning in a specific grade. STAAR L is a version of STAAR for students who are learning English. STAAR L uses linguistic accommodations to help students understand the language of the tests so that they can demonstrate their knowledge and skills. STAAR A is an online accommodated version of STAAR. It provides embedded supports designed to help students with disabilities access the content being assessed.
WHAT IS THE PURPOSE OF THIS PARENT GUIDE?
Every child who takes a STAAR test gets a report showing his or her test results. This report is called the Confidential Student Report, or CSR for short. Carefully reviewing your child's test results can help you identify where your child is doing well and where he or she may need to improve.
This parent guide is based on a sample CSR for grade 4. You will notice that the grade 4 CSR on the next page shows test results for three subject areas: reading, mathematics, and writing. If your child took these subject-area tests at a different grade, his or her results will be reported in the same way as they are at grade 4. If your child took a science or social studies test, his or her test results will be reported in a similar way as the results for reading and mathematics. So no matter what grade your child is in, this grade 4 sample report will help you understand your child's actual test results.
WHAT ARE THE PERFORMANCE LEVELS FOR STAAR?
The STAAR assessments have three categories for performance—Level III: Advanced Academic Performance, Level II: Satisfactory Academic Performance, and Level I: Unsatisfactory Academic Performance. Your child's performance level is indicated for each assessment he or she took.
If your child's report shows a "YES" under Level III: Advanced, he or she performed at a level that is well above passing. Performance in this category indicates that students are well prepared for the next grade and are highly likely to be successful in that grade.
If your child received a "NO" under Level III: Advanced, but a "YES" under Level II: Satisfactory, he or she performed at a level that is at or above passing. Performance in this category indicates that students are sufficiently prepared for the next grade and are likely to be successful in that grade. However, students in this category may need some additional instruction focused on the content and skills that were difficult for them.
If your child's report shows a "NO" under Level II: Satisfactory, he or she performed at a level that is below passing. Performance in this category indicates that students are not adequately prepared for the next grade and are not likely to succeed in that grade without significant and ongoing instructional support.
Explanation of Results
A Student's Scale Score
This is your child's scale score, which shows his or her performance on the test. The STAAR scale score lets you compare your child's score with the Satisfactory and Advanced performance levels. The scale score indicates how far above or below these performance levels your child's achievement is.
B Level II: Satisfactory and Level III: Advanced
To the right of the scale score, the "YES" or "NO" shows whether your child achieved Level II: Satisfactory or Level III: Advanced on the test.
C Test Information
This column shows whether your child took a specific version of a STAAR test. Different letters indicate different versions: s for STAAR Spanish, l for STAAR L, a for STAAR A, and b for braille. If there is not a letter in this column, your child took the general version of the STAAR assessment.
D Progress Measure
The STAAR Progress Measure gives you information about how much your child has improved in a subject area. For reading and mathematics, this measure is based on a comparison of your child's score last year with his or her score this year. For English language learners, an English Language Learner (ELL) Progress Measure is reported. This progress measure provides information about whether your child has made progress toward passing STAAR. The ELL progress measure is based on your child's level of English language proficiency and the amount of time he or she has attended school in the United States. This measure will help you better understand whether your child is making reasonable progress in acquiring on-grade-level academic skills based on his or her English proficiency and schooling. For more information about the STAAR and ELL progress measures, contact your child's school or visit TEA's website at http://tea.texas.gov/Student_ Testing_and_Accountability/Testing/State_of_Texas_Assessments_ of_Academic_Readiness_(STAAR)/Progress_Measures/.
E Scale Score Bar
I Percent Correct
This bar shows how well students could perform on the test. The arrow shows where your child actually performed on the test. The scores needed to achieve Level II: Satisfactory and Level III: Advanced are also marked on the scale score bar.
F Reporting Categories
The content and skills tested on each STAAR assessment are grouped together. Each group is called a reporting category. The categories for each subject are listed in this column.
G
Items Correct and Items Tested
The Items Correct column shows the number of questions your child answered correctly for each reporting category. The Items Tested column shows the total number of questions tested for each reporting category.
H Lexile Measure
A Lexile measure is reported for students who took grade 3-5 reading tests in English and grade 3-4 reading tests in Spanish. The Lexile measure represents both the complexity of a text, such as a book or article, and an individual's reading ability. The purpose of the Lexile measure is to appropriately match readers with books.
The shaded bars show the percentage of questions your child answered correctly for each reporting category.
J Writing Performance Results
On the writing test, your child wrote one composition and answered multiple-choice questions related to revision and editing. In addition to the number and percent of multiple-choice questions your child answered correctly, your child's score on the composition is shown. For the written composition section of the writing results, the first column lists the composition your child wrote. The second column shows the points your child earned on the composition. The third column shows the total points possible on the composition. The final column describes the rating score, showing the level of writing performance your child demonstrated on the composition.
K Student Data Portal
Through the student data portal, parents and students can access assessment information across test administrations and years. You may access the portal by using the web address and student access code that are listed at the bottom of your child's actual test report.
112975-112975 • Unlweb_ACC516
Copyright © 2016, Texas Education Agency. All rights reserved.
Date of Birth: 12/15/00
District: 999-999 DISTRICT NAMEXX
Report Date: JUNE 2016
Date of Testing: SPRING 2016
Student ID (PEIMS): *****9999
Campus: 001 CAMPUS NAMEXX
Local Student ID: 999999999
Class Group: CLASS GROUP NAME
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February 2020
Dear Parents
We hope you had a restful half term and are looking forward to the exciting adventures the children are going to be having in Term 4. As mentioned in Mrs Gore's letter regarding the changes to the curriculum on offer at The Croft, the Hedgehog class will be undertaking a pilot enquiry for their learning this term.
There are three main drivers that will be shaping the curriculum on offer at The Croft and they cover:
Head: National Curriculum knowledge and skills
Heart: A global theme
Hand: How to communicate this to the world
Our National Curriculum (Head) knowledge and skills were shared with you last term in the topic web and we will be continuing to cover these important aspects in the children's learning. We will also be including some interesting elements that require the children to think about aspects of the world and how to communicate these to those around us. The children will be looking at the global theme (Heart) of social justice where we will be considering the concept of rich and poor. In this instance, this will be a metaphorical concept in terms of being 'rich or poor' in knowledge about caring for some of the endangered species of the world and understanding our responsibility to protect them. We will be inviting some representatives from a local animal charity to come and talk to the children about the work they do. The children will then share with you (Hand) all the things they have learnt this term in a celebration afternoon on Wednesday 1 st April. They will be writing to you themselves to invite you, but we felt it prudent to give you some prior warning.
We will be continuing with our outdoor learning sessions on Wednesday 4 th March and Wednesday 18 th March. If you have any small, clean yogurt pots that you could send in for these sessions then that would be super.
The children will continue to learn their spellings ready for a test on Mondays and the words have been sent home this week. For Y2 children, they could also be learning facts from the 2, 5 and 10 x table. This will support the work they have been doing in class. Thank you for listening to your children read regularly and please continue to do so as this really makes a difference. If you are able to come in and listen to children read, then please let us know as this is extremely helpful.
If you have any questions, then please feel free to contact us.
Many thanks
Kathy Donaldson and Vicki Gunn. | <urn:uuid:39d61347-d77c-4ef0-b8c3-47b690a5810d> | CC-MAIN-2022-05 | http://www.croft.gloucs.sch.uk/uploads/files/Curriculum/February%202020%20letter%20to%20parents.pdf | 2022-01-18T23:03:07+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00277.warc.gz | 80,497,524 | 517 | eng_Latn | eng_Latn | 0.999233 | eng_Latn | 0.999233 | [
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INTERNET USAGE POLICY
An Internet Usage Policy provides students with rules and guidelines about the appropriate use of the school equipment, network and Internet access; having such a policy in place helps to protect both the school and the student.
This Internet Usage Policy applies to all students of SISFU who have access to computers and the Internet to be used in the performance of their work. Use of the Internet by students of SISFU is permitted and encouraged where such use supports the goals and objectives of the school. However, access to the Internet through SISFU is a privilege and all students must adhere to the policies concerning computer and Internet usage. Violation of these policies could result in disciplinary action. Students may also be held personally liable for damages caused by any violation of this policy.
I. Computer and Internet Usage
A. Students are expected to use the Internet responsibly and productively.
B. School-related activities include research and educational tasks that may be found via the Internet that would help the student academically.
C. All Internet data that is composed, transmitted and/or received by SISFU's computer systems is considered to belong to SISFU and is recognized as part of its official data. It is therefore subject to disclosure for legal reasons or to other appropriate third parties.
D. The equipment, services and technology used to access the Internet are the property of SISFU and the school reserves the right to monitor Internet traffic and monitor and access data that is composed, sent or received through its online connections.
E. Emails sent via the schools' email system should not contain content that is deemed to be offensive. This includes, though not restricted to, the use of vulgar or harassing language/images.
F. All sites and downloads may be monitored and/or blocked by SISFU if they are deemed to be harmful and/or not productive to the student.
G. The installation of software such as instant messaging technology is strictly prohibited unless required in class.
II. Unacceptable Use of the Internet by Students includes, but not limited to:
A. Access to sites that contain obscene, hateful, pornographic, unlawful, violent or otherwise illegal material.
B. Sending or posting discriminatory, harassing, or threatening messages or images on the Internet or via SISFU's email service.
C. Using computers to perpetrate any form of fraud, and/or software, film or music piracy.
D. Stealing, using, or disclosing someone else's password without authorization
E. Downloading, copying or pirating software and electronic files that are copyrighted or without authorization.
F. Sharing confidential material, trade secrets, or proprietary information outside of the organization.
G. Hacking into unauthorized websites.
H. Sending or posting information that is defamatory to the school, its products/ services, colleagues and/or customers.
I. Introducing malicious software onto the company network and/or jeopardizing the security of the organization's electronic communications systems.
J. Sending or posting chain letters, solicitations, or advertisements not related to the schools' purposes or activities.
K. Passing on personal views as representing those of the organization.
L. Uploading pictures/ videos/ comments that may implicate or tarnish the reputation of the school or its personnel.
All terms and conditions as stated in this document are applicable to all users of SISFU's network and Internet connection. All terms and conditions as stated in this document reflect an agreement of all parties and should be governed and interpreted in accordance with the policies and procedures mentioned above. Any user violating these policies is subject to disciplinary actions deemed appropriate by SISFU.
Policy to regulate the use of electronic gadgets and other related devices
Section 1. It shall be prohibited for any student, not being authorized by their professor to use any electronic gadget and other device such as iPod, iPhone, mobile phone, laptop computer, portable PlayStation, camera or any other similar electronic device including its accessory while and during class session.
Section 2. Any student who willfully or knowingly does or who shall aid, permit, or cause to be done any of the acts prohibited in the preceding section or who violates the provisions of the following sections, or aids, permits, or causes such violation shall be subjected to disciplinary action provided for in the next paragraph.
Confiscation of School ID of the student; The ID of the erring student shall only be released upon payment of a fine amounting to Three hundred (300.00) pesos in Philippine Currency coupled with satisfactory explanation by such student to the Head of School. This section shall not apply in cases provided for under Section 6 of this Policy.
Section 3. Nothing contained in this Policy, however, shall render punishable for any student, who is authorized by their professor, to execute any of the acts declared to be prohibited. The authority or permission granted or issued by the professor shall specify: (1) the student or students who will be allowed to use their electronic device; (2) the period of the authorization; (3) the scope of authorization and; (3) the electronic device to be allowed.
Section 4. Using of electronic device for any purpose, other than what has permitted by the professor shall also be a violation under this Policy.
Section 5. Using of Mobile phones by the students for any purpose shall be prohibited during class session. All students must turn off or otherwise put their mobile phone on "silent mode" during class session.
It shall be prohibited for any student to have mobile phones or any similar device in their possession while on duty, whether in the kitchen, restaurant training room, office or any other event or activity facilitated by SISFU, except as provided for under section 3 thereof.
Section 6. Using of electronic gadget or any other electronic device during examination shall be a prima facie evidence of cheating and shall be punishable under other related policy of the University regarding cheating. | <urn:uuid:5de7081f-7efb-4d09-b99b-475427c99917> | CC-MAIN-2022-05 | https://sisfu.edu.ph/images/Articles/2017Articles/files/Handbook/4-Internet-Usage-Policy-SISFU-Handbook17-18.pdf | 2022-01-18T22:51:42+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00276.warc.gz | 534,548,880 | 1,184 | eng_Latn | eng_Latn | 0.995893 | eng_Latn | 0.997158 | [
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Elementary School Age Children and Their Vision
The majority of vision development occurs in the first few years of life. The older a child is at the time of diagnosis, the more difficult it may be to correct issues of ocular development.
Should my child have a vision test?
All children should have a comprehensive eye examination by kindergarten entry.
Children may not know that they have a vision problem. Changes in a child's vision happen very slowly. A child may think that everyone else sees the same way.
Vision problems often have a family history. If you know of vision problems in your family, your child's eyes should be examined by an eye doctor (optometrist or ophthalmologist), especially if you notice any concerns.
Some conditions can result in permanent vision damage if they are not corrected early:
- Crossed eyes (strabismus) is a condition where the eye muscles point one or both eyes in the wrong direction
- Lazy eye (amblyopia) is a condition where the vision in one eye is weaker than the other eye. The child's brain ignores the weak eye and uses the strong eye to see. If untreated, the child's brain develops a clear picture in the good eye and a blurry picture in the weak eye
What are some vision concerns and their symptoms?
Your child should see your family health care provider or eye doctor if you notice any of these signs or symptoms:
- Blurred vision
- Headaches
- Red, itchy or watery eyes or discharge
- Squinting or rubbing the eyes
- Excessive blinking
- Difficulty finding or picking up small objects
- Covering or closing one eye
- Drooping upper eyelid
- Tilting or holding the head in an unusual position
- Holding objects too close
- Eyes appear crossed or turned
-
Reading or watching screens very closely
- Avoiding activities needing distance vision
- Trouble focusing or making eye contact
- Difficulty following objects or people
- Poor performance in school or lack of concentration
- Lack of coordination or clumsiness in physical activities
How can I help to prevent eye injuries for my child?
You can reduce the risk of eye injuries and increase eye safety for children.
- Teach children to play safely with toys and games
- Take rest breaks to avoid eye strain while doing close up activities, such as using a computer or tablet, playing video games, or
watching television. These activities can decrease the natural blink reflex and cause irritated, red, or dry eyes
- Provide an area for homework that has even lighting and does not have glare or reflections. Children should take regular breaks to rest their eyes when reading
- Teach children not to walk or run while carrying sharp objects. Objects, such as pencils, keys, umbrellas, scissors, lollipop sticks, uncooked spaghetti, drinking straws, or pieces of wire, can cause an eye injury
- Teach children to sit at least 3 metres (8 to 10 feet) away from the television screen. Place the television in a spot that reduces glare or use soft lighting
What about wearing sunglasses and other types of protection?
Ultraviolet (UV) rays from the sun can cause eye damage, as well as harm the skin.
Sunglasses are recommended for children and adults. To protect eyes, sunglasses should:
- Have large lenses and a wraparound design, fully covering the eyes
- Fit well and be comfortable
- Have labels with 99 to 100 per cent UVA and UVB protection
- Not have cord or string attachments. Cord and string attachments are not recommended due to the risk of strangulation. If a cord or string attachment is used, it should come off easily if pulled
If your child wears corrective lenses or glasses, make sure they have UV protection.
Hats that shade the face and eyes may provide better sun protection. Hats can be easier for children to keep on than sunglasses. Children should wear hats when playing in the sun to prevent sunburn and any harm to their eyes.
Could my child be colour blind?
Some children, males more often than females, have trouble seeing certain colours. They can see colours, but the spectrum they can distinguish is less than people without colour deficiency. Some colours can look the same and be harder to tell apart, such as the difference between certain shades of red and green.
Your child can have a simple colour vision test by an eye doctor to check for any concerns. This can help you understand and deal with any problems your child may have in learning situations that involve colours.
For More Information
For more information, see:
- HealthLinkBC File #11 Ultraviolet Radiation
- HealthLinkBC File #53a Young Children and Their Vision
For more information on vision screening, contact your local public health unit.
To find an optometrist in your area, contact the BC Doctors of Optometry at 604 737-9907 or toll-free 1 888 393-2226, or visit https://bc.doctorsofoptometry.ca/. | <urn:uuid:1e741d4b-c7db-46d5-ae8e-fd9a2b1dff49> | CC-MAIN-2022-05 | https://www.healthlinkbc.ca/sites/default/files/documents/hfile53b_0.pdf | 2022-01-18T23:00:00+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00278.warc.gz | 776,394,940 | 1,019 | eng_Latn | eng_Latn | 0.997969 | eng_Latn | 0.998034 | [
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Commissioners Kyriakides and Wojciechowski European Commission B-1049 Brussels, Belgium
Agriculture and/or Health ministers of the European Member States Chief Veterinary Officers of the Member States
No Animal Transports During High Temperatures
Dear Commissioners Kyriakides and Wojciechowski, dear Agriculture and/ or Health Ministers of the European Member States, dear Chief Veterinary Officers of the European Member States,
'No animal transports if it's too hot, otherwise it is a clear violation of animal welfare' – this is last years' statement of the German Agriculture Minister Julia Klöckner 1 . Measures in this direction were taken by some German federal states and by several EU member states.
These measures, as halting exports to Turkey, are very welcome steps into the right direction to ensure compliance with Council Regulation EC 1/2005 and to improve animal welfare during transport.
Yet, more is needed. High temperatures are one of the main causes of animal welfare problems during journeys 2 . Heat stress causes severe suffering to the animals.
Transport in extreme heat is still an unsolved problem, thirteen years since the Council Regulation (EC) No 1/2005 on the protection of animals during transports 3 came into force. This has repeatedly been detected by European Commission's fact-finding missions and NGOs working in this field and is recognised by the European Parliament in its implementation report 4 .
Stringent measures are needed to counteract this and finally improve the situation for animals transported in summer. Firstly, article 1(3) of the regulation allows member states to adopt any stricter national measures aimed at improving the welfare of animals during transport. This option
1 BMEL, 14.07.2019; https://www.bmel.de/SharedDocs/Pressemitteilungen/DE/2019/154-tiertransporte.html
3 Hereafter "the regulation"
2 DG(SANTE)2019-6834; Overview report on welfare of animals exported by road
4 2018/2110(INI); Report on the implementation of Council Regulation No 1/2005 on the protection of animals during transport within and outside the EU
Please reply to: Animals' Angels e.V. Irene Weiersmüller Rossertstraße 8 60323 Frankfurt firstname.lastname@example.org
15.05.2020
should be applied by the member states for short-distance transports, where no temperature limits are laid down, and for sea transports departing from the territory of a member state.
Secondly, the legally permitted temperature limit within the animal compartments of 5- 30°C for long-distance transports must once-for-all be fully enforced. The temperature requirements are applicable for all long-distance transports, within and leaving the EU. It is common knowledge that temperatures in the northern hemisphere by far exceed the 30°C benchmark during summer. Australia has reacted accordingly and prohibited exports of sheep during a fixed timeframe, to reduce the risk of heat stress 5 . It is embarrassing that the EU, which boasts itself with world-best animal welfare standards, is lagging behind.
Extremely high temperatures are reached also inside the EU. For example, last July, pigs were transported from Spain to Italy even during outside temperatures of 36.5°C, with hindered ventilation and limited access to water. The heat susceptible animals were suffering severe heat stress. 6 A total of more than 107'000 pigs 7 were transported from EU Member States to Italy in August 2019, despite temperatures exceeding the 30°C benchmark on 27 days out of 31 8 .
Temperatures of up to 40°C did not hinder the transports of sheep to Greece neither. Last year, the teams of Animals' Angels observed their alarming transport conditions. Sheep were found in severe heat stress, panting, thirsty, exhausted, or even in death throes on a boiling hot metal floor 9 . Over 150'000 animals were exposed to this high risk of heat suffering in July and August 2019 10 .
It is the duty of all member states to pay full regard to animal welfare when formulating and implementing agricultural and transport policies, acc. to Article 13 of the TFEU. It is furthermore the responsibility of all member states to implement the European transport regulation and on the European Commission, to ensure the member states' effective enforcement. To date, neither is the case when it comes to (i.a.) transports of live animals during high temperatures.
We believe it is high time to act for all member states. It is long overdue to halt exports of live animals (at least) during summer, yet not enough.
Policies should be established to prevent mass-transportation of live animals during summer. Now, measures should be implemented to ensure that animals are not exposed to heat suffering.
Specifically, long-distance transports should not be authorized if temperatures are likely to be above 30°C even only in parts of the transport- route
Slaughterhouses should be reminded to adapt the delivery times of the animals to the morning hours. Under no circumstances should animals have to remain on transports parked on abattoir areas under scorching heat
Short-distance transports must be planned carefully and carried-out in the cooler night and early morning only
Importing countries also share responsibility! In communication with exporting countries it must be ensured, that animals are not imported in times of high temperatures
5 https://www.agriculture.gov.au/export/controlled-goods/live-animals/livestock/information-exportersindustry/sheep-to-middle-east
7 Acc. to Eurostat, extracted on 15.05.2020
6 Animals' Angels, July 2019
8 In Bologna Italy, acc. to weather data collected by www.timeanddate.com
10 Transports of ovine and caprine from EU MS to Greece, acc. to Eurostat, extracted on 15.05.2020
9 Animals' Angels, July and August 2019; Transports of live animals by land during high temperatures, from Romania to Greece and Albania, Parts 1 and 2
We call on you to perform your responsibility and act within your means before summer
Yours sincerely
ANDA, Alberto Díez Michelena, Director Animals' Angels, Julia Havenstein, Chairwoman Animals' International, Gabriel Paun, EU Director Animal Welfare Foundation, Iris Baumgärtner, Vice-Chair Compassion in World Farming, Peter Stevenson, Chief Policy Advisor Eyes on Animals, Lesley Moffat, Director GAIA, Ann De Greef, Director Svenska Djurskyddsföreningen, Johan Beck-Friis Tierschutzbund Zürich, Iris Baumgärtner, Vice-Chair Welfarm, Ghislain Zuccolo, Director. | <urn:uuid:29b052e8-e1a0-446c-8e4c-3e5ba014c9f3> | CC-MAIN-2022-05 | https://www.tierschutzbund-zuerich.ch/files/downloads/Gemeinsamer_Brief_Tiertransporte_Sommerhitze_AWF_TSB.pdf | 2022-01-18T22:08:56+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00278.warc.gz | 969,913,434 | 1,403 | eng_Latn | eng_Latn | 0.885961 | eng_Latn | 0.992798 | [
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0540 Secretary of the Natural Resources Agency
The mission of the Natural Resources Agency is to restore, protect and manage the state's natural, historical and cultural resources for current and future generations using creative approaches and solutions based on science, collaboration and respect for all involved communities. The Secretary for Natural Resources, a member of the Governor's Cabinet, sets the policies and coordinates the environmental preservation and restoration activities of 26 various departments, boards, commissions, and conservancies, and directly administers the Sea Grant Program, California Environmental Quality Act, and River Parkways.
The Natural Resources Agency consists of the departments of Forestry and Fire Protection, Conservation, Fish and Wildlife, Parks and Recreation, and Water Resources; the State Lands Commission; the Colorado River Board; the San Francisco Bay Conservation and Development Commission; the Energy Resources Conservation and Development Commission; the Wildlife Conservation Board; the Delta Protection Commission; the California Conservation Corps; the California Coastal Commission; the State Coastal Conservancy; the California Tahoe Conservancy; the Santa Monica Mountains Conservancy; the Coachella Valley Mountains Conservancy; the San Joaquin River Conservancy; the San Gabriel and Lower Los Angeles Rivers and Mountains Conservancy; the Baldwin Hills Conservancy; the San Diego River Conservancy; the Sierra Nevada Conservancy; the Sacramento-San Joaquin Delta Conservancy; the Native American Heritage Commission; the California Science Center, and the Special Resources Program.
The 2013-14 Governor's Budget proposes to consolidate oversight of ocean protection functions within the office of the Secretary of the Natural Resources Agency to improve the efficiency and coordination of this effort. Therefore, the Ocean Protection Council, which was formerly administered by the State Coastal Conservancy, is now included here. The mission of the California Ocean Protection Council is to ensure that California maintains healthy, resilient, and productive ocean and coastal ecosystems for the benefit of current and future generations. The Budget also reflects the transfer of the California Science Center from the State and Consumer Services Agency to the Natural Resources Agency in 2013-14, as the Science Center's mission more closely aligns with that of this agency.
3-YR EXPENDITURES AND POSITIONS
LEGAL CITATIONS AND AUTHORITY
DEPARTMENT AUTHORITY
Government Code Sections 12800, 12801, 12802.5, 12805, 12807-12810, 12850-12850.7, 12851-12855. Public Resources Code Sections 32300, 36000, 85000.
Workload Budget Adjustments
Workload Budget Change Proposals
2012-13*
2013-14*
PROGRAM DESCRIPTIONS
10 - Administration of Natural Resources Agency
The Natural Resources Agency sets the policies and coordinates the environmental preservation and restoration activities of 26 various departments, boards, commissions, and conservancies, and directly administers the Sea Grant Program, California Environmental Quality Act, River Parkways, and the Sierra Nevada Cascade grant programs.
EXPENDITURES BY CATEGORY
DETAIL OF APPROPRIATIONS AND ADJUSTMENTS
1 STATE OPERATIONS
* Dollars in thousands, except in Salary Range.
2011-12*
2012-13*
2013-14*
1 STATE OPERATIONS
2011-12*
2012-13*
2013-14*
0140 California Environmental License Plate Fund
1 STATE OPERATIONS
2011-12*
2012-13*
2013-14*
2 LOCAL ASSISTANCE
2011-12*
2012-13*
2013-14*
Item 0540-101-6015, Budget Act of 2002, as reappropriated by Item 0540-490, Budget Acts of
$255
$68
$-
CHANGES IN AUTHORIZED POSITIONS | <urn:uuid:be023dfb-06cb-48ab-ab7d-73f2af53b658> | CC-MAIN-2022-05 | https://www.ebudget.ca.gov/2013-14/pdf/GovernorsBudget/0010/0540.pdf | 2022-01-18T22:17:31+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00278.warc.gz | 726,274,944 | 775 | eng_Latn | eng_Latn | 0.509072 | eng_Latn | 0.861388 | [
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Name: ____________________________________________ Date: _____________________
Introduction to the Eyes — Eye-Opening Questions
Circle the correct answer, below, based on what you already know about human eyes.
1. What percent of what we perceive and remember comes from our eyes?
A. 10%
B. 25%
C. 50%
D.
80%
2. An adult eye is about ____ inch in diameter and contains about ____ photoreceptors (light-sensitive cells).
A. 5, 100
B. 1, 10
C. 1, 12 million
D. 5, 1 million
3. Our eyes can adjust their focus…
A. in about 10 seconds.
B. in 1 minute.
C. about as fast as a digital camera.
D. instantaneously.
4. How do our eyes adjust to different light levels?
A. Our pupils contract (become smaller) in bright light and dilate (become larger) in darker settings.
B. We automatically adjust our eye lids to cover our pupils so that they only let in the right amount of light.
C. There is only one brightness of light so our eyes do not need to adjust.
D. Our eyes release a chemical that acts like sunglasses to shade us from bright light.
5. Our eyes actually perceive images up-side down and then they are flipped by our brain to make sense.
A. True
B. False
6. What allows our eyes to see at night (in very low-light levels)?
A. We have reflectors in our eyes that bounce light around and amplify it.
B. We have 130 million rods (light-sensitive cells).
C. Our brain makes up images at night, based on what we have seen during the day.
D. We have 6-7 million cones (color-sensitive cells).
7. What are the three primary colors of light (you can make all colors from these three)?
A. Red, blue, yellow
B. White, black, grey
C. Red, blue, green
D. Blue, yellow, green
How many times a day do we blink?
A. 24 (once an hour)
B. 3,600 (once a minute)
C. 86,400 (once a second)
D. 12,000 (once every five seconds)
9. How can we see in 3-D and interpret how far an object is from us?
A. Our eyes are both on the same side of our head.
B. We have sonar (bounce sound signals off of objects to interpret distance).
C. We can judge an object's distance based on how fast it is moving.
D. Each eye has the ability to measure the distance to an object when it sees it.
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NEWS RELEASE
FOR IMMEDIATE RELEASE
DATE: August 24, 2015
CONTACT:
Sara Farris 303-252-3017 303-601-7577 (cell) email@example.com
North Metro Fire Changes Car Seat Inspections to First, Third Saturday
Broomfield/Northglenn, CO — Beginning September 5, North Metro Fire Rescue District will offer free car seat inspections by appointment on the first and third Saturday of every month in order to better accommodate working residents. The inspections were previously held on Wednesdays, but will solely be held on Saturdays starting in September.
"Every year, we respond to numerous auto accidents involving children. One of the best way parents can help keep their children safe while in the car is by having a properly installed and fitted car seat," said North Metro Fire's Steve Gosselin, Division Chief of Fire Prevention.
Automobile accidents are the leading cause of accidental death in children under the age of 14. However, having a properly fitted car seat reduces the risk of fatal injury by 71 percent for infants and by 54 percent for toddlers (Source: National Highway Traffic Safety Administration).
Parents, grandparents and caregivers are encouraged to make an appointment to ensure their car seat is properly installed and fitted to the child by a certified child passenger safety technician. Car seat inspections are free to all North Metro Fire residents and are available from 9 a.m. to noon at both a Broomfield and a Northglenn fire station. Residents can schedule their car seat inspection by calling North Metro Fire's Headquarters at 303-452-9910.
Safety Tips for Parents
According to the law, every child under 8 years of age shall be properly restrained in a child restraint system based on the manufacturer's instructions. A child's height, weight and age are important factors that guide which type of restraint is appropriate to use. All children under the age of one should be in a rear-facing car seat in the back seat of the vehicle. While children should remain in a rear-facing car seat for as long as possible for the best protection, parents can transition to a forward-facing car seat once the child exceeds the height or weight limit in their rear-facing car seat.
Once a child outgrows a car seat, he or she is ready to transition to a booster seat. Children ages 4 to 7 and less than 4'9" tall who use booster seats are 45% less likely to be injured in a crash compared children who are restrained only by seat belts (Source: Colorado Dept. of Transportation). By properly following the instructions for the car seat or booster as well as child safety laws, parents can better protect their children from injury while in the car.
Online Help
Additionally, there are several great resources online to help parents choose the right car seat or booster for their child and to learn about additional safety measures when in the car. Check out these federal and state resources:
www.carseatscolorado.com www.safercar.gov/parents/
# # #
North Metro Fire Rescue District
North Metro Fire Rescue District is dedicated to providing quality service to its residents through fire protection, emergency medical services, hazardous materials response and specialized rescue. Formed in 1946, the district now covers 63 square miles with a population of approximately 111,000 people including the City and County of Broomfield, the City of Northglenn and unincorporated areas of Boulder, Adams, Weld and Jefferson Counties. | <urn:uuid:f677e15d-0d1b-45f0-8f94-51a4fbe0435b> | CC-MAIN-2017-17 | http://northmetrofire.org/wp-content/uploads/2013/01/CarSeatChanges8.24.15.pdf | 2017-04-26T02:07:09Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00381-ip-10-145-167-34.ec2.internal.warc.gz | 290,385,569 | 712 | eng_Latn | eng_Latn | 0.995541 | eng_Latn | 0.997936 | [
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POETS GOING PUBLIC
Creative _expression is the need of their souls
By ERIKO ARITA
Staff writer
Reciting in a rap rhythm, a young man read his poem in a low, strong voice as 10 others around him listened intently.
"As the world's only country that experienced the atomic bomb, we should have taken action. But someone pushed Bush!," the 19-year-old shouted. "So now the light of hope is very small, and the world is a ship named Small Lake, tied to the land with a chain, and still, bright deep-red blood flows from heads.''
Speaking afterward at Open Mic Up!, a monthly poetry reading event at the Mr.Friendly Daily Store cafe in Tokyo's Daikanyama district, the impassioned university
A student who goes by the pen name Inha reads his work aloud at an Open Mic Up! poetry-reading event at a cafe in Toyko's Daikanyama district.
student whose pen name is Inha said he wrote the poem with the 9/11 attacks, the war in Iraq and his memories of a high-school trip to Hiroshima in mind.
At that meeting last month, of the 11 men and women present, aged from their teens to fortysomething, eight read aloud poems they'd written on topics drawn not only from world events, but from impressions of nature and their love of family as well.
Tetra Tanizaki, a scriptwriter who is one of the organizers of Tokyo Poetrical Movement, said the group launched the event in February 2005 to provide a forum in which ordinary people could express themselves to others through their poems.
Chisato Daigo reads a poem about her children at an Open Mic Up! event in Tokyo.
Stressing that poetry should not be regarded as a special art that is the exclusive preserve of professional poets to write and enjoy, Tanizaki said that "anybody who reads their poem becomes a poet." Just as U.S. Beat poets from the 1950s, such as Allen Ginsberg would often stage poetry-readings in cafes or parks, Tanizaki said similar events started in Japan in the '90s and have become increasingly popular in recent years.
Another sign of that is Shinjuku Spoken Words Slam, a poetry and rap event that's been held every Friday in Tokyo since February 2003. Inko
Saito -- who started the Slam and was one of those at Open Mic Up! -- said she got the idea for her event from the Nuyorican Poets Cafe in New York.
In the relaxed but enthusiastic settings of her Slams, Saito said new human channels can often open up, even for people who often felt isolated before. "I have seen youngsters who never really fitted in at school being warmly accepted by other participants," she said. "[And through sharing in the artistic activity,] they made friends."
But it's not only Japanese who are increasingly enjoying reading and listening to poetry, but foreign residents as well.
Last month, too, at a cafe called Yanakabossa in Tokyo's Taito Ward, French singer and auteur Pierre Barouh read his poems in French, one of which was about a couple on the point of breaking up:
"La nuit nous semble farouche, louche l'ombre de nos corps ... Nous n'avons rien a nous dire, pire nous sommes d'accord.''
Barouh, who played a role in the classic French movie "Un homme et une femme," and has directed a film on Brazilian musicians, told the 30-strong gathering that rhyme in poetry makes the art form into "music of words." Fittingly, his own delivery had been nothing if not musical.
But those challenged by French need not have worried, because a selection of his poems translated into Japanese by his Japanese wife were then read out by another performer named Yohani Kibe.
Kibe also read some poems that he had composed. One, titled "A Life Hanged by Night," was about a crow that he saw through a window of a train he was on one winter's day:
"The moment we stopped at a station, I noticed something twisting its body in the sky as I glanced through the window. I thought it was a piece of paper or cloth ... but it was a crow tangled up in an electric wire above a housetop, flapping its wings in vain.''
The next moment, Kibe said, the train started to move and the crow was gone from his view. "My heart was about to break, thinking of the lonely creature waiting to pass away, being hanged somewhere under this night sky," he said.
Among those present at Yanakabossa that day was Sakura Nagasaki, a 30-year-old housewife who said she very much enjoyed listening to the poets. "Poetry is art that consists of only words," she said, "but they can provoke the imagination of the audience about the content of the work."
Kibe, who is freelance writer, said he guesses that poetry readings are getting popular partly because many people nowadays must suppress their emotions and feelings at their workplaces, but they can find release through reading poetry out loud.
"I myself feel that expressing my ideas this way has a better effect on my mind and body than just writing sentences," Kibe said.
As relatively new as the poetry-performance trend may be, and despite the many younger people involved, others have been enjoying modern free-style poetry for decades.
In an event titled Library of Voice, at which established poets and writers read their works at the Museum of Modern Japanese Literature in Tokyo's Meguro Ward last month, most of the audience were in their 50s and above. One participant, award-winning 50-year-old Toshiko Hirata, read some of her works, including "Blue Umbrella named Jill," which spoke of her imagining her umbrella turned into a dog.
Referring to the growing popularity of poetry readings, especially among young people, Hirata said such youngsters are attracted by the extent to which they can express themselves in that way -- "in a similar way as blogs on the Internet . . . whether the content is sophisticated and artistic, or not."
Information (in Japanese) on upcoming poetry-reading events can be found on the Internet at www.poeca.net/ and also in the free newsletter Tokyo Reading Press, available at major bookstores in Tokyo. | <urn:uuid:5baf9b97-f9b0-4a7c-b93c-c333c1bcf72e> | CC-MAIN-2017-17 | http://www.geocities.jp/shicago3137/Japan.pdf | 2017-04-26T02:29:12Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00380-ip-10-145-167-34.ec2.internal.warc.gz | 554,542,611 | 1,310 | eng_Latn | eng_Latn | 0.99901 | eng_Latn | 0.999337 | [
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Disparities in Children's Health and Health Coverage
April 10, 2009
Minority children in the United States – Black, Latino, Asian, Pacific Islander, American Indian – are more likely to be uninsured than White children, adversely affecting their health, growth and development from before birth through adolescence and into adulthood.
Health Coverage and Health Status: Lack of access to health coverage helps explain some of the considerable racial and income disparities that can result in different life paths for our children from their earliest years.
* There are 9 million uninsured children in America – that's 1 out of every 9 children overall. But the disparities are great. 1 in 5 Latino children, 1 in 5 American Indian Children, 1 in 8 Black children, and 1 in 9 Asian/Pacific Islander children is uninsured, compared to 1 in 13 White children. 1
* While only a small percentage of all children in America are in fair or poor health, Latino and Black children are more than 4 times as likely as White children to be in only fair or poor health.2
Prenatal Care and Infant Mortality: Without health coverage, pregnant women are less likely to access or afford prenatal care and may not get the advice, examinations and screenings that could protect the health of both mothers and babies.
* Almost one in every four pregnant Black women and more than one in three pregnant Latina women is uninsured, compared with one in nearly seven pregnant White women. 3
* Babies born to Black mothers are more than twice as likely to die in the first year of life as White babies – 13.73 Black infant deaths per 1,000 live births compared with 5.73 for White infants.4
Oral Health: Many children in America, but especially low-income and minority children, grow up without basic dental care. For dental-related illness alone, children missed more than 51 million hours of school in one year.5
* Two-thirds of Black children and about 61% of Latino children report receiving preventive dental care, compared to three-quarters of White children.6
Asthma: Research shows Black children have a higher prevalence of asthma than White children at all income levels.
* Even after controlling for numerous factors, research has found that Black children are 20% more likely than White children to be diagnosed with asthma and to have had an attack in the prior year. 7
Lead Poisoning: Exposure to lead at any level can be harmful to a child's development, leading to learning disabilities, lowered I.Q., behavioral problems, stunted growth and hearing problems.
* Blood‐lead levels above 10 micrograms of lead are four times as common in Black children (3.5 percent) as in White children (0.9 percent). This disparity remains true in children with blood-lead levels at 5 micrograms of lead: 17% of Black children have elevated lead levels compared with 4% of White children. 8
Obesity: Obesity is increasing among all children, but it is most prevalent among Black and Latino children.
* One in four Black children ages 6 to 17 is overweight, compared with one in seven White children. 9 Among Black teenage girls ages 12 to 19, more than 40% are overweight or at risk of overweight. 10
* Clinic‐based reports and regional data suggest that Black and Latino children are also more likely to be diagnosed with type 2 diabetes.11
The Children's Defense Fund believes the best investment this country can make is to ensure that all children and pregnant women have access to affordable and comprehensive health coverage. Learn more about child health disparities at www.childrensdefense.org/healthdisparities
1 U.S. Census Bureau, 2007 Annual Social and Economic Supplement to the Current Population Survey. Calculations by the Children's Defense Fund, November 2008.
3 U.S. Census Bureau, 2007 Annual Social and Economic Supplement to the Current Population Survey. Calculations by the Children's Defense Fund, November 2008.
2 Bloom B, Cohen RA. Summary health statistics for U.S. children: National Health Interview Survey, 2007. National Center for Health Statistics. Vital Health Stat 10(239). 2009
4 U.S. Department of Health and Human Services, National Center for Health Statistics, National Vital
5 Kaiser Commission on Medicaid and the Uninsured. "Dental Coverage and Care for Low-Income Children: The Role of Medicaid and SCHIP" August 2007
Statistics Report, Vol. 56, No. 10, "Deaths: Final Data for 2005," (January 2008),Table 30.
6 Ibid
8 Federal Interagency Forum on Child and Family Statistics. America's Children: Key National Indicators of Well-Being, 2007.
7 McDaniel M, Paxon C, and Waldfogel J. "Racial Disparities in Childhood Asthma in the United States: Evidence from the National Health Interview Survey, 1997 to 2003." Pediatrics 2006: 117(5)
9 Federal Interagency Forum on Child and Family Statistics. America's Children: Key National Indicators of Well-Being, 2007. Table Health5 10
Geographic Characteristics: A Systematic Review and Meta-Regression Analysis"
Epidemiologic Reviews
2007; 29: 6-28
Y Wang & M.A. Beydoun "The Obesity Epidemic in the United States – Gender, Age, Socioeconomic, Racial/Ethnic, and
11
in the United States, 2005. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and
Centers for Disease Control and Prevention. National diabetes fact sheet: general information and national estimates on diabetes
Prevention, 2005. | <urn:uuid:92b00d6b-c8bd-4a44-ad56-1e97c7b9d4a3> | CC-MAIN-2017-17 | http://www.childrensdefense.org/library/data/childrens-health-disparities-factsheet.pdf | 2017-04-26T02:08:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00381-ip-10-145-167-34.ec2.internal.warc.gz | 484,560,150 | 1,214 | eng_Latn | eng_Latn | 0.757314 | eng_Latn | 0.989917 | [
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The Hydrogen Economy
Joaquin Sitte PhD Sitte Lab, Wellington, NZ firstname.lastname@example.org
Abstract —The use of hydrogen as the main source of energy has been suggested over the last fifty years, first as as means to eliminate industrial air pollution and more recently as means to stop global warming. A simple analysis shows that hydrogen despite of qualifying as the ultimate clean fuel is not useful enough to take the role of main energy source for our technical civilisation.
I. INTRODUCTION
such as water. Thus, if we want large quantities of hydrogen we have to extract it from the molecules in which it is bound. For example by splitting water into oxygen gas and hydrogen gas by electrolysis. Producing molecular hydrogen takes energy that has to come from somewhere. The energy spent in producing hydrogen gas can later be recovered by letting it burn with oxygen to from water again. Therefore hydrogen serves as a store for energy generated otherwise.
In a Hydrogen Economy the main carrier of energy is hydrogen, instead of fossil fuels. Hydrogen combustion does not release carbon dioxide into the atmosphere. Burning hydrogen only leaves behind water. Hydrogen is the ultimate clean fuel. Furthermore, hydrogen is abundant. It is the most common element on earth, and in the universe. Hydrogen can be burnt for heating or in internal combustion engines for doing mechanical work. Hydrogen can also be directly converted to electricity in fuel cells.
Burning hydrogen means letting it react with oxygen to produce water and energy
The reaction of 4g (2 mol) of hydrogen with oxygen to form water releases 572kJ of energy. Thus we can say that the energy density (energy content per unit mass) of hydrogen is 572kJ/4g = 186kJ/g
For comparison let us take a fossil fuel such as natural gas. Natural gas consists mostly of methane. Methane, CH4, is the lightest hydrocarbon molecule and reacts with oxygen to produce carbon dioxide, water and energy.
The reaction of 16g (1 mol) of methane with oxygen, at standard conditions, releases 891kJ of energy. The energy density of methane is 891kJ/16g = 55, 69kJ/g, which is less than a third of the energy density of hydrogen. However if we take the energy per volume it is the other way around. At standard conditions both hydrogen and methane are in gaseous state. This means that a mole of hydrogen and a mole of methane have the same volume. Therefore the energy per unit volume of methane is 891/286 = 3.12 times that of hydrogen; just because methane is much heavier than hydrogen.
The idea of a Hydrogen Economy has been around since the early 1970s. Why is it then that we do not yet live in an Hydrogen Economy? There are a few reasons that make hydrogen not as useful as it promises to be at first thought.
The first is that, despite of being abundant as an element, hydrogen it is not found in large quantities in gaseous state ready to burn. Instead, hydrogen is bound in other molecules,
The whole point of an Hydrogen Economy is that the energy it uses does not contribute to global warming. Therefore the hydrogen has to be produced without CO2 emissions. If we use electrolisis of water for producing hydrogen the required electricity has to come from renewable resources (photovoltaic solar panels, wind, geothermal power stations, etc.) But then, why wouldn't we use this electricity directly to drive an electrified economy? The only reason would be that hydrogen can store energy that could then be transported to where energy is needed and be available any time. The same thing could be achieved with batteries and pumped hydroelectric generation.
Industrial quantities of hydrogen are used in oil refining and fertiliser production. The methods of generating this hydrogen gas produce carbon dioxide emissions.
Splitting water by electrolysis takes about 260 kJ/mol which is about the same as the energy released by burning H2.
The amount of hydrogen required to meet the yearly average per capita energy consumption of 76 GJ is 530 kg per person.
There are two main processes for hydrogen gas production: methane or coal steam reformation and electrolysis. In methane or coal steam reformation coal or methane and steam (water) are heated at high pressure in the presence of a catalyst to produce CO2 and H2. The reaction is endothermic, of course, and thus needs a supply of energy. If the energy comes from burning fossil fuel, then there is CO2 release in the fossil fuel combustion and, in case of the methane reformation, there CO2 release in the process of separating the hydrogen from the water and the methane. The coal or methane steam reformation method of hydrogen production is therefore inappropriate for the reduction of CO2 emissions, even if renewable energy is used to provide the required heat for the reaction.
Only water electrolysis using renewable electricity can supply hydrogen without CO2 emission.
If a high efficiency photocatalityc cell for water splitting can be developed, the in conjunction with a fuel cell, which are already very efficient, the photo catalytic cell could replace silicon solar panels!
II. CONCLUSION
The combustion of hydrogen releases energy and leaves behind only water and no CO2. This makes hydrogen a
clean fuel. However, hydrogen gas is not found in nature ready to burn, instead it has to be produced first. The energy required for its production can be recovered later by burning it. Thus, hydrogen is not a source of energy but a medium for intermediate energy storage. Only if there is no CO2 released in the hydrogen production, as is the case in the electrolysis of water using solar electricity, does hydrogen qualify as a clean fuel. Hydrogen can be converted back into electricity with fuel cells. Because there is is loss of energy in hydrogen production as well as in its conversion back to energy it is far more efficient to use the solar electricity directly. Hydrogen may only be useful in case when the direct use of solar electricity impractical, for example in long haul air transport. | <urn:uuid:8dca352c-e244-483f-92fd-3041d62a7eae> | CC-MAIN-2022-05 | http://servusrobotics.net/CurrentThemes/hydrogenEconomy.pdf | 2022-01-18T23:10:15+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00282.warc.gz | 61,968,302 | 1,262 | eng_Latn | eng_Latn | 0.998196 | eng_Latn | 0.997981 | [
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An Old Enemy Becomes New World War I's Deadliest Killer
Abeedah Hassan Spandana Amirneni Junior Division Group Exhibit Student Composed Words: 500 Process Paper: 483 words
Process Paper
We decided to undertake an exhibit about the Influenza Pandemic of 1918 based on our interest in medical topics. This influenza killed millions before doctors could explore a cure; moreover, it ravaged the world partly because of World War I, creating a lethal pandemic.
Our research started with books from the library, which helped us with a basic understanding of the event. The Vermont Historical Society and Stanford University websites explained how the government reacted to the large number of deaths caused by influenza. Helpful primary sources included three letters from that era, an interview, newspapers, articles, and one diary entry, which revealed to us how people felt, the knowledge the medical community had, and what measures were taken to control the spread of influenza in 1918, 1919, and 1920.
After looking at pictures of previous History Day exhibits, we made multiple layout plans. Later, we secured our board and bought necessary materials from Officemax and Michaels and then pasted black paper to use as the background color. Having made a decision on the sizes of our pictures and text boxes, we proceeded to back them. Finally, we laid everything out on the real board and then used painter's tape to attach the pieces to the board.
Following the state competition, we improved the exhibit based on the judges' comments, teachers' feedback, and additional research. We changed our color schemes, added and removed pictures, and rearranged the board multiple times until we had a more fluid story, which meant we had to reback everything and recut all the
new pictures and text. Using new resources we had located, we also created a short video and display of the virus for our board.
The Influenza Pandemic of 1918 fits the theme in multiple ways. The mutated virus that was encountered in 1918 was completely new to civilization. Although scientists and researchers explored a cure for the new virus, they weren't able to produce one that was effective. Because of this, the exchange of the killer flu had a more devastating impact on society.
The exchange was related to the virus's contagion. During the war, filthy living conditions in war zones, the transportation of infected soldiers overseas, and the booming trade business helped influenza spread faster. Society was greatly affected as public places closed and other useless preventive measures were taken.
The encounter with this influenza virus affected humanity worldwide, physically and emotionally, even after all cases disappeared. Children were left without parents, because the 1918 flu affected and killed mostly young adults. Many families were reduced to poverty and acute distress. Widespread havoc reached all parts of the U.S., poor and wealthy. Also, it educated the world about personal hygiene. As a result, new laws were put into place, and we have better sanitation, though many scientists think that if a similar disaster were to occur, it would still be a great threat. | <urn:uuid:bd55f5ee-92d9-457e-a277-dfdaffe6a8ea> | CC-MAIN-2017-17 | http://nhd.org/sites/default/files/Amirneni%20Process.pdf | 2017-04-26T02:31:03Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00381-ip-10-145-167-34.ec2.internal.warc.gz | 288,118,994 | 1,166 | eng_Latn | eng_Latn | 0.743212 | eng_Latn | 0.998397 | [
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10 Tips to Make Gardening Easier
By Lesley Fleming, HTR
1. Think about it….what gardening activities give you pleasure- growing veggies, smelling fragrant flowers, pruning? What tasks are physically challenging…and do you really need to do all of them? Can you purchase compost, hire someone to trim the 10 ft hedge or forgo the 15 flats of geraniums for 5?
2. Get higher….gardening at ground level is one of the most challenging aspects of gardening for many people. Options exist. Consider containers that can be placed at a comfortable height; window boxes, raised beds, hanging baskets, vertical walls of living plants.
3. Fool around with tools….visit a store with garden tools and try them all! Handle the handles and find the one that has the most comfortable grip, diameter, and weight…for you. Same for pruners and loppers- look for composite materials, ratcheted, geared mechanisms and the Arthritis Society's Ease of Use commendations. Keep your cutting tools sharp.
4. Reach out and touch….this will determine your comfortable reach/extension. If you need to have a deeper bed than you can easily reach, plant low maintenance plants at the back, place stepping stones to access those deeper areas, and buy long handled telescoping rake/pruner/weeder to make your arms (and back) go the distance without strain.
5. Don't repeat yourself….repetition of movement can cause strain on muscles and joints, taking the pleasure out of gardening. Consider breaking the task into smaller units over a period of days, practice using tools in either hand or better yet, use both hands.
6. Sit around…..both active and passive gardening can be fun; listen to the birds, use the bench you built, share lemonade with a friend in the shade of your tree. Take time to smell the roses.
7. To carry or drag…that is the question. Dragging branches, leaves, or mulch on a tarp or using the newer garden carts -- lighter and smaller with 4 wheel stability -- can make moving garden materials less physically demanding than carrying the items.
8. Walk the walk….for safety and accessibility. Especially for those with balance or mobility issues, keep paths and walkways level and clear of clutter. This includes toys, hoses, and deteriorating surfaces. Consider railings, seating platforms or garden beds closer to accessible paths. Bring the plants to you.
9. High maintenance….who needs it. With so many plants to choose from nowadays, consider plants that are perennials, dwarf varieties, colorful but compact, sterile and unable to invade. Read labels and select plants based on their maximum heights, reducing the need to prune as often. Use one high maintenance plant as a focal point.
10. Green is good….but can you reduce your lawn? Grass requires the most water, most effort, and probably the most chemicals in your yard. Making your lawn a bit smaller by enlarging beds, planting a tree or using permeable hardscapes will feel good and look good.
Lesley Fleming, registered horticultural therapist has worked with people of varying physical abilities, all of whom want to enjoy a garden. She created the adaptive tool display at Naples Botanical Garden, Florida in the Buehler Family Foundation Enabling Garden. | <urn:uuid:8653256f-9045-4b64-8aeb-adf6501fcc7e> | CC-MAIN-2017-17 | http://partnersforcare.ca/images/uploads/urbanfarm/10_Ways_to_Make_Gardening_Easier.pdf | 2017-04-26T02:16:08Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00380-ip-10-145-167-34.ec2.internal.warc.gz | 294,728,739 | 681 | eng_Latn | eng_Latn | 0.998314 | eng_Latn | 0.998314 | [
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Theme 1
: Evelyne Barbin, University of Nantes (France)
The Implicit and Explicit Epistemologies of Mathematics in History and Education: thirty years after Hans Freudenthal.
In the International Congress of Mathematicians of 1983, Hans Freudenthal chose to speak on "The Implicit Philosophy of Mathematics History and Education". His purpose was to convert the question "what we can learn from the history of old mathematics for the sake of teaching young people? " into that of " what can we learn from educating the youth for understanding the past of mankind?".
With this purpose, Freudenthal meant that, behind any reading and trying to understand the history of mathematics, there exist interpretations, which are linked to implicit or sometimes explicit epistemologies which guide the reader. So, we are placed in the field of hermeneutics.
In the talk, we will explain why we replace philosophy by epistemology and why epistemologies and not epistemology. We will try to give a survey of epistemologies underlying our understandings of history and history with its relations to education. We will use recent literature on HPM to illustrate our talk, which have to be considered only as an introduction to the workshops based on original or historical texts.
Themes
2 & 3: Adriano Dematte, Universirty of Genoa (Italy)
History in the classroom: educational opportunities and open questions.
Using the history of mathematics in everyday classroom activities is difficult because of various reasons, but is an intriguing aim. The lecture will report examples of activities from my classes, in order to analyze resources and problems, achievements and failures.
With the aim of carrying out a critical analysis, theoretical considerations will be taken into account for discussing questions like the following: Can hermeneutics and genetic approach coexist? What kind of interdisciplinary competencies does history of mathematics improve? What types of students can benefit from it or, on the contrary, what supplementary difficulties can it produce? Which restrictions depend on curricula?
Ultimate answers to the above listed questions are not aims of my analysis. The purpose is to introduce an ongoing discussion that regards complexity of everyday classroom activities.
Theme 4: Cécile de Hosson, University Paris 7 (France)
Promoting an interdisciplinary teaching through the use of elements of Greek and Chinese early cosmologies.
Most of the curricula, at an international level, encourage an interdisciplinary approach for the teaching of both mathematics and sciences. In this context, interdisciplinarity is often promoted as a fruitful way of making students aware of the actual links existing between mathematics and sciences. As an example, the third pillar of the French common base of the knowledge and skills for primary and lower secondary school claims for "concrete and practical approaches to mathematics and sciences" that should allow students acquire the "scientific culture needed to develop a coherent representation of the world and an understanding of their daily environment" and help them grasp that "complexity can be expressed in fundamental laws" (MEN 2006). Here, mathematics and experimental sciences are considered altogether in a global enhancement project of the scientific culture.
Nevertheless, nothing is easy about effectively integrate mathematics and science in the classroom since the disciplinary isolation of the two disciplines in the traditional teaching organizations has to be overcome. Indeed, in most cases, the separation between science and mathematics is rigorously maintained and the boundaries are rather drawn even in primary school where the teaching is assumed yet by a unique teacher. Moreover, mathematics and science education lack of teaching-learning sequences leaning on interdisciplinary approaches that aims the learning of both mathematical and scientific knowledge and skills but when they are performed they tend to show that even young students are able to acquire skills in the domains of mathematics, science, and scientific processes such as measuring, modeling, etc. The lack of teaching resources of that kind may be puzzling if one considers the interrelations between science and mathematics in their historical developments. In this regard, history of science can thus be considered as an inspiring ground for the elaboration of teaching sequences where mathematical and scientific knowledge and skills are integrated.
In this lecture we will present an example of such integration through the use of two distinct historical episodes dealing with Greek and Chinese early cosmologies. From these cosmologies a teaching sequence (involving historical elements miked-up with non-historical ones) was elaborated in order to provide students with elementary cosmological knowledge dealing with scientific and mathematical knowledge and skills (quasi-parallelism of Sunrays, shape and size of the Earth, Sun-Earth distance, measuring and computing, etc.). After presenting the results of the actual implementation of the sequence, this lecture will end with the statement of open-questions of two kinds that could be discussed and illustrated in the workshop: To what extent the interdisciplinary approach promoted by a teaching sequence based on historical ground modifies the views that students usually have on the nature of the science enterprise? What is the specific gain of the historical approach for the acquisition of the knowledge involved? Is it possible to define conditions of use of the historical material that promote an interdisciplinary mathematics-science approach?
Theme
5: Kristin Bjarnadottir, University of Iceland (Iceland)
Calendars and currency – Embedded in culture, nature, society and language
Ethnomathematics has become a prosperous and fruitful field of research. It has contributed to the greater objective of prioritizing the human being and his dignity as a cultural entity by recognizing and respecting the individuals' roots.
All over the planet people have been trying to learn about and cope with their environment, developing their ways of knowing. Throughout history, individuals and peoples have created and developed instruments for reflection and observation in order to explain, understand, come to know and learn to do in response to the needs for survival (d'Ambrosio, 2001). Many instruments have survived in the culture of their societies, embedded in customs and languages. In the presentation, examples of calendars in different societies, as well as currencies, will be presented and their reflection of nature and societal structure in the cultures and languages in which they are embedded will be demonstrated. Examples will be chosen to promote teaching ideas about mathematical topics in the participants' respective cultural environments.
Theme 6 : Gert Schubring , University of Bielfeld (RFA) and UFRJ (Brasil) New approaches and results in the history of teaching and learning mathematics
Studies on the history of teaching and learning mathematics did not begin in recent times; rather, there were already a number of books and various types of papers published during the 19 th century. The work of IMUK since 1908, the forerunner of ICMI, meant a considerable impact for historical investigations. First doctoral theses on the history of mathematics teaching date from the early 20 th century. After World War II, pertinent studies were undertaken in ever more countries. Yet, practically all the studies were undertaken within the history of some nation or some culture. They were thus bound to the respective traditions, methodologies and approaches of national educational history. Since the establishment of a Topic Study Group dedicated to this research area, at ICME 2004 in Copenhagen, and since the foundation of the first international Journal for this area, IJHME, in 2006, the focus has changed to address comparative and international issues in the history of mathematics education. At stake is since then to unravel what are general features in the national/cultural developments and what are specific issues and what is the significance of such particular patterns. As particularly revealing have proved two issues of comparative international research:
- the processes leading to the decisive change of mathematics from a marginal teaching subject to a major discipline, first in secondary schooling;
- and, related to these developments, the emergence of Mathematics for All as a program and as a major shift in socio-politics of education;
- the role of mathematics in the modernization of various states, in particular during the 19 th century, and thus showing the social relevance of mathematics.
The lecture will present methodological reflections, illustrative historical examples and perspective for further research.
Theme 7 : Bjarne Toft, University of Sothern Denmark (Denmark) Julius Petersen and James Joseph Sylvester - the emergence of graph theory
Mathematics in Denmark was for centuries a rather sad story. Denmark is without world famous people in mathematics, unlike in physics and astronomy with Tycho Brahe, Ole Rømer, H.C. Ørsted and Niels Bohr, to mention the most famous. We would however like to think that things have changed and that mathematics in Denmark now does rather well. This being so, when did it change? It is of course difficult to point to a single year, but if we have to, then a good suggestion would be 1871. That year saw the appointment of two young friends at Copenhagen University and the Polytecnical School, Hjeronymus Georg Zeuthen and Julius Petersen. In their days Zeuthen was the clear number one , but today Petersen is probably the best known of the two. Petersen's claim to fame rests on his development of and contributions to two fields: elementary plane geometry and the theory of graphs. The story of how the theory of graphs emerged is an interesting piece of history of mathematics, involving James Joseph Sylvester, who visited Sweden and Denmark in 1889. This led to Sylvester's collaboration with Petersen and to Petersen's famous paper "Die Theorie der regulären graphs" in Acta Mathematica in 1891. Petersen used the English word "graph" in his otherwise German language paper, because "graph" is an English word that he learned from its inventor Sylvester (who by the way is also responsible for mathematical words like matrix, discriminant, and many more). The story of Petersen and Sylvester, put into a broad framework, will be the topic of this lecture. | <urn:uuid:a403ca1e-c775-429d-9610-c430e81255e8> | CC-MAIN-2022-05 | https://conferences.au.dk/fileadmin/conferences/ESU-7/ESU-7_Plenaries-titles_and_abstracts.pdf | 2022-01-18T22:44:17+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00282.warc.gz | 230,437,291 | 2,013 | eng_Latn | eng_Latn | 0.996806 | eng_Latn | 0.996876 | [
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Sample Exam Questions
PS303 Modern Physics
1. A container holds gas molecules of mass m at a temperature T. A small probe inserted into the container measures the value of the x component of the velocity of the molecules. What is the average value of ! 𝑚𝑣 !! for these molecules?
(a) ! 𝑘𝑇
(b) ! 𝑘𝑇
(c) 𝑘𝑇
(d) 3𝑘𝑇
2. A star (assumed to be at rest relative to the Earth) is 100 light-years from Earth. (A light-year is the distance light travels in one year.) An astronaut sets out from Earth on a journey to the star at a constant speed of 0.98c. (Note: At v = 0.98c, 𝛾= ? )
(a) How long does it take for a light signal from Earth to reach the star, according to an observer on Earth?
(1) 100y
(2) 98y
(3) 102y
(4) 20y
(b) How long does it take for the astronaut to travel from Earth to the star, according to an observer on Earth?
(1) 100y
(2) 98y
(3) 102y
(4) 20y
(c) According to the astronaut, what is the distance from Earth to the star?
(1) 100 l.y.
(2) 102 l.y.
(3) 20 l.y.
(4) 98 l.y.
(d) According to the astronaut, how long does it take for the astronaut to travel from Earth to the star?
(1) 100y
(2)102y
(3)20y
(4) 20.4y
(e) Light takes 100 years to travel from Earth to the star, but the astronaut makes the trip in 20.4 y. Does that mean that the astronaut travels faster than light?
(1) Yes
(2) No
(3) Maybe
3. A certain particle has a proper lifetime of 1.00 ×10 !! s. It is moving through the laboratory at a speed of 0.85c. What distance does the particle travel in the laboratory?
(a) 2.55 m
(b) 4.84 m
(c) 1.34 m
(d) 9.19 m
4. A 𝜋 ! meson (rest energy = 135 MeV) is moving through the laboratory with a kinetic energy of 405 MeV.
(a) Expressed as a fraction of the speed of light, what is the speed of the pi meson?
(b) At this speed, how long a track will the pi meson leave in the laboratory during its lifetime? The lifetime of a pi meson at rest in the laboratory 1.0 × 10 !!" s
5. The most intense radiation emitted from a hot sample of metal has a wavelength of 60 µm. When the temperature of the sample is doubled, what will be the wavelength of the most intense radiation?
(a) 30 µm
(b) 120 µm
(c) 960 µm
(d) 15 µm
6. Light of wavelength 477 nm is incident on the surfaces of several different metals. For which value of the work function will electrons be emitted from the surface?
(a) 4.2 eV
(b) 3.7 eV
(c) 3.2 eV
(d) 2.3 eV
7. Which one of these processes involves a decrease in the kinetic energy of an electron?
(a) bremsstrahlung
(b) photoelectric effect
(c) Compton scattering
(d) pair production
Obviously there's more than this! | <urn:uuid:3f276d08-d9ec-4d89-8a7a-fdba4192eaff> | CC-MAIN-2017-17 | http://physicsx.pr.erau.edu/Courses/CoursesS2017/PS303/Exams/Spring%202015/Final%20Exam/Sample%20Exam%20Questions%20for%20the%20final.pdf | 2017-04-26T01:57:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00380-ip-10-145-167-34.ec2.internal.warc.gz | 302,171,557 | 844 | eng_Latn | eng_Latn | 0.985504 | eng_Latn | 0.990501 | [
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March 15, 2016
Dear Fox River affiliate,
We would like to introduce our team and share information about a multi-faceted, exciting project in your area. We are the Wisconsin -Illinois Fox River Water Trail Core Development Team, a group working to develop a water trail on the 223-mile Fox River, from Wisconsin through Illinois. A water trail is a series of sustainable, marked access sites along a waterway which connects communities and increases awareness about the waterway.
A bi-state group met in July of 2015 to discuss submitting an application for a grant of technical assistance from the National Park Service's Rivers, Trails, and Conservation Assistance Program; the technical assistance grant was received in October.
Since then we have had several meetings to develop vision and mission statements and establish goals (see below). The team will keep the mission and goals at the forefront of our planning as we combine our efforts with key stakeholders and communities along the river. We will share information about public workshops with opportunities for interested parties to share their enthusiasm, skills and expertise to bring the vision of the WI-IL Fox River Water Trail to reality.
We welcome your participation and look forward to collaborating with you. In the meantime, please visit our web page: http://www.foxriverecosystem.org/trail.htm and share this information with others.
Sincerely,
Rebecca Ewald Co-Chair email@example.com 262-534-7912
WI-IL Fox River Water Trail
Core Development Team
Jodie Auliff – Illinois Paddling Council
Rebecca Ewald – Village of Waterford Wisconsin, Administrator
Brian Daly – Chicago Metropolitan Agency for Planning
Greg Farnham – Rock River Trail Initiative
Barb Messick – Village of Waterford Wisconsin, Administrative Analyst
Rick Kania – Southeastern Wisconsin Regional Planning Commission
Karen Ann Miller - Fox River Ecosystem Partnership; Kane County Illinois Development Department
Angie Tornes -- National Park Service Rivers, Trails, and Conservation Assistance Program
Tom Slawski – Southeastern Wisconsin Regional Planning Commission; Fox River Partnership
Karen Ann Miller, AICP Co-Chair firstname.lastname@example.org 630-232-3418
WI-IL FOX RIVER WATER TRAIL
Core Development Team
http://www.foxriverecosystem.org/trail.htm
-------------
WI-IL Fox River Water Trail
Vision Statement: The Fox River Water Trail from Lisbon, Wisconsin, to the confluence with the Illinois River in Ottawa, Illinois provides suitable access to the public to enjoy the quiet and active recreation, scenic beauty, abundant wildlife, and historic and cultural features. Communities along the Fox River embrace stewardship and public engagement to create and maintain a sense of place.
Mission Statement: The mission of the WI-IL Fox River Water Trail Core Development Team is to develop and support a sustainable 223-mile water trail along the Fox River.
Goals:
1. Develop the WI-IL Fox River Water Trail Action Plan using the National Water Trail System's best management practices and guidance.
a. Conduct an evaluation of access sites and locations for existing conditions and go a gap analysis to identify where new access sites may be needed.
b. Develop the WI-IL Fox River Water Trail map, website, and signage with information on access points; dams and other hazards; trip times; points of interest; historical, cultural, and natural features; and resources.
c. Complete and submit an application for national designation in the National Water Trail System.
d. Support the enhancement and development of access sites for all abilities as needed.
2. Develop and promote an education component that recognizes the geologic and human history of the river and communities along the river, the cultural features, natural resources, and wildlife that visitors will encounter.
3. Protect and advocate for the environment and water quality of the Fox River and a program of promoting the Fox River environment and features.
4. Design a public planning process to engage communities and other stakeholders to develop and sustain the water trail.
5. Identify a sustainable oversight partnership to guide water trail implementation, including programming, maintenance, and promotion. | <urn:uuid:1ea31274-6dfe-4103-b3c2-a4bb631465c2> | CC-MAIN-2017-17 | http://foxriverecosystem.org/Trail/WI-IL-FRWTAnnouncementLetter-03-14-16.pdf | 2017-04-26T02:14:00Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00381-ip-10-145-167-34.ec2.internal.warc.gz | 158,598,929 | 837 | eng_Latn | eng_Latn | 0.98917 | eng_Latn | 0.989845 | [
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END BULLYING BE KIND ONLINE
Tackling LGBT abuse online in partnership with Stonewall and Facebook
1
2
"Every one of us has the power to make change and if we each commit to call out abuse and bullying, together we can create a world where everyone is accepted without exception."
Ruth Hunt, Stonewall CEO
Facebook empowers us to connect with our friends and families and participate in a global community that stretches beyond our university halls or social circles to include those we would otherwise never encounter. However, just as in the offline world, not all behaviour we witness or experience online is kind.
Sometimes the intolerance and prejudice we fight hard to keep out of our homes, colleges, workplaces and friendship groups surfaces online, and can take the form of homophobia, biphobia and transphobia - discrimination based on sexual orientation or gender identity. These are real and worrying issues that have a damaging impact on all of us.
DID YOU KNOW?
] ] In the UK alone, 75,000 lesbian, gay and bisexual (LGB) young people will be bullied in a year just for who they are. One in four LGB young people will experience homophobic bullying online.
] ] Trans people will experience even higher levels of abuse and discrimination.
Homophobic, biphobic and transphobic bullying and abuse can have a devastating impact on a person's selfesteem, achievements and mental health. One in three lesbian, gay and bisexual young people have changed their future educational plans as a result of experiencing homophobic bullying.
] ] Lots more people may be targeted with homophobia, biphobia or transphobia simply for being 'different', for example because of the way they look or dress, their interests or the things they talk about or share online.
We all have a role to play in tackling bullying, creating a kinder environment and staying safe online.
That's why Facebook and Stonewall have joined forces to:
] ] Give you the support and confidence to report and challenge homophobia, biphobia and transphobia online.
] ] Provide information on Facebook's safety policies and tools to help keep you safe.
Worryingly, YouGov polling into attitudes towards LGBT people shows that despite this, very few of us step in to challenge the slurs and abuse we hear or see. Less than a third of people who had heard offensive remarks about LGBT people intervened in some way, with only 3 per cent offering support and assistance to the victim.
This needs to change.
WHAT CAN YOU DO?
Homophobic, biphobic and transphobic language and abuse is as important to challenge online as it is anywhere else.
However, whether it's the casual use of the word gay to mean 'rubbish' written at the bottom of a photo, or a specific term of abuse , it's not always easy to know what role we can or should play in challenging it, or how to go about it.
It's not just you. The police and the UK government are taking steps to make sure we have the confidence to speak up about negative things we see online and feel empowered to use the internet in a positive way. Many schools, universities and colleges across the UK are training staff to tackle online bullying and talking to students about how to stay safe online.
Sometimes we have some doubts about what to do:
] ] Which words do I use to challenge what I've experienced or witnessed?
] ] Will I receive a negative response from others?
] ] Should I reach out to support this person? They might not have found it offensive. I don't know them very well.
Many of the tips and tools found below can be accessed, along with guides and advice, on Facebook's Bullying Prevention Hub and Privacy Basics Centre.
Remember it's not just about tackling abuse, but also about making online spaces safe and welcoming for everyone.
Remember others are tackling this too.
HOW YOU CAN MAKE A POSITIVE DIFFERENCE ONLINE
HEAR IT, STOP IT, DON'T BE A BYSTANDER
Stand up for others if you see them being targeted online, don't be a bystander – support your friends, demonstrate that you're by their side. Join Stonewall's NoBystanders campaign – a movement of people who have pledged to step in if they see any kind of bullying or abuse. Sign the pledge at stonewall.org.uk/ nobystanders and ask your family and friends to sign up too.
KEEP IT POSITIVE
If you think a photo is nice, make sure to 'like' it, or leave a supportive comment or emoji if you like an article your friend has shared. Diffuse negative posts with positive language or images or humour. Why not post or share messages of support for LGBT friends, organisations and causes too?
THINK TWICE
Think twice before posting and consider how your own behaviour might harm others, even if unintentionally. Before you post a comment or a photo, be mindful and ask yourself if it could embarrass or hurt someone. If in doubt, don't post it - be kind.
WANT TO KNOW MORE ABOUT STAYING SAFE ON FACEBOOK?
REACH OUT AND REPORT
There is a report button on every piece of content on Facebook, meaning that you can report anything that makes you feel uncomfortable. When something gets reported to Facebook, a global team reviews it and removes anything that violates these terms. To learn how to report and what happens when you click report, click here fb.me/ Reporting
FRIEND AND CONNECT WITH PEOPLE YOU KNOW AND TRUST
KNOW YOUR AUDIENCE
Facebook allows you to control exactly who sees what on your profile and who you share things with. The Privacy Basics and Privacy Checkup tools talk you through the steps to control the information you share on your profile, whilst the audience selector tool allows you to control who sees what you share. Use the custom option to be as specific as you want to be about who you're sharing with. Remember, when you post to another person's Timeline, that person controls what audience can view the post. Additionally, anyone who gets tagged in a post may see it, along with their friends. To learn more about selecting audiences, visit fb.me/AudienceSelector
Facebook is a place for connecting with people you know personally, like your friends, family and classmates. Facebook is based on authentic identities, where people represent who they are in the real world. This helps you know with whom you're connecting. Some individuals may set up fake profiles or impersonate friends but fake profiles will be quickly removed if reported.
If you receive a friend request from someone you are already friends with, ask if they sent the new request before accepting it. If they didn't create it, report the impersonating profile to Facebook. If you want to meet new people through Facebook, try connecting with Pages and groups that interest you. You can also choose to limit who can see your friend list if you are worried about your friends and family being contacted by someone. To learn more about adding friends and friend requests, visit fb.me/FriendRequests
UNFRIENDING
To unfriend someone, go to that person's profile, hover over the Friends button at the top of their profile and select Unfriend. If you choose to unfriend someone, Facebook will not notify the person but you'll be removed from that person's friends list. If you want to be friends with this person again, you'll need to send a new friend request. To learn more about removing friends, visit fb.me/Unfriending
BLOCKING
Blocking a person automatically unfriends them, and also blocks them so they can no longer see things you post on your profile, tag you, invite you to events or groups, start a conversation with you, or add you as a friend. Blocking is reciprocal, so you also won't be able to do things like start a conversation with them or add them as a friend. When you block some- one, we do not notify them that you have blocked them. To learn more, visit fb.me/Blocking
KNOW YOU'RE NEVER ALONE
KNOW WHERE YOU CAN GET HELP
Get help if you feel overwhelmed. Report to Facebook or speak to someone you trust - a friend, parent or guardian or teacher. Remember that Stonewall provides free and confidential advice on LGBT issues and can signpost to other organisations that can help.
stonewall.org.uk
stonewalluk @stonewalluk
facebook.com/safety
7
8 | <urn:uuid:f3f5d5dd-3157-4db0-b98f-8996cd287818> | CC-MAIN-2017-17 | https://fbnewsroomus.files.wordpress.com/2016/07/lgbt_guide_uk.pdf | 2017-04-26T02:06:11Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00381-ip-10-145-167-34.ec2.internal.warc.gz | 783,225,048 | 1,728 | eng_Latn | eng_Latn | 0.994341 | eng_Latn | 0.998636 | [
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My name………, I was born on 21/09/ 1995 in Douar ……,
My father is simple worker, and I am the oldest of my three brothers,
We live 10 km from "House Asni For Girl's Education (HAFGE)".
Impressions before joining the "HAFGE".
First I thought how it is the school in Asni far from my parents and my all family members?
How it is the life conditions there, especially for girls? Easy? difficult?
Which new friends I will meet and those who will share my school's life? nice, nasty?
After my teacher's encouragements, and my father consult who left me all choose, I was truly feeling afraid about my last decision of following my school and begin another life in Asni, however I found my self very happy with my welcomed girls friends who gave me enough places in their hearts.
Impressions about the "HAFGE"
When I was in rental house in Tawrirt I have lived some problems either in school environment or study conditions as I was terrible in French writhing and reading.
The First time I have interred to the house I found every thing perfect, certainly when I met my lovely friends LATIFA, MONA and ALIMA who provide to me everything I need, they really help me to learning, and writing, … , I love them and I can't forget their favours whenever I am in the life.
When we have moved to The House Asni for Girl's Education I am feeling more comfortable, large, it contains 03 flours, 06 big rooms, many lamps, Fridge, and dishwashers…etc.
Once my parents or some one of my family comes to visit me, they find me well and in the all super conditions of school, then insist me to follow on and thanks a lot "HAFGE", association "Education for All", and association "Basins Imlil" which help for this successful and humanitarian work.
Future impressions of "HAFGE"
Because the great work which the "HAFGE" offers for all, of course it will be:
-Useful for more girls looking to improve their education.
- A helpline for most poor families.
-As a symbol of solidarity, humanity…etc
Impressions of "HAFGE" in the holidays
I want to thank very much the "House Asni For Girl's Education", my kind friends, teachers, association members and any one helps me, and I apologize for any sufferance they have got to educate me.
I wish that "HAFGE" continuing with success, and keep its cleaning which is our responsibility. | <urn:uuid:e13f79b1-7b35-4523-95f1-aaad7016a50e> | CC-MAIN-2017-17 | http://efamorocco.org/p/Letter7.pdf | 2017-04-26T02:06:49Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00384-ip-10-145-167-34.ec2.internal.warc.gz | 114,337,050 | 556 | eng_Latn | eng_Latn | 0.998269 | eng_Latn | 0.998269 | [
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BC Ministry of Education
BAA Course
District Name: Kamloops Thompson
District Number: 73
Developed by: Scott Simpson & Grady Sjokvist
Date Developed: January 29, 2009
School Name: Brocklehurst Secondary
Principal's Name: Tom Dinsdale
Board/Authority Approval Date:
Board/Authority Signature:
Course Name: Rugby Skills 11
Grade Level of Course: 11
Number of Course Credits: 4
Number of Hours of Instruction: 100
Prerequisite(s): Open to students in Grades 10-12
Special Training, Facilities or Equipment Required: All weather facility, scrum sled, rugby balls, tackle shields/pads, cones
Course Synopsis: This course is designed to develop initial rugby knowledge and skills, while laying the foundation for future development. The topics covered in this course will correspond to the Level 2 coaching manual through BC Rugby and Rugby Canada as well as the International Rugby Board (IRB). The skills taught will see a progression from beginner to intermediate skill level. The students will demonstrate understanding of the game through video and statistical analysis.
Rationale:
Unit Descriptions:
Unit 1: History of Rugby Union, Styles of Rugby and the Evolution of Rugby Laws
Time Allocation: 20 hours
Students will learn how rugby-football was created and how the game has evolved to what it is today. Historical developments, along with important personalities from the world of rugby union will be analyzed to determine his/her influence on the game. The Rugby World Cup of 1995 in South Africa will be looked at and how it changed some views and opinions regarding apartheid. Differing rugby styles will also be introduced to show the southern hemisphere style of rugby versus the northern hemisphere style of rugby.
It is expected that students will be able to:
1. Explain how Webb Ellis created rugby football.
2. Describe the evolution of football species such as soccer, Aussie rules, and American football.
3. Identify how Nelson Mandela and the 1995 World Cup helped break the colour barrier in South African rugby.
4. Understand the origins and events in BC and Canadian rugby history.
5. Evaluate how rugby fosters pride in one's country.
6. Understand law changes from past to present and explain how these changes have affected player preparation for a match.
7. Analyze the laws as well as the new experimental law variations (ELV's)
8. Differentiate between southern and northern hemisphere styles of rugby as well as list their strengths and weaknesses.
9. Identify a style that best suits a specific team based on team composition.
Unit 2: Nutrition and Fitness
Time Allocation: 20 hours
Students will learn that proper nutrition is essential for peak performance of an athlete. In addition to physical fitness, nutrition is critical for an athlete to perform at the highest possible level. Students will learn how to do a diet analysis to allow for an optimal nutrition plan. Physical conditioning will also be addressed in this unit. Strategies for rugby will be taught to ensure optimal muscular strength, aerobic and anaerobic power during matches. Fatigue is closely related to a lack of execution on the playing field. Drills will mimic game scenarios, ensuring that practice is translated into game situations.
It is expected that students will be able to:
1. Differentiate between the body's different energy systems.
2. Create conditioning drills that strengthen each of the body's energy systems.
3. Understand the correlation between a lack of fitness and on-field performance and enjoyment of rugby.
4. Differentiate the role that fats, carbohydrates and proteins play in fueling the human body.
5. Explain the importance of hydration and sports drinks before, during and after a match.
6. Analyze sample diets for peak athletic performance.
7. Create a personal nutrition plan.
Unit 3: Offensive Strategies (Basic & Advanced)
Time Allocation: 25 hours
Students will learn why fundamental ball handling and quick ball movement is an essential attacking tool for creating offensive opportunities. Moving the ball into open space creates an overlap on the outside so students will be taught how to recognize a potential 2 on 1 and how to capitalize on this situation. From here, students will learn to create gaps in a defense that has a solid defensive system in place. Building on the fundamental ball skills taught earlier, the skills of switches and inside ball attacks will be used to create holes in the defense. In this unit, video and statistical analysis will show that ball retention is key to a strong offense.
It is expected that the students will be able to:
1. Understand the importance of ball handling in creating offensive opportunities.
2. Create offensive attacking formations from various areas on the field.
3. Explain the correlation between ball handling errors and turnovers.
4. Explain the correlation between ball retention and scoring opportunities.
5. Create offensive plays against different defensive structures.
6. Discover how to identify weak points in an oppositions defense.
7. Use video and statistical analysis to accomplish the above learning outcomes.
Unit 4: Defensive Strategies (Basic & Advanced)
Time Allocation: 25 hours
Students will learn that cutting down the amount of open space on defense is one of the most effective ways to decreasing the offensive threat. They will also learn 1 on 1 defense in the tackle that will encourage turnover ball as well as how to organize a defense to be in unison. Students will also learn different defensive systems such as straight-up and drift defense as well as the benefits/drawbacks of each. The quick transition from defense to offense will also be taught so as to maximize the opportunities created by causing turnovers.
It is expected that the students will be able to:
1. Establish 1 on 1 defensive skills (tackle situation)
2. Differentiate between team defense and individual defense.
3. Understand the importance of quick feet and proper body position on defense.
4. Identify the correlation between staggered defense and offensive opportunities.
5. Explain the difference between the straight-up and drift defensive systems.
6. Explain the importance of team communication in effective defensive coverage.
7. Demonstrate how to safely tackle, defensively ruck and maul.
8. Understand how to create a counter attack opportunity from a turn-over ball.
9. Use video and statistical analysis to accomplish the above learning outcomes.
Unit 5: Player Performance Evaluation
Time Allocation: 10 hours
Students will learn how to personally evaluate themselves as well as others to aid in personal growth in their own rugby game. This unit will enable students to provide themselves as well as others with direct, constructive feeback designed to correct flaws in their game or elevate their skill set to a higher level. Summative and formative assessment strategies will be used and discussed in order to improve the athlete's individual performance as well as the team performance as a whole.
It is expected that the students will be able to:
1. Utilize assessment rubrics to evaluate an athlete's performance as well as their own.
2.
Conduct player performance evaluations during a rugby match.
3. Understand the importance of providing praise as well as constructive criticism.
Instructional Component:
1. Direct Instruction
2. Indirect Instruction
3. Interactive Instruction
4. Independent Instruction
5. On-Field Activities
6. Group Work
7. Practical/Role Playing Scenarios
8. Demonstrations/Modelling
9. Experience Journals
Assessment Component:
– 80% of the grade will be based on formative evalutions conducted during the course. This formative evaluation will provide an indication of the student's master of the major instructional components covered during the course.
– 20% of the grade will be on a final project.
Type of Assessment – Formative
Evaluation Components – Theory/On-field activities
Skill Assessment
Type of Assessment – Summative
Evaluation Component – Final Project
Assessment Tools – Teacher and Self Evaluation forms using a criterion based checklist.
Value
20%
Learning Resources:
1. Rugby Technical Manuals (Rugby Canada & IRB)
2. Selected Course Readings Package
3. NZRFU/England RFU/Super 14 videos
4. Internet (World Wide Web)
5. IRB Referee's Handbook (IRB)
6. Sports Nutrition (Coaching Association of Canada)
7. Sports First Aid Manual (SportsMed BC)
Additional Information:
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Problem 10
uPhone Two-Point Zoom 8 points
JAVA: program name must be prob10.class C /C++ program name must be: prob10.exe
Task Description
Pear Computer Corporation is developing a product called the uPhone. One of the features of the uPhone is the ability to zoom and rotate photos in and out using two-finger pinch and expand. Pear Computer Corporation is convinced people will pay big bucks for this kind of feature. The touch-screen hardware has already been developed, now they just need a little software magic. That's where you come in.
Write a program to convert two-point touch-screen gestures into parameters that control movement, zoom and rotation.
Program Input
Every line of input contains four pairs of positive integers, each pair representing x and y screen coordinates. Each finger touching the screen produces two pairs of x-y coordinates: the start point and the end point, hence, four total pairs. The numbers are: start1-x, start1-y, end1-x, end1-y, start2-x, start2-y, end2-x, and end2-y. Luckily for you, code already exists for filtering invalid gestures, so all input will result in valid operations. The program must exit when it reads a line that contains all zeroes.
```
18 41 96 57 184 123 141 99 58 24 42 36 148 176 164 98 97 81 97 146 81 48 65 16 0 0 0 0 0 0 0 0
```
Program Output
The program must print four numbers for each line of input. The first two numbers represent relative x and y motion of the photo. Relative motion must be computed from the difference of the centers of the end points minus the centers of the start points. The third number represents the zoom factor expressed as a real number. To compute this zoom factor, divide the distance between the end points by the distance between the start points. The distance d between two points (x1,y1) and (x2,y2) is found using the following formula:
The fourth number indicates counter-clockwise rotation expressed in radians. For this computation you need to know how to compute the angle between two lines. For two lines with slopes m1 and m2, the angle a between the lines is given by the formula:
For this program you will assume there are no vertical lines (thus no infinite slope m) and that all rotations are within the range of +/- 90 degrees ( 1.571 radians). The zoom factor and rotation angle must be accurate within a margin of error of +/- 0.001. Larger errors will be judged as incorrect.
```
17 -4 0.332 0.292 0 -33 0.775 -0.566 -8 17 3.651 0.210
```
* In Java, C, and C++ you'll use the atan function to calculate the arctangent. So if tan(a) = b, then a=atan(b). In Pascal this same function is called ArcTan. | <urn:uuid:0770ad0f-7e93-4b56-872f-5be3efdd4b80> | CC-MAIN-2017-17 | http://hpcodewars.org/past/cw11/problems/Prob10--uPhoneTwoPointZoom.pdf | 2017-04-26T02:17:40Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00384-ip-10-145-167-34.ec2.internal.warc.gz | 177,704,361 | 647 | eng_Latn | eng_Latn | 0.996062 | eng_Latn | 0.996062 | [
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CHILDREN AND HIV
Fact sheet
Fact sheet July 2016
Stopping new HIV infections among children
As a result of scaled-up HIV prevention services there was a 70% decline in the number of new HIV infections among children between 2000 and 2015. Despite this significant progress, the number of children becoming newly infected with HIV remains unacceptably high. About 150 000 [110 000–190 000] children became infected with HIV in 2015, down from 490 000 [430 000–560 000] in 2000.
The risk of a mother living with HIV passing the virus to her child can be reduced to 5% or less if she has access to effective antiretroviral therapy during pregnancy, delivery and breastfeeding. In 2015, 77% [69–86%] of pregnant women living with HIV had access to medicines to prevent transmission to their infants.
Knowing a child's HIV status
Despite continuing progress in stopping new HIV infections among children there are still major challenges in ensuring access to effective antiretroviral therapy for children living with HIV. The challenges start with diagnosing HIV among children.
Four hundred children become infected with HIV every day; however, In 2015, only 54% of children exposed to HIV in the 21 highest-burden countries were tested for the virus within the recommended two months. This is largely because it requires complex laboratory technology that is often only available at central laboratories. Also, results can take a long time to come back, which means that families do not always return for the results and never learn of a child's HIV status.
Even though 2015 saw progress in the technology that can allow smaller clinics to conduct virological testing and to bring services closer to communities, it takes a while for this to happen as personnel have to be trained and facilities have to organize themselves.
Without knowing the HIV status of a child it is impossible to access life-saving treatment. Without treatment, half of all children born with HIV will die by the age of two.
Access to HIV treatment for children
In 2015, the World Health Organization (WHO) revised its guidelines and recommended initiating treatment for all people diagnosed with HIV regardless of symptoms or clinical stage. This bold recommendation means that all children diagnosed with HIV should be offered treatment. In 2015, an estimated 1.8 million [1.5 million– 2.0 million] children under the age of 15 years were living with HIV, but just 49% [42–55%] had access to the life-saving medicines. While this was an improvement compared to 21% [18–23%] in 2010, it means that half the children in need of treatment do not have access.
The barriers to access to treatment for children are far-reaching. Clinics are often far from home; stigma and fear prevent carers from bringing their children to the clinics for HIV testing and treatment; treatment is difficult to administer for children; there is a lack of training and support for families, carers and health-care workers to provide HIV services for young people; and there are not enough HIV medicines developed specifically for a child's needs.
HIV diagnostics and medicines for children
WHO recommends that infants exposed to HIV be tested at the first postnatal visit—usually when they reach four to six weeks of age—or at the earliest opportunity thereafter, and that infants who are infected start treatment immediately. Infants infected in utero or during labour and delivery have a poor prognosis compared to infants infected during breastfeeding, and they require urgent antiretroviral therapy to prevent early death. However, identifying those infants using the common antibody HIV test is a challenge due to the presence of maternal HIV antibodies, which may persist for as long as 18 months in a child's bloodstream.
Access to virologic testing for infants and rapid antibody testing in children over 18 months of age remains poor in many countries, creating a bottleneck for the scale-up of treatment for children, especially children younger than 18 months of age. Despite significant investment, only 54% of children exposed to HIV received HIV virological testing within the first two months of life in 2015, although this marks a slight increase since 2014 (51%).
HIV treatments for children work. However, they can be complicated, requiring pills and liquids, some of which are difficult to swallow and can taste unpleasant. The volume of medicines recommended for children under the age of three is a challenge.
Some of the medicines need to be kept cool. Refrigeration can be an issue if a health facility experiences electrical outages or has limited storage facilities. It is also a concern for families, especially in rural areas, who may not have refrigeration available. This requires the family or carer to return to the clinic, which may be far away, on a regular basis to pick up fresh supplies of the medicines.
Despite the scientific advances made in research and development for new HIV medicines for adults, the options for children lag behind significantly.
In high-income countries the market for HIV medicines for children has almost disappeared as new HIV infections among children have been virtually eliminated. As a result, the incentive for companies to develop formulations for children has reduced as children living with HIV in low- and middle-income countries represent a less viable commercial market.
However, there was a major breakthrough in May 2015, when the United States Food and Drug Administration gave tentative approval for an improved paediatric formulation in the form of small oral pellets. These pellets come packaged in a capsule that is easily opened, allowing them to be sprinkled over a child's food, or, in the case of a smaller infant, placed directly into the mouth or over expressed breast milk. Previously these formulations were only available in tablet form that could not be broken or a liquid that required refrigeration and had an unpleasant taste, making it extremely difficult to administer to infants. However, there is still an urgent need for improvement in paediatric antiretroviral medicines, in particular to keep their costs low.
Normalizing HIV
When children living with HIV have access to treatment they do well and can live normal, healthy and happy lives, just like any other child. However, children living with HIV can face discrimination at home, at school and in the community.
Efforts to normalize HIV and ensure that adults and children have accurate information about the virus are essential. Children and families affected by HIV should not be afraid to openly access HIV testing and treatment services for fear of negative reprisals. Through being open about HIV and sharing experiences, the fear around the disease can be dispelled, making people less afraid to seek and access essential HIV services.
What needs to be done
A combination of efforts is needed to prevent new HIV infections among children, ensure that their mothers remain healthy and improve the diagnosis and treatment of HIV for children.
HIV diagnosis, testing and treatment needs to be available closer to where the children most affected live. Health workers need to be trained to provide effective HIV services for children living with HIV.
Community support systems are invaluable and need to be strengthened to allow them to effectively support children and carers to keep them healthy and ensure that they have access to the HIV services they require.
More medicines specifically adapted to the needs of children need to be developed, and kept at an affordable price. To achieve this requires political will and investment by industry. Government, nongovernmental organizations, research partners, health experts and civil society need to advocate strongly for the development of child-friendly fixed-dose combinations to ensure that simple and effective treatment becomes rapidly available and accessible for all children in need.
1.8 million [1.5 million–2.0 million]
children* were living with HIV
150 000 [110 000–190 000]
children became newly infected with HIV
110 000 [84 000–130 000]
children died of AIDS-related illnesses
400
children became newly infected with HIV every day
290
children died of AIDS-related illnesses every day
49% [42–55%]
of children living with HIV accessed antiretroviral therapy
*Children (<15 years)
UNAIDS Joint United Nations Programme on HIV/AIDS
20 Avenue Appia 1211 Geneva 27 Switzerland | <urn:uuid:1f49aa4d-f986-4b64-80d7-0564c4a4eab9> | CC-MAIN-2017-17 | http://aidsdatahub.org/sites/default/files/publication/UNAIDS_FactSheet_Children_2016.pdf | 2017-04-26T02:18:53Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00382-ip-10-145-167-34.ec2.internal.warc.gz | 10,597,240 | 1,697 | eng_Latn | eng_Latn | 0.993774 | eng_Latn | 0.998997 | [
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Mango, manako
Mangifera indica L.
Cashew family (Anacardiaceae)
Post-Cook introduction
Mango is well known by its large elliptical or egg-shaped yellow or pinkish fruits with edible flesh and large seed in a mass of fibers. The tree is also a handsome ornamental and shade tree with very dense rounded crown of large narrow dark green leaves, drooping in showy red-brown clusters when first produced, and with large clusters of small yellow green to pink flowers. Also, the wood has many uses.
Leaves alternate, hairless, with leafstalks 1 /2–1 1 /2 inches (1.3–4 cm) long, swollen at base. Blades lanceshaped or narrowly oblong, 6–12 inches (15–30 cm) long and 1 1 /2–3 inches (4–7.5 cm) wide, long-pointed at both ends or short-pointed at base, curved upward from midvein with many straight side veins and sometimes with edges a little wavy, leathery, shiny dark green above, paler beneath.
Medium-sized to large evergreen tree frequently attaining 20–65 ft (6–20 m) in height with stout trunk 2– 3 ft (0.6–0.9 m) in diameter. Bark brown, smoothish, with many thin fissures, thick, becoming darker, rough, and scaly or furrowed. Inner bark light brown and bitter. Whitish sap exudes from cut twigs, and resin from cuts in the trunk. Twigs stout, pale green, and hairless.
Flower clusters (panicles) large showy terminal, 6– 8 inches (15–20 cm) or more in length, with reddish hairy branches. Flowers numerous, five-parted, about 1/4 inch (6 mm) wide, short-stalked finely hairy fragrant, partly male and partly bisexual (polygamous). Calyx yellow green, 1 /16 inch (1.5 mm) long, deeply five-lobed; corolla of five spreading petals more than 1 /8 inch (3 mm) long, pink, turning reddish; five stamens, one fertile and four shorter and sterile, borne on a disk; and in some flowers a pistil with single-celled ovary and slender lateral style.
Fruits (drupes) hanging on long stalks, large, aromatic, mostly 3–4 1 /2 inches (7.5–11 cm) long, larger in improved varieties, slightly narrowed toward blunt apex and a little flattened, with smooth thin skin, soft at maturity, with thick juicy yellow or orange flesh. Seed case 2 1 /2–3 1 /2 inches (6–9 cm), flattened, with long ridges and grooves, containing 1 seed. Flowering mainly in winter and spring and maturing fruits about 6 months later from spring to fall. If rains are prolonged during flowering period, a fungus (Colletotrichum gloeosporioides) destroys the flowers, and a poor fruit crop results.
In Hawaii the wood has been employed for furniture, paneling, carved and turned bowls and trays, and gunstocks. Elsewhere, it has been used for flooring, construction, boxes and crates, carts, plywood, dry cooperage, and meat chopping-blocks. In French Oceania and the Cook Islands, most canoes are made from mango. Beautiful furniture has been made from a variety grown near Hilo that invariably has pronounced curly grain. The First Methodist Church in Hilo has a spectacular display of mango paneling on the wall behind the altar.
The wood is lustrous blond without distinct sapwood. It is however, frequently stained during drying and may be mottled with darker spots. The heartwood when it forms in very old trees is dark brown. Wood is hard, moderately heavy (sp. gr. 0.57), tough, strong, and medium-textured and has straight to wavy grain, often with a pronounced curly or fiddleback figure. It shrinks very little in drying, so seasons well and stays in place despite humidity changes. Machining characteristics of Puerto Rican wood are as follows: planing, shaping, and turning are fair; boring, mortising, and resistance to screw splitting are good; and sanding is poor. The wood works easily, but grain irregularities cause tearouts. It is susceptible to attack by dry-wood termites and is not resistant to decay.
Mango is one of the most popular fruits through the tropics. Though usually eaten raw, mangos are also cooked or made into preserves, jelly, juice, or chutney. Numerous improved varieties with larger and less fibrous fruits have been developed. Many of these have several embryos (polyembryonic) and breed true from seed. Others with a single embryo (monoembryonic) must be propagated vegetatively by budding or grafting. The most popular mango cultivars in Hawaii are 'Hayden', 'Pirie', and 'Shibata'. 'Pirie' was introduced in 1899 and 'Hayden' in 1930. Green mango fruit is quite popular and is often pickled.
Some people have skin sensitive to the resinous sap of the fruit peel and foliage, developing a rash similar to
Mango is an excellent hardy shade tree. It is also among the important honey plants, secreting quantities of nectar, and the flowers reportedly are edible. Livestock eat the fruits. The seeds, flowers, bark, leaves, and resin have been employed medicinally, and the bark and leaves yield a yellow dye.
Mango, manako
Leaf, fruits, flowers, 2/3 X (P.R. v. 1).
Mangifera indica L.
the rash from poison-ivy, which is in the same plant family. Climbing trees to gather fruits is hazardous because of the brittle branches.
In Hawaii, mango is planted and naturalized mainly in the lowlands through the islands. Huge old common mango trees are found occupying overgrown home sites in all the wetter valleys. There are estimated to be about 4 million board feet of mango sawtimber in Hawaii.
Mango has been cultivated for more than 4000 years in India, where more than 500 cultivars are known. It was introduced into Hawaii probably prior to 1825 by Don Francisco Paula y Marin (1774–1837). Don Marin, Spanish-born friend and advisor of the Hawaiian king, imported fruits such as the pineapple and other plants from many parts of the world. The first introductions were from three different countries—Chile, the Philippines, and China—and more than 40 improved selections followed later. The Mediterranean fruit fly and mango flies, which damage the developing fruits, came too!
Special areas
Keahua, Waimea Arboretum, Foster, Tantalus
Champion
Height 71 ft (21.6 m), c.b.h. 24.7 ft (7.5 m), spread 70 ft (21.3 m). Rainbow Falls State Park, Hilo, Hawaii (1968).
Range
Native to tropical India, probably from India east to Vietnam. Widely planted as a fruit tree and naturalized in tropical regions. Cultivated in southern Florida, where it is naturalized locally, and in southern California. Common in Puerto Rico and Virgin Islands.
Other common names
iedel (Palau); manga (Yap); kangit (Truk and Pohnpei) | <urn:uuid:5a6740e8-e9e4-44bf-9945-0561271df372> | CC-MAIN-2017-17 | http://growables.org/information/TropicalFruit/documents/MangoCTAHR.pdf | 2017-04-26T02:06:01Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00384-ip-10-145-167-34.ec2.internal.warc.gz | 160,851,666 | 1,583 | eng_Latn | eng_Latn | 0.99567 | eng_Latn | 0.997186 | [
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March 13, 2017
Dear Parents and Guardians:
Your children and all Vernon School District students deserve an education that prepares them to thrive in a global economy and civic life. Connecticut holds schools accountable for delivering on this promise in two ways: (1) by defining challenging content that students must learn; and (2) annual testing to see if students learn that content.
This is why Connecticut adopted the Connecticut Core Standards several years ago. These standards set challenging expectations for all students in English language arts (ELA) and math. They demand critical thinking and problem-solving abilities. Our students need these real-world skills to succeed.
This is also why Connecticut recently adopted the Next Generation Science Standards (NGSS). Like the Core Standards in English and math, the science standards emphasize critical thinking more than memorizing facts or terminology. In an NGSS classroom, students investigate natural phenomena and real-world problems like scientists and engineers do.
To see how well students are learning, Connecticut uses the following tests:
- Grade 11—ELA and Mathematics: SAT (also usable for college)
- Grades 3-8—ELA and Mathematics: Smarter Balanced
- Grades 5 and 8—Science: Connecticut Mastery Test (CMT)
*
- Grade 10—Science: Connecticut Academic Performance Test (CAPT) *
Think of assessments like academic checkups. They help teachers and parents see where students are compared with where they need to be. The results can reveal areas where students excel and where they need help.
Except for the SAT, all other tests (including science for the first year) are taken on computers. Computer testing enables assessment of more complex skills in less time. It also provides more supports for students with disabilities.
To find resources for parents and guardians, including ways to help your child at home, please visit CTCoreStandards.org.
Measuring student success against new standards is a major shift for our students and teachers. However, it is vital for preparing our children to meet the demands of college and work. Our teachers and administrators are committed to supporting students with great instruction and resources to meet these new expectations.
Sincerely,
Jason D. Magao Director of Teaching and Learning
* The CMT and CAPT Science tests align to Connecticut's old science standards from 2004. Over the next two years, Connecticut will be developing a new science test aligned to the NGSS.
VERNON PUBLIC SCHOOLS
Office of Teaching and Learning 30 Park Street P.O. Box 600 Vernon, Connecticut 06066-0600
Phone (860) 896-4677 • Fax (860) 870-6006 | <urn:uuid:5143ea8a-0e0e-490a-80ad-fbe977da4824> | CC-MAIN-2017-17 | http://vernonpublicschools.org/files/testing1617.pdf | 2017-04-26T02:11:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00386-ip-10-145-167-34.ec2.internal.warc.gz | 400,972,583 | 540 | eng_Latn | eng_Latn | 0.996415 | eng_Latn | 0.996415 | [
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VOLUSIA COUNTY COMMUNITY HEALTH IMPROVEMENT PLAN
2013 - 2015
Table of Contents
The Florida Department of Health in Volusia County would like to acknowledge and thank the many partners that make up Healthy Volusia.
Avenues 12, Inc.
Bethune Cookman University
Bert Fish Medical Center
Braille and Talking Book Library
CFAB
City of New Smyrna Beach
Children & Families Advisory Board
Council on Aging
County of Volusia
Daytona Beach Vision Foundation
Daytona State College
Daytona Methadone Treatment Center
DCF
Early Learning Coalition of Flagler & Volusia
Easter Seals
Florida Hospital
Florida Healthcare Plans
Florida Hospital Deland
Florida Hospital Fish Memorial
Halifax Health
Harvest Time International
Halifax Health Healthy Communities
Head Start
Health Planning Council of NE Florida
Healthy Start Volusia Flagler
Midtown HEAT
Kingston Community
NE Florida Health Services, Inc.
New Hope Human Services, Inc.
One Voice for Volusia
Stewart Marchman Behavioral Health Services
Stetson University
The House Next Door
United Way of Volusia-Flagler Counties, Inc.
UF/IFAS Volusia County Extension
VITAS Innovative Hospice Care
Volusia Flagler Family YMCA
Volusia County Schools
West Volusia Beacon
Community Health Improvement Plan
On June 24 th the Healthy Volusia partnership confirmed two strategic priorities and set about to determine the most appropriate objectives and improvement strategies. This event marked the 5th phase of the MAPP process.
MAPP
Mobilizing for Action through Planning and Partnerships (MAPP) is a strategic approach to community health improvement. The MAPP framework helps communities improve health and quality of life through community-wide strategic planning. Using MAPP, the community of Volusia County seeks to achieve optimal health by identifying and using resources wisely, taking into account unique circumstances and needs, and forming effective partnerships for strategic action.
The MAPP Model has six key phases. The first four phases are the components of a complete Community Health Assessment. The six phases are:
1. Organize For Success
2. Visioning
3. Assessments
4. Identify Strategic Issues
5. Formulate Goals and Strategies
6. Take Action
The Community Health Improvement Plan is the culmination of 5 phases and the foundation for the 6 th phase: Take Action.
Process
Community Health Improvement Plans are often led by county health departments; however, a new federal law has changed the landscape of health improvement planning. The Patient Protection and
Affordable Care Act requires non-profit hospitals to (1) conduct a community health needs assessment at least every three years and (2) adopt an implementation strategy to meet the community health
needs identified by the assessment. The Florida Department of Health in Volusia County elected to support the hospital-led community needs assessments, before bringing together the community to
unite behind the same strategic priorities. The Florida Department of Health in Volusia County directed three of the four MAPP assessments, and elected to use Community Health Status Assessments from
the three non-profit hospital networks and the Community Agenda Snapshot prepared annually by One
Voice For Volusia.
Phase 4
MAPP Phase 4, Identify Strategic Issues, took place in May 2013 when two town hall style meetings were conducted to inform the community about the different community health improvement planning
efforts underway and to decide on strategic issues. The community voted on 6 possible strategic issues that came out of the MAPP process and the hospital community health needs assessments. The results
were:
Obesity: 28%
Access to Care: 25%
Cardiovascular Disease: 12%
Tobacco: 16%
Diabetes: 16%
Cancer: 2%
At these two town hall style meetings, the Florida Department of Health in Volusia County announced the formation a new partnership called Healthy Volusia with the mission of improving the health of the
community. The partnership would focus on turning the selected strategic priorities into action.
Phase 5
MAPP Phase 5, Formulate Goals and Strategies, took place on July 24, 2013, when members of Healthy Volusia agreed that Access to Care and Obesity should be the two strategic priorities. Members of Healthy Volusia decided on goals and strategies, as well as the information needed to complete the community health improvement plan. Healthy Volusia members expect to have a completed CHIP by August, 2013.
The following Action Plans are representative of the progress made by Healthy Volusia in community health improvement planning to this date.
Strategic Assets
Because Healthy Volusia has moved to Phase 5 of the MAPP process after the Hospitals have selected strategic priorities, it is possible to unite the different efforts. A list of "strategic assets," or organizations with concurrent strategic priorities is located in the Community Health Assessment and is being used to develop and build health improvement strategies.
Strategic Issue Area: Obesity and Chronic Disease
Update:
Healthy Volusia Steering Committee Representatives: Bev Johnson (Volusia Flagler Family YMCA) and Susan Thornton (VITAS Innovative Hospice Care)
Goal 1: Increase the percentage of adults and children who are at a healthy weight
(SHIPAlignment: Strategic Issue Area #2 Chronic Disease Prevention, CD1)
Objective 1.1 Increase the percentage of children who are at a healthy weight by 5% in 5 years.
Data Indicator: Percent of high school students with BMI at or above 95th percentile. (2012: Volusia 13.9, Florida 14.3)
Data Indicator: Percent of middle school students with BMI at or above 95th percentile. (2012: Volusia 9.9, Florida 11.1)
Strategy schools
Progress Tracking
3. Secured $10,000
Strategy
Progress Tracking
Strategy
Change)
Progress Tracking
Strategic Issue Area: Obesity and Chronic Disease
Healthy Volusia Steering Committee Representatives: Bev Johnson (Volusia Flagler Family YMCA) and Susan Thornton (VITAS Innovative Hospice Care)
Goal 1: Increase the percentage of adults and children who are at a healthy weight (SHIPAlignment: Strategic Issue Area #2 Chronic Disease Prevention, CD1)
Objective 1.2 Increase the percentage of adults who are at a healthy weight by 5% in 5 years.
Data Indicator: Adults who are overweight (BMI ranging from 25.0 to 29.9) (2010: Volusia 38.9%, Florida 37.8%)
Data Indicator: Adults who are obese (BMI greater than or equal to 30.0) (2010: Volusia 26.8%, Florida 27.2%)
Strategy
Progress Tracking
3. Secured $10,000
Strategy with garden
Progress Tracking
Strategic Issue Area: Obesity
Goal: Increase the percentage of adults and children who are at a healthy weight (SHIPAlignment: Strategic Issue Area #2 Chronic Disease Prevention, CD1)
Objective 1.2 Increase the percentage of adults who are at a healthy weight by 5% in 5 years.
Strategic Issue Area: Obesity
Goal: Increase the percentage of adults and children who are at a healthy weight (SHIPAlignment: Strategic Issue Area #2 Chronic Disease Prevention, CD1)
Objective 1.2 Increase the percentage of adults who are at a healthy weight by 5% in 5 years.
Lets Move Volusia's YOUth
Goal: Objective: To address the problem of obesity among children and adolescents within a generation by creating healthy environments for children and families through policy, systems and environmental change.
Objective 1.1 Increase the percentage of children who are at a healthy weight by 5% in 5 years.
Strategic Area Issue: Access to Care
Proposed Goal: Increase residents understanding of healthcare resources and options (FL SHIP Strategic Issue Area #4: Access to Care, Goals: AC1, AC2)
Objective 1.1 Increase usage of the 211 referral system | <urn:uuid:15d93614-6c22-46d1-8056-375b9ad838ef> | CC-MAIN-2017-17 | http://volusia.floridahealth.gov/programs-and-services/community-health-planning-and-statistics/community-planning/_documents/chip-2013-2015.pdf | 2017-04-26T02:07:52Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00385-ip-10-145-167-34.ec2.internal.warc.gz | 422,362,963 | 1,708 | eng_Latn | eng_Latn | 0.918972 | eng_Latn | 0.981289 | [
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1 STUDY PURPOSE/PROJECT DESCRIPTION
Under an agreement with the Federal Energy Regulatory Commission, the California Department of Water Resources (DWR) maintains a year round trout fishery in Piru Creek between Pyramid Dam and Frenchman's Flat, located in the Angeles National Forest. To implement this agreement the California Department of Fish and Game releases a total of 3,000 pounds of hatchery raised fish into Piru Creek at Frenchman's Flat between November and May. Trout reproduce naturally upstream of Frenchman's Flat and portions of the stream in this location are considered a catch and release area.
The purpose of this study is to conduct four mid-week and four weekend creel census surveys on randomly selected dates at middle Piru Creek and Frenchman's Flat from October 2003 through April 2004. Creel census surveys were undertaken to determine angler usage of the area and quantify the number and species of fish caught at each location. Surveys were conducted in the middle section of Piru Creek and Frenchman's Flat which are located approximately two miles downstream of Pyramid Dam.
2 SURVEY DATES AND CENSUS PERSONNEL
Creel census surveys were scheduled on the following dates during November 2003. Four mid-week surveys were scheduled on November 3 rd , 14 th , 20 th , 28 th and four weekend dates were scheduled on November 1 st , 2 nd , 15 th , and 30 th . As a result of the forest fires and subsequent closure of the Angeles National Forest, one (1) mid-week survey (November 3 rd ) and two (2) weekend surveys (November 1 st and 2 nd ) dates were omitted from the schedule. Three replacement days will be re-scheduled during the remaining survey period as directed by DWR. Aspen biologists conducted creel census training with the CDFG prior to deploying to the field. Field data were recorded for each fisherman present during the survey dates and included information such as type and number of fish caught, length and mass of the fish if not released, angler satisfaction, and age demographics. Creel census surveys in Piru Creek were conducted during the month of November 2003 by Lynn Stafford of Aspen Environmental Group, a DWR contractor.
3 SUMMARY
During the course of the census surveys the environmental monitor noted that with the exception of four female children under the age of 16, who were accompanied by their fathers, only male fisherman were present and actively fishing during the survey periods. Of the fisherman interviewed, approximately 90% indicated they were satisfied with their fishing experience, 50% were satisfied with the size of the fish caught and 49% indicated they were satisfied with the number of fish captured. In addition, most of the fishermen utilizing both Frenchman's Flat and Piru Creek upstream of Frenchman's Flat were fly fisherman and released fish caught in both areas. Activity varied during the survey period with larger numbers of anglers utilizing the site during the weekends, however on one occasion during the Thanksgiving Holiday 17 anglers visited the area during the weekday. During the November survey period many anglers expressed great concern over the growing piles of garbage and debris littering the area near Frenchman's Flat.
Rainbow trout were the primary species sought by all the anglers surveyed and with the exception of five bluegills captured and released below Frenchman's Flat, the only fish species caught during the November survey period. Of the 130 fish captured, measurements were obtained for only 20 fish. No hatchery marks were identified by the monitor. In addition, most fish were caught and released by the anglers prior to inspection by the monitor. A brief summary of the creel census survey results for each
site is located below. Table 1 and Table 2 summarize the creel census data, including statistics on measured fish, for the month of November 2003.
Table 1 Creel Census Data at Piru Creek and Frenchman's Flat November 2003.
*Some fisherman fished at two locations.
**Total number of Fisherman combined for both areas.
Table 2 Summary of Fish Size and Length by Area for Frenchman's Flat and Upper Piru Creek.
4. SURVEY RESULTS FRENCHMAN'S FLAT
Frenchman's Flat Mid-Week
* A total of seven (7) anglers were identified fishing at Frenchman's Flat
* Thirteen (13) fish were caught and kept by fisherman during the midweek census period
* Average size of trout was 202 mm with a mass of 209 g
* Of the seven (7) anglers, all were satisfied with their fishing experience
* Four (4) of seven (7) fisherman were satisfied with the number of fish caught
* Three (3) of seven (7) fisherman were satisfied with the size of the fish caught
* One (1) fisherman was under sixteen years of age, two (2) were between 16-30, and three (3) fisherman were between 31-45 years of age, and one (1) was between 56-65 years of age.
Frenchman's Flat Weekend
A brief summary of creel census survey results is located below:
* A total of twenty-five (25) anglers were identified fishing at Frenchman's Flat
* Forty-three (43) fish were caught and seven (7) fish were kept during the weekend census period
* Average size of trout was 206 mm with a mass of 193 g
* All fisherman polled were satisfied with their fishing experience
* Ten (10) of twenty-five (25) fisherman were satisfied with the number of fish caught
* Nine (9) of twenty-five (25) fisherman were satisfied with the size of the fish caught
* With the exception of four (4) women under the age of 16 all other fisherman were male
* Four (4) fishermen were under sixteen years of age, seven (7) were between 16-30, ten (10) fisherman were between 31-45 years of age, and four (4) fishermen were between 46-55 years of age.
5. SURVEY RESULTS PIRU CREEK
Piru Creek Mid-Week
* A total of eleven (11) anglers were identified fishing in Piru Creek
* Twenty-two (22) fish were caught and released during the midweek census period
* No size or mass information was obtained (catch and release area)
* All the fisherman polled were satisfied with their experience
* Six (6) of eleven (11) fisherman were satisfied with the number of fish caught
* Seven (7) of eleven (11) fisherman were satisfied with the size of the fish caught
* All fisherman were male
* Five (5) fishermen were between 16-30 years of age, five (5) were between 31-45 years of age, and one (1) was over 65 years of age.
Piru Creek Weekend
* A total of twenty-six (26) anglers were identified fishing in Piru Creek
* Fifty-two (52) fish were caught and released during the weekend census period
* No size or mass information was obtained (catch and release area)
* Twenty-three (23) of twenty-six (26) fisherman were satisfied with their experience
* Twelve (12) of twenty-six (26) fisherman were satisfied with the number of fish caught
* Fourteen (14) of twenty-six (26) fisherman were satisfied with the size of the fish caught
* All fisherman were male
* Four (4) fisherman were under sixteen years of age, twenty-two (22) were between 16-30, twenty-one (21) fisherman were between 31-45, five (5) were between 46-55, and one (1) was between 56-65 years of age. | <urn:uuid:573c5cf4-747b-40f0-931a-77ef363c48a8> | CC-MAIN-2017-17 | http://www.oandm.water.ca.gov/docs/CensusSurveys/PCCS_Nov03.pdf | 2017-04-26T02:01:22Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00385-ip-10-145-167-34.ec2.internal.warc.gz | 641,712,037 | 1,647 | eng_Latn | eng_Latn | 0.992106 | eng_Latn | 0.996806 | [
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Media Release Winter Holiday Safety Tips
This holiday season; don't let the spirit of giving lull you into giving burglars, muggers and pickpockets a better chance to do their dirty work. Crooks love the holidays as much as everyone else, especially because it's an opportune time for crime.
Homes jam-packed with glittering gifts. Stores, malls and downtown streets teeming with unsuspecting shoppers. People rushing around, stressed out and careless, looking for last-minute gifts, trying to get everything done. It's enough to make a crook giddy with holiday joy.
Here are some tips on how to celebrate safely this holiday season:
If you are expecting a package and won't be home to accept delivery:
- Have a neighbor watch for and pick up the package once it's delievered
- Have the package shipped to another location such a family member , neighbors home, or work address
- Leave special instructions for the delivery service on where to put the package
- Choose "delivery pick up" where you can go to the deliver provider's store front to pick up your package
- Watch delivery status and track your packages so know when to expect it.
Be aware that individuals will follow the above delivery vehicles. They will follow and watch for when a delivery to be made and left on the front porch of a home.
- Please call your local Law Enforcement Agency to report any suspicious activity.
If You Are Traveling:
- Get an automatic timer for your lights.
- Don't forget to have mail and newspaper delivery stopped. If it piles up, it's a sure sign you're gone.
- Ask a neighbor to watch your home, shovel snow, and park in the driveway from time to time.
If You Are Out for the Evening:
- Turn on lights and a radio or TV so it looks like someone's home.
- Don't display gifts where they can be seen from outside.
- Be extra cautious about locking doors and windows when you leave, even if it's just for a few minutes.
If You Are Shopping:
- Stay alert and be aware of what's going on around you.
- Avoid carrying large amounts of cash; pay with a check or credit card whenever possible.
- Park in a well-lighted space, and be sure to lock the car, close the windows, and hide shopping bags and gifts in the trunk.
- Deter pickpockets and purse-snatchers. Don't overburden yourself with packages. Be extra careful with purses and wallets. Carry a purse close to your body, not dangling by the straps. Put a wallet in an inside coat or front pants pocket.
- Shopping with kids? Teach them to go to a store clerk or security guard if you get separated.
Protect Your Vehicle
- Loading up on all those gifts is a sign of progress in the holiday shopping. But if those packages are left out in the open after they're in the car, your car has become a likely target for thieves. Remember the old cliché "Out of sight, out of mind?" The same idea applies to items in your car.
- Always lock your vehicle and store all items out of sight. Breaking into an empty car isn't worth a thief's time. However, anything left in plain view—from your holiday gifts to spare change, sunglasses, CDs, cell phones or briefcases—may tempt a thief.
- Help prevent your vehicle from being stolen by always locking your car and using anti-theft devices. And although it's cold, never leave your vehicle running while you run inside your home or a store—even if for only a minute or two.
If a Stranger Comes to the Door
- Criminals sometimes pose as couriers delivering gifts, so be cautious when accepting a package.
- It's not uncommon for people to try to take advantage of others' generosity during the holidays by going door-to-door for charitable donations when there's no charity involved. Ask for identification, and find out how the funds will be used. If you aren't satisfied, don't give. Help a charitable organization you know and like instead.
After You've Opened the Gifts
Burglars know that many households have new, and oftentimes expensive, items in their homes following the December holidays— especially items such as new computers and peripherals, stereo components, televisions, cameras and other electronic equipment. In too many cases, residents make it easy for burglars to figure out which homes to target by putting boxes that identify their new gifts in plain view with their other garbage. Avoid becoming an easy target for post-holiday burglars by not leaving boxes for new electronics and other items in the alley or other garbage pick-up locations for several days at a time. Instead, break down any boxes you are throwing out, put them in garbage bags and place them inside a trash can. (In many cases, especially with computer equipment, you might consider keeping the boxes for safe storage, shipping or moving in the future.) Think about keeping broken-down boxes inside— in a garage, for example—until the evening before your regular garbage pick-up. Some burglars actually look inside garbage cans for evidence of holiday gifts. And, of course, if you see someone suspicious casing your alley or If you see a burglary in progress, call the 911.
Take a Holiday Inventory
- The holidays are a good time to update—or create—your home inventory. Take photos or make videos of items, and list descriptions and serial numbers. If your home is burglarized, having a detailed inventory can help identify stolen items and make insurance claims easier to file.
- Make sure things like TVs, VCRs, stereo equipment, cameras, camcorders, sports equipment, jewelry, silver, computers, home office equipment and power tools are on the list, including their serial numbers. Remember to check it twice!
Celebrate Responsibly
The holiday season is a time of celebration and revelry. Drinking and driving is a danger to everyone on the road. Anyone with a BAC of .08 or higher is in violation of Idaho law and may go to jail. Remember that the risk isn't worth it—if you choose to drink alcohol at a party, don't drive. Take a cab, use public transportation or a designated driver. Have fun, but remember to celebrate responsibly.
Enjoy the Season!
Last but not least, don't let holiday stress get the best of your holiday spirit. Make time to get together with family, friends, and neighbors. And think about reaching out in the spirit of the season and helping someone who's less fortunate or lonely.
We at the Kootenai County Sheriff's Office would like to wish everyone a safe and happy holiday season.
Ben Wolfinger, Sheriff By: Gary H. Shults, Community Service Officer | <urn:uuid:6b37cd13-bec3-4c19-81bb-a9913847aebd> | CC-MAIN-2017-17 | http://kcsheriff.com/documents/WinterHolidaySafetyTips.pdf | 2017-04-26T01:59:57Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00386-ip-10-145-167-34.ec2.internal.warc.gz | 208,577,588 | 1,375 | eng_Latn | eng_Latn | 0.998972 | eng_Latn | 0.99897 | [
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Drying Flowers:
What You Need to Know
Whole books are available on the subject of drying and preserving flowers. Chapters are devoted to considerations of color, time of year for collecting, the many types of materials which can be dried, ideas for arrangements, etc. If this is an activity that you would like to spend a number of sessions on, or if you enjoy the subject, check your local library for more information.
There are many ways to dry and preserve flowers. Outlined here is one of the methods: air drying. Using this technique, many different materials can be selected to give a rich array of effects. When looking at dried materials, you'll find an unlimited diversity of size, form, texture and color. Statice alone offers a wide range of colors, including white, yellow, red-violet, blue-violet and blue. Strawflowers, baby's-breath, roses and chrysanthemums are garden flowers that dry well.
Joe-pye weed is a dusty pink flower that can be easily collected along roadsides. Airy grass "heads" are attractive in arrangements. Carefully collected and dried leafy materials will also provide a bounty of shades of green, yellow and brown. There are many, many materials to choose from. After you have dried flowers, they can be used in making dried arrangements.
Materials Needed
* Flowers (and leaves, if you like)
* For harvesting: sharp shears, a sharp knife, work or garden gloves to protect your hands, vase or pail of water
* Styrofoam egg cartons, one for each participant.
* Paper clips for hanging, masking tape for name labels
* Spring-operated scissors for participants to use.
Advance Preparation
Before beginning this activity, you will need flowers and plants for drying. Whether you purchase from a florist, cut plants from a garden, or collect wildflowers, your material should be in the best possible condition you can manage! The best time to pick is on a sunny afternoon when plant parts contain the least amount of moisture. Also, harvest flowers just before they have fully opened, since they will continue to mature after they have been cut. And if some of the flowers you pick are fully opened, it will be okay, too. Place them in water right away to avoid wilting. You can take them out of the water when you're ready to begin drying them.
After a flower is cut, strip all the foliage from the stem to help speed drying. You can easily do this by
* "Banded scissors" for participants with weak grasps are lightweight scissors that close with a gentle squeeze and return to the open position with a builtin spring. These scissors are shown in many therapeutic catalogs.
holding the stem just below the bloom and running your gloved hand down the stem (see picture below). Participants may enjoy this part of the activity; many people enjoy wearing gardening or work gloves. This does take two hands, but if this poses a problem, two participants can work together on a single stem -- one person carefully holding the stem right
below the flower-head, the other person gently removing the leaves. Be aware that drying can take 1 to 4 weeks, depending on how much moisture is present in the flowers at harvest, and the humidity of the room in which the material is drying. In addition to flowers and leaves, interesting seed pods (honesty and poppy), fruits (small wild crabapple and dogwood), and grasses (wheat, oats, and foxtail) can be found. Use your imagination!
The Air Drying Method
Air drying is the simplest and oldest method of drying flowers, but not all flowers respond well to air drying. Flowers with low moisture content, such as strawflowers, yarrow, statice, globe amaranth, and celosia are best suited to this method of drying. There is also an abundance of wild flowers and plants that airdry well, such as golden rod, Joe-pye weed and common dock. Drying methods depend on whether you are doing it by yourself, or including participants. The simplest technique to use is hanging the flowers upside down. Tie the flower stems securely in bunches, 10 to 20 stems per bunch. As stems lose their moisture they shrink; elastic bands or twist ties are better at holding stems together than strings. Attach the tied bunches to a drying line, rack, or nails. If space is a problem, the bunches can be hung on a vertical drying line, leaving enough room in between each bunch.
Another method you can try involves pressing the flowers in a book to dry.
Tape the pages of the book to hold them in place and mark where the flower is to be pressed, then carefully place the flower flat on the pages, face down.
If you are including participants who have problems with dexterity, tying the flower stems with elastic bands or twist ties may be difficult for them. Instead, try this. Mark an 'X' in magic marker on the base of each compartment in an egg carton. Then cut along the 'X' with a single-edged razor blade or exacto knife. Have participants poke the flower stems individually into the holes, then hang to dry.
Any warm, dry, well-ventilated place will do for the drying process. After drying, store in covered cardboard boxes in a dry place until you are ready to use them.
Some plant materials, such as baby's breath, Chinese lantern, golden rod, Joe-pye weed, cattails, common dock and many grasses dry very well in an upright position in jars or vases. The leaves of cattails and grasses can be left on. They will turn and curl, forming interesting lines in the arrangements of the dried flowers.
This time of year, look for roses, peonies, lavender, violets, pinks, delphiniums, baby's breath, and bee-balm, as well as many annual flowers such as pansies and statice.
Going One Step Further
To go further with this activity, you can make dried arrangements or simple posies. | <urn:uuid:8ad7fdad-1583-4ccd-82bc-795eeb4af425> | CC-MAIN-2017-17 | https://blogs.cornell.edu/gblblog/files/2016/07/drying-flowers-1lsjyx81newlogo-sssj1u.pdf | 2017-04-26T02:43:22Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00386-ip-10-145-167-34.ec2.internal.warc.gz | 776,041,088 | 1,263 | eng_Latn | eng_Latn | 0.998183 | eng_Latn | 0.998301 | [
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All Children's Book Reviews
Liberty University DigitalCommons@Liberty University
Children's Book Reviews
10-2009
Review: Little Britches: Father and I Were Ranchers
Rachel Schwedt Liberty University, email@example.com
Janice A. DeLong Liberty University, firstname.lastname@example.org
Follow this and additional works at: http://digitalcommons.liberty.edu/child_bkrev
Part of the Comparative Literature Commons, and the English Language and Literature Commons
Recommended Citation
Schwedt, Rachel and DeLong, Janice A., "Review: Little Britches: Father and I Were Ranchers" (2009). All Children's Book Reviews. Paper 15.
http://digitalcommons.liberty.edu/child_bkrev/15
This Article is brought to you for free and open access by the Children's Book Reviews at DigitalCommons@Liberty University. It has been accepted for inclusion in All Children's Book Reviews by an authorized administrator of DigitalCommons@Liberty University. For more information, please contact email@example.com.
Moody, Ralph, Little Britches: Father and I Were Ranchers. University of Nebraska Press, 1991. ISBN:0803281781. Grades 6-adult.
Description
In the early 1900s, when Ralph Moody's father becomes ill working in the mills of New Hampshire, the family moves west in search of a climate more conducive to his health. Moving to Colorado at the advice of Ralph's Uncle Phil, they believe that their destination is a working ranch. The forlorn little house sitting in the middle of an open field with broken windows and crumbling walls is not what they expected, but Ralph's family is not given to complaining or giving up. They set about to create a safe and loving home. Together they face tornadoes, floods, and wars over water but with hard work, ingenuity, and the help of friendly neighbors, they bring the little ranch back to life. All is not despair in this true account, as Ralph and his family is introduced to farm auctions, roundups, cowboys, and Indians. Ralph himself is a tough, brave, young man who through his own adventuresome nature is thrown into sometimes humorous and sometimes tragic situations.
Critique
An actual account of Moody's growing up; this title is seasoned with memorable characters like Hi the cowboy and Two Dog the Indian. Most importantly, Ralph is influenced by his father who handles Ralph's adventuresome nature with love and firmness, showing Ralph by example that life can be lived with dignity and honor in the midst of trying circumstances. Throughout the narrative, Moody never covers up his mistakes but shares the good and bad with openness and humor. His family exemplifies the virtues of hard work, ingenuity, honesty, family unity and respect for others.
This is a book of living history. Those looking for a title that will capture the attention of both boys and girls alike will find it in this narrative. It is an excellent read-aloud book for the whole family or a readalone title for those ten and older.
Descriptors:
Moody, Ralph
Little Britches
Colorado
The West
Ethics
Obedience
Truth
Ranches
Death of parent
Cowboys | <urn:uuid:b317bf37-4170-486f-8ae6-1a1f5172fe8f> | CC-MAIN-2017-17 | http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1014&context=child_bkrev | 2017-04-26T02:07:58Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00386-ip-10-145-167-34.ec2.internal.warc.gz | 103,836,861 | 675 | eng_Latn | eng_Latn | 0.973687 | eng_Latn | 0.996455 | [
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Week 28
Work Makes Free
This is the sign on the gate that every prisoner saw as he entered Auschwitz. No lie was ever so true!
Most people never even saw the gates of Auschwitz with its infamous greeting.
Most of them went straight to the gas chambers and never saw the camps as Dr Mengele would stand and point where each prisoner was to go either to the camp or the gas chamber.
"In her postwar testimony, Olga Albogen, a Holocaust survivor, relates to her family's arrival in Auschwitz in the following way, "…We didn't even say goodbye to Mother and the little ones. We just had some food yet from home and I gave it to my mother and said, "We'll see you tonight." And that was it and I never saw them again"
Of the 1.4 million people murdered in the gas chambers, 90% were Jews while the others were Poles, priests and religious , prisoners of war, Jehovah Witnesses, homosexuals and other undesirables.
Those who entered the camp were hosed down, heads were shaved, given a number, (tattoos came in the later years) and prison garb to wear.
It was said that if a person survived the first day, then the next goal was to survive the first week.
If he survived the first week, the next goal was to survive for 90 days. If he survived for 90 days then the sky was the limit.
The camp breakfast consisted of "coffee" made from acorns, grains or herbs. The main meal consisted of three-fourths of a liter of watery soup and bread with occasional margarine, or cheese or a tablespoon of preserves on special holidays such as Hitler's birthday. The bread survivors said was a dark, heavy, wheatless food like nothing they had ever seen before. Corn was the only ingredient they could positively identify in it.
The camps were a source of free forced labor for everything imaginable from working the nearby farms, to collecting the belongings of the new prisoners for their jewelry, their clothes, to even their hair and the gold in their teeth, to working in the gas chambers and crematoriums.
Prayer : Blessed St. Joseph, who worked in your carpentry shop for your family, intercede for me that the work I do today may be not only for myself and my family but for the good of my neighbor and the whole human family.
Questions and Mediations :
1. What did I have to eat today?
2. What work did I do?
3. Who has no food and who is unemployed?
4. Where does slavery and forced labor still exist in the world?
5. Who are the isolated and rejected in society today? | <urn:uuid:0aff543f-8b54-440a-b417-032933459758> | CC-MAIN-2017-17 | http://consecration.ca/wp-content/uploads/Week-28.pdf | 2017-04-26T02:07:58Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00385-ip-10-145-167-34.ec2.internal.warc.gz | 82,308,106 | 557 | eng_Latn | eng_Latn | 0.99977 | eng_Latn | 0.99979 | [
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Character Kathalla of Podis
name
Home culture & localePodis, Kalina, Sashtia
Physical descriptionDark hair, brown eyes, flowing locks
Handedness
Background & FamilyI am not from Morensia. I was born in Sashtia, the gentle island far to the southeast of Morensia. But my family has followed the Morensian religion for generations. I served in our small Temple for several years, eventually becoming a priest, and then a theologian within the Temple. The call to Faenwitha drew me to Morensia. I've been here for a little over a year now. I still don't speak the Morensian language very well, and I miss many things about Sashtia: the sophisticated wine, the stable monarchy, the elegant language... The Morensians sometimes strike me as uncultured buffoons. But this island offers many opportunities, and the Order seems to be where I am destined to serve.
Religion & PowerSister Earth
Reputations
(Benevolence +1, Lawfulness +0, Influence +1)
Traits
Characteristics
Secondary Characteristics
Variation Die general results::
1-3:
Style
4-6: Time
7-9: Quantity
10-12: Quality
Blade & Crown ©2014 by Rachel Kronick.
Skills
Skill
Law: Morensian
Religion: Erethane
Religion: Sashtian
Script: Morensian
Script: Sashtian
Teaching
Rating
Usual character
istic
MEM
MEM
MEM
MEM
MEM
ELO
1
1
1
1
1
1
CC:
8
Spells & Nodes
Current highest bulk carried:
Current total magnitude of nodes:
Weapons
Armor & clothing
Size SIZ :
(
)
12
Armor protection summary
Current AGL + Initiative
Blade & Crown ©2014 by Rachel Kronick.
Current exhaustion:
:
My stance on the upcoming succession crisis: It saddens me to see my beloved Temples squabbling over politics. I wish that they could get over their political differences and work together to achieve greatness. I would like to see the Order work to bring peace and civilization to Morensia, if such a thing is even possible. Great Work: I have not completed my Great Work yet. I don't actually feel very drawn to do so. It is more important to serve Sister Earth in whatever ways I can, and see what fate she has in store for me. | <urn:uuid:703a2465-f45b-4b99-91a3-2859cd4b9f45> | CC-MAIN-2017-17 | http://www.bladeandcrown.com/blog/wp-content/uploads/2016/09/kathalla_the_theologian_1b.pdf | 2017-04-26T02:11:18Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00388-ip-10-145-167-34.ec2.internal.warc.gz | 474,938,025 | 772 | eng_Latn | eng_Latn | 0.985687 | eng_Latn | 0.989294 | [
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PRESENT
65
million years
CRETACEOUS
million years
146
JURASSIC
million years
208
TRIASSIC
million years
245
PERMIAN
million years
290
CARBON-
IFEROUS
million years
362
DEVONIAN
million years
408
SILURIAN
million years
439
ORDOVICIAN
million years
510
CAMBRIAN
million years
570
PRE-
CAMBRIAN
4.6 billion y ear s
Barton-le-Clay in the Cretaceous
110 million years ago Barton would have been a seaside village. To the west the Lower Greensand had already been deposited and was soon to be covered by the sticky grey Gault Clay formed at the bottom of a deepening ocean. Barton-le-Clay is named for this clay, responsible for the flat, featureless vale. As the climate warmed, the sea rose higher. The clays of the Gault grow increasingly 'chalky' and paler in colour until they become the Lower Chalk (a clayey chalk). The most famous 'Chalk' is actually the Middle and Upper Chalk. These units are the hard rock of the hills of Barton, the whole of the Chilterns and the North and South Downs.
All geological maps reproduced by permission of the British Geological Society. ©NERC. All rights reserved. IPR/63-13C
The Bedfordshire & Luton Geology Group exists
to encourage understanding of the geology and geomorphology of the county and to undertake site recording, interpretation, advice and education
Regionally Important Geological and Geomorphological Sites (RIGS) are places that reveal our geological past and are considered important enough to deserve conservation. They include sites where rocks can be seen (such as quarries and road cuttings) or where the geology or geological processes can be inferred from the shape of the landscape. Official RIGS are recognised by county councils and by Natural England.
For more information about the BLGG and our events as well as the geology and geomorphology of your area visit our website at
www.bedsrigs.org.uk
or contact Chris Andrew c/o Bedford Museum, Castle Lane, Bedford, Bedfordshire MK40 3XD. Tel: 01234 353323; Fax: 01234 273401
This project was supported by English Nature through Defra's Aggregates Levy Sustainability Fund
The view from the top of the Chalk into Windy Hollow, the dry valley at Barton Hills NNR
Cretaceous Chalk: Barton Hills National Nature Reserve
This peaceful green valley was sculpted by Ice Age erosion from Chalk laid down in a tropical ocean. Come for a walk through time recorded in rock and landscape.
land. Chalk is being laid down in very few places today, as even the largest oceans are too small. The Chalk also contains fossils of animals such as sea urchins, ammonites, sponges and bivalves. There is no evidence of events at Barton from the end of the Cretaceous 65 million years ago until the Ice Age began about 2.6 million years ago. We know sea levels fell, and the forces that raised the Alps folded the Chalk into a ridge that later became an escarpment. Several times during the Ice Age this area was cold tundra (like the modern Arctic); half a million years ago Bartonle-Clay would have been under an ice sheet that may even have flowed over the Chalk. Erosion during these cold periods sculpted the chalk ridge into the rounded hills, dry valley and coombs of modern Barton Hills.
The Chalk is a pure limestone made of the skeletons of innumerable numbers of microscopic algae called coccolithophores. Hundreds of thousands of them could fit on a pin-head. Such a pure limestone containing no trace of sand or mud can only form an immense distance from
The walk, beginning from the church
The path into the reserve lies on pale grey clay, very soft and sticky in wet weather. This is the Lower Chalk. Look back once you're higher on the hill and, as your eye follows the line of the Lower Chalk out into the vale, watch for a little ledge-like bump in the middistance. This is the location of the Totternhoe Stone, a famous local building stone in the Lower Chalk.
Look at the pebbles in the stream and path. Only chalk pebbles and flint are local. Well-worn rounded pebbles may have been left here by a fast-flowing meltwater river. Angular and sharply broken pebbles may be weathering out from a deposit brought here by an ice sheet. Angular pebbles in the path (below).
Continue up the path to the spring. A past lord of the manor intended the brickwork to prevent locals using the spring; it was soon demolished! The paler Middle Chalk is above the point where the spring emerges, with soft, clayey Lower Chalk below it. Rainwater flows down through the porous Middle Chalk until it meets the impermeable clays of the Lower Chalk. It then runs along the clay to emerge as hillside springs.
The Stairway takes you up onto the Middle Chalk. Watch for flints, which occur at the top of the Middle Chalk, then throughout the Upper Chalk. From the top of the hills look down into Windy Hollow. There's a ledge running along the top of the smaller hollows – the coombes – that makes a scarp face on one side of the hill. This is the Chalk Rock, a bed of harder chalk.
Windy Hollow is a dry valley. These formed during the Ice Age when the water-saturated pores in the Chalk were frozen solid. Rainwater and meltwater was forced to flow over the Chalk cutting valleys as rivers normally do. When the weather warmed, the Chalk thawed and water again flowed down through the rock, leaving the valley dry. The deposits on the bottom of these valleys are very important for geologists as they record Ice Age history and environment.
The coombes were largely formed during the Ice Age by frost breaking up the chalk into ever smaller particles that gradually move downhill in warmer weather. Even now the frost eats away at the coombes every winter. This freeze-thaw cycle causes soil creep, which creates the many tiny, parallel ledges running along the hillside. Freeze-thaw activity moves masses of soil downhill relatively quickly. | <urn:uuid:1d40881c-3ea9-4adb-9183-349fd8ae31ed> | CC-MAIN-2017-17 | http://www.bedfordshiregeologygroup.org.uk/leaflets/BGGBartonHillsChalk.pdf | 2017-04-26T02:14:45Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00387-ip-10-145-167-34.ec2.internal.warc.gz | 468,708,983 | 1,359 | eng_Latn | eng_Latn | 0.995641 | eng_Latn | 0.997276 | [
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Growing the Vine May 3, 2015 Mary R. Brownlow
One of the enjoyable aspects of reading Scripture and writing sermons as a regular practice is the way that reading induces curiosity, which sends me off down tangents of research and discovery. This is even (or especially) true of passages that I have read many times before, with images that have become very familiar. In the Gospel of John, there are seven speeches or discourses given by Jesus which begin "I am the______." I am the bread of life; I am the light of the world; I am the gateway; I am the good shepherd; I am the resurrection and the life; I am the way, the truth, and the life, and today, I am the true vine. All of those statements give me an opportunity to explore a metaphor, to study some words, some context, and then to wonder, "What does this have to do with me, or us, now or in the future?"
If Jesus is the true vine, the genuine grapevine - the real thing, in other words, I'd better learn a bit about them. I have plenty of wild grapes around the edges of my property. They are a mess. They produce little sour grapes, which can be made into jelly if you add tons of sugar. They have some nice bendable canes to use for making wreaths. And I took some of them to wrestle with to make the cross that is in the main hallway: a place where the children sometimes hand their seasonal handiwork. So I am familiar with the whole Vermont wild grape thing.
But the vine image, both in Hebrew and Christian Scripture, celebrates the tended vine of the vineyard, not accidental overgrowth. In order to produce enough grapes to make wine, a lot of thought and labor and expertise goes into care of the plant. There is a trunk, which is the permanent base for the whole vine. The trunk of a mature vine will have arms or short branches or cordons from which canes or spurs originate. Fruit is only produced on shoots that grow from one-year-old canes. The branches need to be tended so that healthy new canes are produced each year.
So much for my horticulture lesson. Jesus gave a word picture, an allegory: God is the vine grower, Jesus is the solid trunk, and the disciples (or we) are the semi-permanent arms or cordons. I take the picture one step further to read "branches" as canes that produce the annual fruit: the things we do, the ways we reach out. Through all these parts runs the life-giving sap of the Spirit. When one part is cut away, the sap does not run and it doesn't produce and it goes to the brush pile or the burn pile. Of course, old canes- and these might be old habits, unsuccessful ventures, unnecessary work - need to be discarded: that's part of the tending. Staying connected to the trunk and being tended by the vine grower is a good thing.
We are told to abide in Jesus the way that branches abide on the trunk. This is the way to be connected to Divine Spirit. John the Gospel writer loves that word "abide." It shows up 40 times in the Gospel and 23 times in the letters of John. Literally it means remain or rest in or stay with. We might say, "continue to be a part of" or "live in union with." What's implied is connection and dependence. So, I ask, to what do you feel connected? On what do you depend? In the 21 st century, we ask these questions with a certain pathos, a certain wistfulness. We are more connected than ever, but we may feel increasingly isolated. We are value independence more than ever, but we end up depending on less trustworthy people, institutions, and technological advances for what we want and need. We yearn for deeper connections and deeper meaning, but fear them too. What will be demanded of us when we become so connected to and so dependent upon the lively divine energy that runs through us and among us? Not sure we want to sign up for that.
The reading from the first letter of John is a sort of hymn to Divine Love, still using a lot of that word "abiding." "God is Love" it sings; "Everyone who loves is born of God." And, "No one has ever seen God; if we love one another, God lives in us." It even addresses that existential fear that is part of the human condition and sings, beautifully, "There is no fear in love, but perfect love casts out fear." To me this is a kind of inspirational anthem that gives us the courage to risk deeper connections. It tells us not to be motivated by fear of punishment, but by the joy of resting in the embrace of God.
When I say "resting," I don't mean that we are idle. We have fruit to produce. There is no command for us to bear fruit. There is a promise that this naturally happens through the power of that sap running through us. We don't have to squeeze it out of ourselves by sheer effort. We are branches and extensions of a vine tended by that gardening expert, God, who nourishes and tends us for the greater good.
This time, in reading all this through and thinking about it, it came to me that the branches and canes do not live off their own fruit. Their fruit is for someone else, just the way that love is "perfected in us" when we show it to our brothers and sisters. The divine sap is flowing: we have been loved by God, we have been encouraged by the love of Jesus, and so we love, not just those who are closest to us or those who are charming and easy to love. Those branches and tendrils are reaching out, and extends to places and to people to whom love is foreign or denied, where trust in love is fading or absent. To be connected to God is to be given a mission: to take to others the love that casts out fear. To demonstrate that love through our lives and actions: the joy of connection, and yes, dependence.
Even though it is a phrase that is often heard, saying "God is love" honestly is not easy or sentimental. It is counter-intuitive for most of the people around us, and counter-cultural. To so many, it just does not make sense. How can we translate the hymn-like words of John so that they become living fruit rather than an escapist fantasy?
This is why we need a community of faith and a place to worship: because we need a safe place, fertile ground for answering these questions together. Here we can speak of needs and hurts that we share, as well as the needs and hurts of other communities far away. Here we can listen for the leadings and leanings of the Spirit to understand the mission of God for our place and time. This may lead some of us to the Dominican Republic to discover the joy of connection there. We discover children being playful and creative with stones and grass and wood, and we are enriched by their joy and laughter. We discover classrooms with no books, and try to create a better learning environment for these lovely young people. Webs of connection are woven. We depend on translators, and people like Rita Severinghaus, and all the teachers and volunteers who carry our tendrils of love to those villages. The divine sap is flowing, the vine flourishes.
One verse in our Gospel reading has always been a bit troublesome for me, because it seems to encourage unrealistic expectations of our prayer life. It says, in our NRSV translation: "If you abide in me, and my words abide in you, ask for whatever you wish, and it will be done for you."
This sounds like carte blanche. "Ask God for anything you want, and, if you're connected, you'll get it." That's not my experience or my understanding of prayer. But then I read another translation: "If you remain in me and my words remain in you, … if you desire, ask and it will come to being in you." This way of understanding the verse gives another reason that we live in community. The presence and the words of Divine Love work within us and among us, so that we will wish for and ask for works of love to come to being in us. We are praying together to bear fruit, to become vessels and pathways of compassion and grace.
I close with these words by the 14 th century philosopher and mystic, Catherine of Siena. It was written as part of a dialogue between God and the human soul:
You, then, are my workers. You have come from me, the supreme eternal gardener, and I have engrafted you onto the vine by making myself one with you.
Keep in mind that each of you has your own vineyard. But everyone is joined to the neighbors' vineyards without any dividing lines. They are so joined together, in fact, that you cannot do good or evil for yourself without doing the same for your neighbors.
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highers in a Nutshell
The National Parent Forum of Scotland Summary of Higher Media
Analysing Media Content Creating Media Content
Assignment + Question Paper
Skills
* analyse and create media content, appropriate to purpose, audience and context
Learners will be able to:
* plan and research when creating media content, appropriate to purpose, audience and context
* apply knowledge and understanding of the role of media within society
* apply knowledge and understanding of the key aspects of media literacy
* self-evaluate and develop critical thinking skills
Opportunities for Learners
* use different media effectively for learning and communication
Learners will be able to:
* be creative and express themselves in different ways
* enjoy, and contribute to others' enjoyment of, creative and expressive presentation
* use creative and critical thinking to synthesise ideas and arguments
* see the links between creativity and employability
Assessment
* Units are assessed as pass or fail by the school/centre and are quality assured by the SQA. Achievement of Units is recorded on the learner's qualifications certificate
* To gain Higher Media, learners must pass the two Units and the Course Assessment (Assignment and Question Paper for 100 marks)
* Unit Assessment (or 'evidence of learning') will be assessed by schools/centres. The SQA has provided examples of Unit assessments that teachers/lecturers can use as they are, or adapt to suit the needs of their learners
* Higher Media is graded from A to D or as No Award.
* The Course Assessment is an Assignment (50 marks) and a Question Paper (exam for 50 marks) which has two components (see below). These are marked externally by the SQA
Question Paper Section 1: Media Content in Context
Section 2: The Role of the Media
2 hours
50 marks
Specimen Paper www.sqa.org.uk/files_ccc/MediaSQPH.pdf
Assignment
This will assess the skills of planning and creating media content, in response to a brief
50 marks
Progression Higher courses can stand alone or follow on from National 5 qualifications and may lead to Advanced Highers, the Scottish Baccalaureate and a range of qualifications within Further and Higher Education.
For course information, specimen question papers and past paper guidance visit:
www.parentforumscotland.org firstname.lastname@example.org
parentforumscotland parentforumscot
Higher Media: www.sqa.org.uk/sqa/47908.html Curriculum for Excellence Key Terms and Features Factfile www.educationscotland.gov.uk/Images/CfEFactfileOverview_tcm4-665983.pdf Further Information for Parents and Learners Information on assessment, skills, progression, revision resources and summaries of National Qualifications www.parentforumscotland.org
The National Parent Forum of Scotland is grateful for the support of the Scottish Government, the Scottish Qualifications Authority and Education Scotland in the preparation of this series.
HISTORY
languages
Media
CfE
HIGHER | <urn:uuid:fff7fa3f-e9e0-4309-9d32-4fad2d1e1618> | CC-MAIN-2017-17 | http://www.npfs.org.uk/wp-content/uploads/2014/06/nutshells_highers_media_E.pdf | 2017-04-26T02:17:52Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00388-ip-10-145-167-34.ec2.internal.warc.gz | 643,380,222 | 615 | eng_Latn | eng_Latn | 0.978908 | eng_Latn | 0.978908 | [
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What is the Quantile Framework?
The Quantile Framework is a rigorous methodology for measuring a student's level of achievement in mathematics relative to the level of difficulty associated with specific mathematical skills and concepts. A major artifact in the Quantile Framework is the Quantile Map. A major output from the Quantile Framework is a student's Quantile measure. The Quantile Framework assists teachers in targeting and improving mathematical instruction, predicting student comprehension, and differentiating instruction.
What is the Quantile Map?
The Quantile Map illustrates the five major strands in mathematics as described by the National Council of Teachers of Mathematics (NCTM): (1) geometry; (2) measurement; (3) numbers and operations; (4) algebra/patterns and functions; and (5) data analysis and probability. Each strand includes a list of topics at Quantile measures of increasing difficulty. A copy of the Quantile Map is available here.
What is a Quantile measure?
A Quantile measure is a number derived from a student's most recent TAKS test in mathematics. In conjunction with the Quantile Map, it provides three significant indications regarding a student's mathematical ability: (1) the skills and concepts the student has mastered, (2) the skills and concepts about which the student may need more instruction, and (3) the new skills and concepts the student is now ready to learn.
What do Quantile measures look like?
A Quantile measure is a number followed by letter "Q." Quantile measures are in the range 0Q or below to 1400Q or higher. A higher number indicates mathematical ability at a higher level. Some Quantile measures include one of the following codes: EM, NMQ or HMC. For an explanation of these codes, click here.
How does grade level mesh with Quantile measures?
A student's grade level and most recent Quantile measure taken together are needed to determine the most appropriate mathematical instruction for that student. The grade level identifies the typical range of Quantile measures for that grade as shown here. A student's Quantile measure with respect to that range indicates the student's readiness to handle the mathematical topics in that range as illustrated in the Quantile Map.
Where are a student's Quantile measure reported?
The Texas Education Agency (TEA) provides standardized mathematics tests for students in grades 3-11. The results from these tests include a Quantile measure, which can be found on a student's Confidential Student Report in the lower left corner of the Mathematics section.
What is a QTaxon?
With respect to the Quantile Framework, a QTaxon describes a particular mathematical topic, concept or skill. QTaxons are used to annotate the Quantile Framework. They can also be associated with individual items in the Texas Essential Knowledge and Skills (TEKS) specification.
What are the three types of QTaxons?
The Quantile Framework distinguishes three types of QTaxons: (1) prerequisite, (2) supplemental , and (3) foundational. Prerequisite QTaxons indicate skills and concepts that a student must master before learning a given topic. Supplemental QTaxons may be applicable in a given lesson but are not essential. Foundational QTaxons indicate a concept or skill that requires only the assessment of a student's readiness to learn rather than a specific mathematical skill.
The Quantile Framework uses the three types of QTaxons to define knowledge clusters consisting of a primary QTaxon and its related supplemental, prerequisite and foundational QTaxons. The knowledge clusters constitute an interconnected chain and progression through a given strand in the Quantile Map. Additional information on this topic can be found by clicking here.
Where can I find QTaxons?
The Quantile Framework provides a searchable QTaxon database that includes specific skills and concepts aligned to a state's curriculum standards. Texas is one of the states so registered. Access to the database is through QTaxon Search which is available here. Instructions for teachers using the QTaxon Search Engine can be found by clicking here.
From the results page of a QTaxon Search, a teacher can find the knowledge cluster for that QTaxon. A teacher will also find links that lead to worksheets, web sites, and games and textbook lessons apropos to the topic at hand.
How can I use Quantile measures to differentiate instruction to my students?
One of the primary goals of the Quantile Framework is to help teachers deliver directed differentiated instruction in mathematics as needed in their classrooms. To help teacher plan and deliver such differentiated instruction in a timely manner, the Quantile Framework provides a tool called Quantile Teacher Assistant. Information about and instructions for using the Quantile Teacher Assistant can be found by clicking here.
For those with access to an internet browser with Macromedia Flash installed, you can find a useful introduction to Quantile measures by clicking here.
Click here for the Quantile Framework for Mathematics home page.
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Lodi Rules for Sustainable Winegrowing
- The Lodi Rules for Sustainable Winegrowing is California's first 3 rd party-certified
sustainable winegrowing program. The original standards were launched in 2005, and a thorough revision was accredited in 2013.
- The Lodi Rules takes a comprehensive approach to farming that goes beyond just pest management to promote practices that enhance biodiversity, water and air quality, soil health, and employee and community well-being.
- There are 101 farming practice standards in six chapters: Business Management, Human Resources, Ecosystem Management, Soil Management, Water Management, and Pest Management.
- The Lodi Rules are designed to lead to measurable improvements in the environmental health of the surrounding ecosystem, society-at-large, and wine quality.
- All standards have been peer-reviewed by scientists, members of the academic community, and environmental organizations before accreditation by Protected Harvest
- Protected Harvest has received Consumers Union's highest rating as an eco-label certifier.
- Certification has two components: The Lodi Rules practice standards, and a Pesticide Environmental Assessment System (PEAS) that measure the total impact of all organic and synthetic pesticides used during the year. Growers are audited annually by a third party to verify their farming practices, and may not exceed a maximum number of points calculated using PEAS. Certification is awarded to an individual vineyard annually.
- 20,000 acres were "Certified Green" in the Lodi Appellation in 2012, and an additional 6,000 acres were certified in other regions throughout California. Approximately 20 wineries produce wines baring the Lodi Rules seal.
- A bottle of wine that is at least 85% from certified sustainable vineyards can print the logo on their label.
Certified Sustainable Practices
Integrated Pest Management
We limit crop protection to only essential measures in our vineyards. We create and maintain habitat for natural enemies of pests.
Air Quality Control
We plant cover crops of native grasses in and around our vineyards to minimize dust. We limit tractor usage to a minimum to reduce air pollution and conserve energy.
Land Stewardship
We integrate the management of our vineyards with the ecosystem by providing riparian zones, introducing and preserving native grasses and trees, maintaining vernal pools, protecting wildlife habitat, and installing nesting boxes for owls, birds, and bats.
Water Management
We constantly monitor soil moisture and measure the vines water needs. We regulate water usage through careful irrigation scheduling, and constantly maintain and service our irrigation systems for maximum efficiency.
Soil Health
Healthy living soils grow great wines. We add organic matter by planting cover crops and utilizing compost. We control fertilizer and irrigation to maximize nutrition in our soils which results in higher, more concentrated fruit quality.
Human Resources
People are the foundation of great sustainably grown wines. Our workers receive comprehensive training and development that enables them to perform their jobs safely and maximize their ability for year round employment.
Sustainable Vision
We create a sustainable vision for the farm that provides the foundation for sustainable winegrowing, helping ensure the long-term health, biodiversity, and productivity of the farm and surrounding ecosystem. All our farming practices can be evaluated as to whether it moves us toward or away from this vision. | <urn:uuid:40e286aa-bad0-4722-9e12-18cc7643bac3> | CC-MAIN-2017-17 | http://masterwines.com/wp-content/uploads/2014/04/Lodi-Rules-Fact-Sheet-1-23-13.pdf | 2017-04-26T02:03:42Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00387-ip-10-145-167-34.ec2.internal.warc.gz | 254,192,485 | 661 | eng_Latn | eng_Latn | 0.99066 | eng_Latn | 0.991088 | [
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Second wave of Central Valley Honor Flight veterans visits WWII Memorial
By Michael Doyle http://www.fresnobee.com/2014/04/29/3901434/second-wave-of-central-valley.html
Bee Washington Bureau
April 29, 2014
WASHINGTON — The Valley's most seasoned veterans battled unsentimental weather Tuesday when they disembarked at the World War II Memorial.
Rain lashed the 68 men and their guardians, participants in the second Central Valley Honor Flight trip. It was wet and unwelcoming, and would not be wished away. Soon, too soon, the World War II vets whose ages ranged from 87 to 99 retreated to their buses for an unscheduled drive about the city.
And yet, for some, it was still mission accomplished.
"I was in tears out there," said Robert Ashburn, an 89-year-old Atwater resident and Navy veteran. "I had been through all of those invasions listed on the memorial. We went to hell on some of them."
Here's a partial roll call, from Ashburn's time as an electrician aboard the USS Tisdale, a 283foot long destroyer escort that earned four battle stars in the Pacific.
Tarawa. Eniwetok. Kwalajein. Saipan. The Philippines. Tinian. Okinawa. The list is incomplete; the memories, for the survivors, indelible.
"I remember, in the war, I didn't think I was going to make it to 18, but I did," Ashburn said. "Then I was 19, and I didn't think I was going to make it. And then I was at Okinawa, and I didn't think I was going to make it."
The retired telephone maintenance man and the other 67 World War II veterans, including several women, arrived in Washington, D.C., on Monday for the three-day Honor Flight program. Throughout, there were reminders that it's a small world; or maybe, it was just a big war.
Turns out, for instance, that while Ashburn was offshore of Okinawa with the Navy, Milburn Holt was on the island with the 165th Infantry Regiment, 27th Infantry Division. Holt, now an 88-year-old Fresno resident, still carries remnants of the battle; he's 90% deaf in his right ear.
"When you've got small arms fire on one side, and machine gun fire on the other side, and artillery going overhead, after a while it gets to you," Holt said. "It's just so much noise."
Since a modest beginning in May 2005, when a dozen vets were flown in from Ohio, Honor Flight has expanded into a national network that essentially goes non-stop. In just the past month, more than 50 Honor Flight tours have taken place, from areas including Kern County, Northern California and the state's North Coast.
All told, more than 100,000 veterans have participated. The first Central Valley Honor Flight took place last October, and the next is planned for June.
For the veterans like Holt and Ashburn, Honor Flight is an all-expense paid journey. Their guardians pay $1,000 each, while various donations fill in the rest of the approximately $150,000 total cost.
Led by Al Perry, an upbeat Army veteran who formerly directed the Veterans Administration's Central California Health Care System, the group this week also includes several staffers who tend to various needs. One, Bob Small, is an Army and Marine Corps veteran; now he's a pastor at Fresno's Northwest Church, pulling chaplain duty with the men he calls his heroes.
"I'm 79," Small said. "I'm the young guy on board."
Everyone's got a story; one need only take a seat next to them and ask.
Gordon Scott, for instance, is a 92-year-old Kingsburg resident who plunged into the Pacific in May 1942 when his aircraft carrier, the USS Lexington, was sunk during the Battle of the Coral Sea. After a while -- it wasn't that long, he says -- a destroyer fished him out of the drink. The Navy fixed him up and then sent him back to war.
Bud Erickson, a 94-year-old Visalia resident, was also fighting the Japanese, as a communications man with the 2nd Marine Division at Saipan and places of that sort. It's a funny thing, Erickson says now. The war he lived through has only in recent years begun to make sense to him, thanks to authors like Tom Brokaw.
"When the war was over, we got home and forgot about it," Erickson said.
Some of the stories were hinted at this week by clothing, a fashion statement. Back at their northern Virginia hotel, where the veterans repaired for quick recuperation, a man wearing a 10th Mountain Division hat rolls past in a wheelchair. Back in the day, those guys were fearsome.
Another man, 99-year-old Hanford resident and former Navy commander Jack Schwartz, was wearing a cap marking his time as a prisoner of war. The Japanese held him for three-and-a-half years.
The Central Valley Honor Flight returns to California on Wednesday, following a visit to Arlington National Cemetery.
"You can't replace their horrific memories," Perry said, "but you can give them another experience."
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NATIONAL SENIOR CERTIFICATE
GRADE 12
ENGLISH FIRST ADDITIONAL LANGUAGE P3
NOVEMBER 2008
MARKS: 100
TIME: 2 ½ hours
This question paper consists of 9 pages.
INSTRUCTIONS AND INFORMATION
1. This question paper consists of THREE sections. Answer ONE question from EACH section:
2. Start EACH section on a NEW page.
3. Number the answers according to the numbering system used in this question paper.
4. It is recommended that you:
* Plan your responses and make rough drafts before writing out the final versions of your answers;
* Neatly cross out all plans and rough drafts; and
Re-read your work carefully and correct any errors before you hand in the
*
answer book.
5. Do NOT use memorised responses.
6. Pay attention to spelling, choice of words, grammar, punctuation and paragraphing.
7. Write neatly and legibly.
SECTION A: CREATIVE WRITING
QUESTION 1
* Write an essay of between 200 and 250 words (approximately 1 to 1½ pages) on ONE of the following topics.
* Write down the number and title of your essay correctly. Supply your own title if one has not been given.
* You are advised to spend approximately 80 minutes on this section.
* You may, if you wish, use the ideas suggested on some of the topics or write a response that is entirely your own. The suggested ideas only serve as guidance on what you could include in your essay.
1.1 It is great being a teenager in South Africa!
Some ideas:
* Teenagers' rights
* Challenges that may have been experienced by teenagers in the past and have now been resolved
* Opportunities for teenagers
OR
1.2 The best gift I have ever received.
Some ideas:
* Description of the gift
* The gift may either be something that has been bought or something that cannot be bought (e.g. love, friendship, etc.)
* Why you consider it to be the best gift
OR
1.3 I am an ageing animal and this is the story of my life.
Some ideas:
* Reflect on the life of the chosen animal (e.g. cat, dog, cow, lion, elephant, etc.)
* Describe some important events
* Relationship with humans and with other animals
OR
3
[50]
[50]
[50]
NSC
1.4 The number of young people taking alcohol and/or drugs is increasing at an alarming rate. Discuss the problem and suggest possible solutions. [50]
OR
1.5 In today's world, there is no such thing as 'man's work' or 'woman's work'.
Do you agree? Discuss your views.
Some ideas:
* Roles of men and women as defined by tradition and culture
* Gender equity in the world of work
* Reasons for the changing roles of men and women in society
OR
[50]
1.6 Choose ONE of the following pictures and write an essay on a topic that comes to mind.
Write the question number and give your essay a suitable title.
EITHER
1.6.1
Some ideas:
* The innocence of childhood
* Thoughts on the future of children or South African society
* Love and friendship
1.6.2
Some ideas:
* Leaving home to begin a new life
* Going off to study at university or college
* Going on a holiday
TOTAL SECTION A:
[50]
50
NSC
SECTION B: LONGER TRANSACTIONAL TEXTS
QUESTION 2
* Respond to ONE of the following transactional writing tasks.
* The body of your response should be between 120 and 150 words (approximately 12 – 15 lines).
* Write down the number and the heading of the text you have chosen to write.
* You are advised to spend approximately 40 minutes on this section.
* Pay particular attention to language, register and audience.
* You may, if you wish, use the ideas suggested on some of the topics or write a response that is entirely your own. The suggested ideas only serve as guidance on what you could include in your response.
2.1 MAGAZINE ARTICLE
You are a member of the editorial team of a teen magazine. You have been asked to write an article on problems experienced by teenagers today. Write out the article you would submit.
Some ideas:
* Peer pressure
* Physical and emotional changes
* Relationships
OR
2.2 DIALOGUE
You recently had an accident while driving your father's/mother's car without his/her permission. Your parent was very upset with you and questioned you about the incident. Write out the conversation that took place between you and your parent.
NOTE: You must use the dialogue format.
Some ideas:
* Reason for taking the car without permission
* Disciplinary measures
* Details of the accident and damage to the vehicle
OR
[30]
[30]
2.3 FRIENDLY LETTER
You have just returned from an unforgettable trip with your classmates. Write a letter to a friend describing some of the places you visited and your experiences.
TOTAL SECTION B:
[30]
30
SECTION C: SHORTER TRANSACTIONAL TEXTS
QUESTION 3
* Choose ONE of the following topics and write a short transactional text.
* The body of your response should be between 80 and 100 words (approximately 8 – 10 lines).
* Write the number and the heading of the text you have chosen.
* You may, if you wish, use the ideas suggested on some of the topics or write a response that is entirely your own. The suggested ideas only serve as guidance on what you could include in your response.
3.1 DIARY ENTRIES
Imagine that you are a famous pop star who records experiences in a diary. Write down the diary entries for any three days in your life as a pop star.
NOTE: Each entry should start with the date.
Some ideas:
* Thoughts on your first public appearance, or on the release of your latest album or CD
* Feelings after a successful event, such as a concert
* Thoughts on your future as a pop star
OR
3.2 INSTRUCTIONS
You have been asked to do a short oral presentation for a Life Orientation lesson on how to study effectively for an examination. Write down a list of about SEVEN tips you would give your classmates in your presentation.
Some ideas:
* The importance of drawing up a study timetable
* Factors to consider when drawing up a study timetable (e.g. time available, other responsibilities, subjects that require more attention, etc.)
* The need for rest, relaxation and a balanced diet
TOTAL SECTION C:
GRAND TOTAL:
[20]
[20]
20
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PARENT RECOMMENDATIONS
Your child has suffered a concussion. A concussion is a brain injury.
Don't be alarmed if your child has symptoms from this concussion for up to 3 weeks.
Concussion symptoms tend to slowly and steadily get better over 3 weeks, but some take longer. Please make sure, however, that your child is feeling less and less symptomatic each day.
What to Do? See the Symptom Wheel on the back page.
Be a partner in your child's recovery:
Communicate frequently with your child's school so that adjustments can be made at school.
Continue to follow-up with your child's healthcare professional.
Do not return your child to PHYSICAL activity (recreational, club or school-sponsored sports) until cleared by the healthcare professional.
PHYSICAL:
LIMIT physical exertion including activities at home such as mowing the lawn, taking out the garbage, doing chores, shooting hoops with friends or going out with friends.
LIMIT loud activities (such as dances, football and basketball games, movies, restaurants, birthday parties etc.) especially at first.
REMOVE all physical activities such as recreational, club and organized sports.
RESTRICT the amount of rough-housing and play between peers/siblings at home.
Allow child to keep lights low and shades drawn if bothered by light and/or wear sunglasses.
Keep noise level in home low and/or allow child to wear noise cancelling headsets or earplugs.
EMOTIONAL:
Make sure child is feeling connected with peers, athletic team, or both. Child may "hang out" with team (e.g. travel w/team, be on sidelines) as long as they don't need the time to be at home resting and only when he/she is able to be at school successfully.
Don't punish child for emotional outbursts. Understand that being more emotional or irritable is part of having a head injury.
Develop a plan with your child if they are feeling emotional. Work with school on a similar and appropriate plan at school.
Physical:
headache/nausea dizziness/balance problems light sensitivity/blurred vision noise sensitivity neck pain
Emotional:
feeling more: emotional nervous
sad angry
irritable
Cognitive:
trouble with: concentration remembering mentally "foggy" slowed processing
Sleep/Energy:
mental fatigue drowsy sleeping too much sleeping too little can't intitate/ maintain sleep
Rule of thumb: If symptoms intensify, there has probably been TOO MUCH use of technology, social media or home activity! Cut back the technology/social media and home activity and INCREASE the rest.
COGNITIVE:
LIMIT activities including computer time, texting, television/movie watching, video game playing, reading, homework, socializing, extracurricular activities and working.
RESTRICT your child's driving until cognitive symptoms resolve and seem back to baseline.
Encourage and support child to follow the cognitive reduction plan developed by the school.
Determine if child is feeling stressed about school. Continue to work with school on adjusting the expectations and requirements at school throughout recovery.
Give only one task at a time for child to complete and allow additional time for child to respond to questions.
Write things down for child to remember.
SLEEP/ENERGY:
Get regular and sustained sleep. For the first few days after the injury, extra sleep is OK.
After the first days, start getting back to a regular sleep schedule. Allow napping but try to limit napping to no more than 20 minutes per day. Eventually eliminate naps.
Do not allow napping too late in the afternoon.
Don't allow child to text, read, talk on cell phone, watch movies, videos/computer or eat in bed. Educate about healthy sleep hygiene.
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IELTs Style Listening Questions
Questions 1-3
Choose the correct letter A-C
1. The cause of the smog in Malaysia is:
A. Malaysian cars
B. Burning Malaysian forests
C. Burning Indonesian forests
2. According to the text the people responsible are likely to be:
A. Indonesian farmers
B. The Indonesian Government
C. Large corporations
3. The reason for the burning is:
A. To make more money
B. So that farmers can plant crops
C. To build new houses.
Questions 4-6
Complete the table below
Write NO MORE THAN THREE WORDS for each answer
Land Clearing Procedure
Discussion Questions
1. Do you think that International governments are doing enough to stop deforestation?
2. Do you think that the corporations care about their public image?
3. Do you think that the local people benefit from this deforestation?
4. What do you think can be done to improve the air-quality in Malaysia?
Writing Question
WRITING TASK 1
You should spend about 20 minutes on this task.
The chart below shows the amount of rainforest in Indonesia, the amount that has been burnt or logged and the amount now used for plantations and semi-natural that is being used partly for agriculture.
Write a report for a university lecturer describing the information shown below.
You should write at least 150 words.
Source: http://rainforests.mongabay.com/20indonesia.htm
More great Resources at: http://www.jamesabela.co.uk
WRITING TASK 2
You should spend about 40 minutes on this task.
Present a written argument or case to an educated reader with no specialist knowledge of the following topic.
The forests in Indonesia are of great value, but if they cut them down rather than create wealth for the country in the long term they will be destroying their livelihoods.
Logging should be strongly discouraged and international laws introduced to ensure that corporations do not profit from this activity.
What are your views?
You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.
You should write at least 250 words.
Answers
Questions 1-3
Choose the correct letter A-C
4. The cause of the smog in Malaysia is:
C. Burning Indonesian forests
5. According to the text the people responsible are likely to be:
C. Large corporations
6. The reason for the burning is:
A. To make more money
Questions 4-6
Complete the table below
Write NO MORE THAN THREE WORDS for each answer
Land Clearing Procedure
Writing Task 1 Sample Answer
The graph shows the status of the rainforest in Indonesia in hectares. There are three types of forest in Indonesia, Primary forest, semi-natural and production plantation. It shows how much is still in tact and how much has been destroyed.
Approximately 30,000,000 hectares have been logged or burnt of which just under 10,000,000 was primary forest, which is about 30% of the forest. This leaves about 45,000,000 acres of primary forest and 36,000,000 of semi-natural forest and about 3,000,000 hectares of production plantation. Interestingly none of the semi-natural forest or plantations appear to have been logged or burnt.
Overall this graph shows that Indonesians have only about 70% of their rainforest left.
(160 words done in 17 minutes)
Writing Task 2 sample Answer
The rainforests in Indonesia are a great asset to the people that have provided them with a living for many generations. It looks like this generation of Indonesians maybe the last to have the benefits of the forest that has helped them for so long.
The people of Indonesia must learn to realise that they are losing their strongest asset, that if it is kept it maybe used for research into new drugs, a place for eco-tourism and a place for sustainable agriculture. Furthermore in the process of slashing and burning their trees they are creating pollution that is directly affecting the health of their nation and their neighbours.
Unfortunately the Indonesian people are not strong enough by themselves to solve this problem and it is only with the cooperation of wealthier nations that they can ensure corporations do not destroy their livelihoods and their children's prosperity. To do this the amount of carbon released into the atmosphere needs to be measured and the corporation or owners of land should be watched via Satellite and fines should be set at a level that ensures that it is more cost effective to log and turnover the soil rather than slash and burn. If the land has been protected then the landowners or loggers should be fined 10 times the value that the wood is worth and enforced by UN peacekeepers with 1 st world technology.
Punishments are not enough on their own and the Indonesian government should be rewarded for keeping its forests using a carbon trading scheme, because not only are the rainforests a useful asset they are also the world's lungs and as such need to be protected for all of us!
(283 Words done in 34 minutes)
The Malaysian Smog Script!
When we're in the heart of the dry season in Malaysia the dreaded smog returns and what really annoys most Malaysians is that it isn't caused by their cars, which generally have much smaller Engines than American equivalents or even burning their own forests, but from their neighbour Indonesia. Each year Indonesia burns forests equivalent to the size of Paris and if the wind is going in the wrong direction it comes straight to Kuala Lumpur.
When I dug a little deeper, it wasn't long before people from the industry anonymously told me that I'd be a complete idiot to believe that a few local farmers could ever create the amount of CO2 required to blanket an entire country with a thick layer of smog.
Everybody in the industry knows these are huge commercial operations and its a simple profitability decision. The fact is that these companies are not made to pay for the pollution they create. So let's look at the process of creating short-term profit from virgin rainforest. Firstly you cut down all that valuable rainforest timber and send it to the wood-mill for processing, after all no point in wasting all that very valuable wood.
Once you've done that you have to wait for the dry season, after all you can hardly burn down a rainforest when there's torrential rain. Once the foliage has dried out you can then set fire to it. There is of course a more environmentally friendly method of doing this, you could turn over the soil as they have to do in Europe, but that would cost you at least 3 times the amount of burning it.
After the forest has been burnt down you can then plant Oil Palm Plantations, rubber trees or whatever other cash crop you want to sow. The end result are trees of your choice planted in clear straight lines... And now all you have to do is hire a few locals who've got no other chance of employment, pay them dirt cheap wages and watch the money come in...
Of course everybody pokes the finger of blame at the Indonesian government, but if you've ever been to Indonesia you'd realise this is a very poor country and the government has far less monetary power than these corporations, especially at a local level where it is easy to bribe poorly paid local officials...
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Catch!
Beach Ball Games Module 1
Beach ball basketball!
Play catch using a beach ball. Pretend it's like a hot potato. Keep it moving without dropping it!
Cut the bottom out of a used ice-cream bucket or container to use as a hoop. Attach the hoop to the wall with some tape or a hook. Each family member must stand behind the sofa or other piece of furniture and try to throw the beach ball through the "hoop". If you miss, you have to do three sit-ups. Each hoop gets one point. Award a prize or privilege to the winner!
Play beach volleyball!
Use an old sheet or blanket and hang it up like a volleyball net. Divide family into teams and play volleyball with the beach ball. You can make the game more challenging by making the older kids (that's you mom and dad) play on their knees!
Keep the ball in the air!
With your child, try to move around the house, keeping the beach ball off the ground without using your hands. For example, put the ball between your elbows, foreheads, tummies, bottoms. Can you stand up and sit down, without dropping the beach ball?
Bubble Games
Make Your Own Bubble Solution!
¼ cup liquid dish soap
¾ cups water
1½ TBSP light corn syrup
2 cups warm water
¼ cup good quality dish soap (e.g., Dawn)
a little food coloring or Kool-Aid powder
2 TBSP of corn syrup
Bubble solution works best when you let it sit for about two days before you use it.
Mod_1_Kit_PA_en_2013
Blow some bubbles in the air! See how long you can keep the bubbles in the air without letting them fall to the ground!
Blow some bubbles outside! Run to a designated area in the yard and back again and catch the bubbles before they fall to the ground.
Make Your Own Bubble Maker
paper cup
straw
dish soap
water
Poke a pencil hole on the side of a paper cup, one inch from the bottom, and stick a drinking straw through the hole half way through the cup. 1
Pour dish soap into the cup until the straw is covered. Add a little water. 2
Blow gently until beautiful colored bubbles froth over the rim of the cup and fill the air. DO NOT GIVE THIS TO YOUR CHILD TO USE, AS SHE/HE MAY SWALLOW THE DISH DETERGENT RATHER THAN BLOW IT OUT! 3
This institution is an equal opportunity provider and employer. Printing of this material was funded by USDA's Supplemental Nutrition Assistance Program -- SNAP. The SNAP provides nutrition assistance to people with low income. It can help you buy nutritious foods for a better diet. To find out more contact 1-800-432-6217. | <urn:uuid:455915d6-b2c3-4b4d-b4eb-539e8bf0f832> | CC-MAIN-2017-17 | http://prc.unm.edu/educational-materials/chile-plus-docs/mod-1/mod-1-kit-pa-en-2013.pdf | 2017-04-26T02:12:31Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00391-ip-10-145-167-34.ec2.internal.warc.gz | 310,451,160 | 582 | eng_Latn | eng_Latn | 0.994665 | eng_Latn | 0.994788 | [
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The Discipler's Commentary
Answer Outline for the Discipler Luke 15
15:1-2 – Jesus is spending time with and ministering to tax collectors and sinners. This causes the Pharisees and scribes to grumble. Why?
- Ask the disciple what kind of reaction the Pharisees, experts in the Old Testament, should have had toward those who were lost because of sin. (Law vs. love)
- The discipler may need to review why tax collectors and sinners were so abhorrent to Pharisees.
15:3-32 – Because the religious leaders obviously do not see any benefit in Jesus spending time with the sinners, Jesus begins teaching a series of parables.
- The discipler is equipped here to explain the purpose of parables; see below
The purpose of parables:
- The discipler may need to elaborate each of these points.
1. A parable is designed to teach a spiritual truth
- Parables are not just cute stories such as Aesop's Fables, or proverbs which teach lessons about life. They are specifically intended to teach a spiritual truth that helps the listener see how God sees things.
- Parables are often taught to help the listener understand what the kingdom of God looks like.
- Parables are also taught to help a believer understand how to live a godly life, or how to be a true follower of Jesus.
- Parables do not predict the future, but equip the believer how to cope with whatever the future holds.
2. A parable is a story that could be true but is not necessarily true;
- Parable are uniquely designed for the given audience.
- Parables are therefore taken from everyday settings and events that the listener can relate to.
3. A parable is designed to reveal truth to believers and hide truth from doubters and skeptics.
- An unbeliever will not want to waste time trying to understand a parable, and in fact may be so blinded by disbelief that he is completely unable to grasp the spiritual truth.
- A believer will attempt to understand the meaning of the parable; he or she will seek out the spiritual truth which should result in changed behavior or changed relationships.
15:4-7 – The parable of the lost sheep
- The discipler may need to explain to the disciple the characteristics of sheep and how they can become lost.
- All of Jesus' audience would be familiar with sheep. The disciple may not be.
Major themes:
1. The value of the lost individual (the "one")
- The key word here is "value." Every individual is valuable to God. Can the disciple name some kind of individuals that the world—or even the church—might find NOT valuable to God?
-
Ensure that the disciple understands why it is so important to God that a lost individual is found.
Ensure that the disciple knows what are the consequences for dying as someone who is spiritually lost.
- Ask the disciple what the reaction of the Pharisees should have been toward the lost being found. Can the disciple describe why the Pharisees would not see finding the lost "sinner" a cause for rejoicing?
2. The joy in heaven over recovering one who is lost & unaware he is lost
- Ask the disciple why there is so much rejoicing over a spiritually lost person being found.
3. The joy for the one who finds (recovers) the lost
- Ask the disciple if he or she can determine why the Pharisees were not rejoicing over lost sinners being found.
- Make sure the disciple clearly understands the fact that the Pharisees viewed sinners only through the eyes of the law, whereas God sees sinners through the eyes of love.
15:8-10 – The parable of the lost coin
- The themes are the same as the previous parable. One exception is that the main character in the parable of the lost sheep is a man; the main character in this parable is a woman.
Major themes:
1. The value of the lost individual (the "one")
2. The joy among angels over recovering one who is lost
3. The joy for the one who finds
15:11-32 – The parable of the lost son (prodigal son)
- The disciple may not know the meaning of the term "prodigal." It means one who spends money or resources in a reckless, self-serving way.
- Quite likely, the disciple has heard of this parable. Ask him to retell the parable in his own words.
Major themes:
1. The son chose of his own accord to leave the presence of his father
- Ask the disciple if he or she can identify with the lost son.
- Ask the disciple if he or she has ever acted like a prodigal, or known someone who has. (The answer to the latter usually involves a family member.)
2. A person may not realize they are spiritually lost until they hit rock bottom
- If the disciple is able to identify with the prodigal son, ask what happened to turn him around and make him come to "his senses." (This can be a very personal and intimate time, and the discipler should allow the disciple to speak freely and, if necessary, acknowledge repentance.)
3. The father was always looking for the return of the lost son
- A great discussion can be elicited here. The disciple may be the lost son, or the disciple could actually represent the father who was looking for the lost son. If the latter is the case, ask if he or she ever wanted to "give up" on the one who was lost.
4. There was great celebration when the lost son returned
- Ask the disciple if the church he or she attends celebrates the recovery of a spiritually lost person.
- Ask the disciple if he or she has ever felt like the son who was NOT lost.
5. The fact is that the lost son squandered his inheritance; there are earthly consequences for sin.
- This is a very important point to stress to the disciple. Ask the disciple what can be lost by becoming a prodigal son. For example, innocence, finances, and relationships may be lost. Other consequences can be bad memories, a loss of physical or emotional health, guilt, regret, and loss of self-esteem.
- Ensure that the disciple does not leave the session on a negative note. What should be emphasized is the never-ending love of our Father in heaven who not only forgives completely, but throws banquets for a returning lost son.
Question: How is God speaking to you through His word today?
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Energy
Renewable
By Andrew Ngozo
The
Way
Forward
for
SA
During his recent visit to Africa, American President Barack Obama said,"Access to electricity is fundamental to opportunity in this age. It's the light that children study by; the energy that allows an idea to be transformed into a real business. It's the lifeline for families to meet their most basic needs and it's the connection that's needed to plug Africa into the grid of the global economy. You got to have power."
The main driver behind these renewable sources of energy, notes Jasandra, is that South Africa's government launched the Renewable Energy Independent Power Producer Procurement Programme (REIPPP) in 2011. "This created an elevated level of interest that was backed up by the fact that the solar resource in parts of the country is within the top one per cent of the world," notes Jasandra.
of renewable energy that most people are familiar with," says Jasandra. She adds that, however, there are other renewable forms of energy which can be utilised albeit on a smaller scale. These are hydroelectric power, biomass, and biogas and landfill gas.
These words could not have come at a more opportune time as he launched the US$7billion Africa Power Initiative to help the continent deal with an increasing energy crisis. However, Africa, the fastest growing emerging market in the world, cannot afford to rely on electricity alone in an age where there are several renewable sources of energy available to the continent. Just what are these alternatives?
BioTherm Energy, in its efforts to exploit the sources available, has established solar farms across the country's nine provinces. "The main clusters, and about 80% of all projects, are located in the Northern, Western and Eastern Cape provinces. The reason behind this is the wind and solar resources available in these areas. Solar projects are hugely visible in the Free State and the North West provinces," reveals Jasandra.
While the government introduced the REIPPP, Jasandra states the buck has by no means stopped there. BioTherm is working on multiple fronts to ensure that renewable energy can be brought onto the market. Among others, the focus is on expanding the development pipeline with good resource projects. "We work with various organisations to extend government commitment to purchase renewable energy and, even then, we need to look beyond the REIPPP programme and also foster partnerships with other players in the market," Jasandra says.
According to Jasandra Nyker, the Chief Executive Officer of BioTherm Energy, there are a variety of alternative energy sources available to South Africa which the rest of the continent can tap into. "On a large scale, solar photovoltaic (PV), concentrated solar power, wind and gas are the most common forms
Potential to Meet Country's Energy Needs
"BioTherm, as a South African company, is closely aligned with the national goals of expanding the role of renewable energy in solar and wind in particular, not just as an energy source but as an integral part of the economic, environmental and social aims of the country," she further reveals.
According to BioTherm Energy, opportunity abounds in the field of renewable energy and a whole new industry beckons. "Renewable energy has enormous potential to meet South Africa's energy needs for a growing economy as well as create employment opportunities and new industries and generates benefits for local communities," states Jasandra. She adds that BioTherm has the unique in-house ability to fully develop renewable energy projects with experts on site development, wind and solar resource measurement and analysis, environmental impact assessments, turbine and module selection, carbon reduction, construction and maintenance.
The renewable energy sources bring with them a ripple effect through job creation. "Jobs will not only be created, but this will occur across industries from manufacturing, construction, operations and maintenance. However, it is important for the REIPPP programme in South Africa to create a stable platform with market certainty to encourage development and local manufacturing," declares Jasandra.
While these are seemingly uphill battles that cannot be dealt with in the short-term, Jasandra believes South Africa will come out the victor if the government continues "to create and promote an enabling environment and mitigate risk as any delays are likely to create unnecessary investment concerns".
There are, however, some factors that impede growth in this sector in this regard. Jasandra cites a few which include; the current absence of an established South African market; lack of capital; stronger investment attractiveness elsewhere; greater revenue risk with local energy pricing; low investor awareness of technology risk; and government, political and policy risk.
"There needs to be a long term commitment in terms of tariff pricing and future bidding rounds in order to speed up the promotion of a local manufacturing industry. The focus will also have to shift towards creating local industry players within the renewable energy sector," suggests Jasandra.
"If the government continues with the success story that it has created, the South African renewable energy industry would be here to stay and will definitely benefit the country in ensuring quick deployment of energy supply," she concludes.
Jasandra Nyker, Chief Executive Officer, BioTherm Energy
Renewable Energy: The Case of Kenya
An independent enabling institutional and regulatory environment that allows Kenya to be conducive for renewable energy development.
Perhaps South Africa can take a leaf from Kenya, one of the African countries that that has embraced the concept of renewable energies. According to Greenpeace International, an independent global campaigning organisation that acts to change attitudes and behaviour, to protect and conserve the environment and to promote peace, the East African nation has, in recent years, seen a renewable energy uptake among its population. By and large, this has been possible through the following factors:
Tariffs match the cost of running a profitable generating facility. The costs can, in this way, be passed on to the consumer thereby enhancing financial stability for the utilities and encouraging lending.
Kenya already has active independent power producers and utilities are semi-privatised. The financial market, like South Africa's, is fairly sophisticated and well developed.
Existing strong policy and planning documents that encourage large development of clean energy.
Local independent power producers support renewable energy development which is driven by good resources, energy security concerns and a requirement to lower dependency on fuel imports.
The cost of solar photovoltaic (PV) panels is seen as an obstacle to decentralised deployment in Kenya as it is out of reach for many. However, there are market drivers: solar power has been mandated in newly-built homes and tax cuts have been introduced on solar power equipment. | <urn:uuid:ae855191-3959-45ed-98a3-b688b831eb92> | CC-MAIN-2017-17 | http://denhamcapital.com/media/40304/07-30-2013_most_influential_women_renewable_energy_the_way_forward_for_sa.pdf | 2017-04-26T02:10:45Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00391-ip-10-145-167-34.ec2.internal.warc.gz | 93,386,573 | 1,341 | eng_Latn | eng_Latn | 0.998752 | eng_Latn | 0.998762 | [
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From the Safety Chick
Drat!
A Flat!
Riding alone or with a group. Neighborhood side street, main thoroughfare or country road. One thing continues to baffle me. Where does all the broken glass come from? Near busy intersections, the accident prone areas - that is where I expect to see it. There are intersections in my neighborhood that I ride 2-3 blocks out of the way just because of the debris and broken glass that are always present. It isn't just there -- it seems to be everywhere. Brown, green or clear on a sunny day it sparkles, you get a little warning. Some days you are in it before you realize it is there. The wider the shoulder or bike lane, the amount of glass seems to increase.
Glass cannot always be avoided. Sometimes you see it and want to swing around it but traffic does not allow you to do so. You may be riding in a group and not have enough room to safely maneuver. Perhaps you didn't see it. So, what to do. If you ride through a large area of glass, you may want to stop, PULL OFF THE ROAD and inspect your tires. Or, you choose to move on, see if you are lucky or unlucky that day.
Not so lucky, you get a flat . You have a couple of options. Get out your cell phone and call for help. You never know, maybe someone will be willing to drive 25 miles to pick you and your bike up and 25 miles back home. Then take your bike to your local bike shop and have them fix it for you. You can call a cab, the cab company will be happy to pick you up, they will even send a van at your request. Or you can fix the flat. Of course, to fix the flat it helps to have the tools and the knowhow. If you are really lucky, you will be riding with someone that is an expert flat fixer and will kindly help you. (You know who you kindly tire fixers are.)
So if it is you that will be fixing the flat -- get a clue before you get stuck by the side of the road.
Move off the road.
Have the tools -- new tube, patch kit, tire irons, pump.
Have the know-how -- listed below are a few websites that have detailed instruction on how to fix a flat. I love the Jim Langley sites, he has a video of how to remove and replace the tire.
You might even consider trying it at home before you get stuck alone on the side of the road.
http://www.bicyclinglife.com/HowTo/FixAFlat.htm http://bicycleuniverse.info/eqp/fixflat.html
http://www.jimlangley.net/wrench/flattiretwo.htm http://www.jimlangley.net/wrench/flattire.html
Tailwinds file://E:\Scott's Documents\cyclearlington files\Website Redesign\safety\0707flats.htm
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#14
GRASS TRIMMER SAFETY
Information given here is intended for use by program representatives, master gardeners, and those they train.
Consumer Product Safety Commission data indicate more than 11,000 people were treated in hospitals for grass trimmer injuries during 2006. Most of the injuries were lacerations to the fingers, hands, and legs and foreign objects, lacerations, and contusions to the eyes. Other injuries included strains and sprains. Most grass trimmer injuries are avoidable and are due to operator inexperience or inattentive or improper handling of grass trimmers.
Pre-Use Activities
[x] Thoroughly review and understand information provided in the grass trimmer operator's manual with particular attention given to descriptions of safety procedures.
[x] Before using, always inspect the grass trimmer for damage or disrepair and make sure the cutting head and shield are securely in place. For electric grass trimmers inspect the electrical cord for fraying or damage.
[x] If a grass trimmer fails the pre-use inspection, remove the grass trimmer from service.
Operating Precautions
[x] Always wear safety glasses or goggles and gloves when using a grass trimmer.
[x] Wear long pants and sturdy shoes (i.e., no sneakers or sandals) when using a grass trimmer. Do not wear loose clothing.
[x] Always start a gasoline-powered grass trimmer outside. Do not operate a gasoline-powered grass trimmer inside an enclosed space (i.e., sheds or garages) where carbon monoxide exhaust gas can accumulate.
[x] Prior to starting, inspect the work area and pick up all loose objects (i.e., sticks, stones, pieces of glass/metal, etc.) that could be thrown by the grass trimmer.
[x] When working outdoors, wear the appropriate clothing and sun protection for the weather conditions and consume adequate amounts of fluids to prevent dehydration.
[x] Always operate the grass trimmer with the cutting head below the waist. Avoid overreaching with a grass trimmer.
[x] Exercise caution when trimming grass near trees or shrubs with low hanging branches.
[x] Never fuel a gasoline-powered grass trimmer when the engine is hot. Use a rag to wipe up fuel spills.
[x] Shut off the grass trimmer and disconnect the spark plug wire or electric cord before performing mechanical adjustments, maintenance, or repairs or clearing/unclogging the underside of the cutting attachment and shield.
[x] Maintain the grass trimmer according to the manufacturer's instructions, including cleaning, lubricating, and storage of the grass trimmer. | <urn:uuid:2b975a6a-4608-4f68-a2b9-19e9e1938935> | CC-MAIN-2017-17 | http://safety.ucanr.edu/files/3142.pdf | 2017-04-26T02:08:45Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00389-ip-10-145-167-34.ec2.internal.warc.gz | 343,514,300 | 524 | eng_Latn | eng_Latn | 0.995761 | eng_Latn | 0.995761 | [
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Game Idea
Everyone knows the cake rules: one person cuts, the other chooses. In this way, one makes the slices as equal as possible so that one does not end up with the short end. But this rule does not apply to "piece o´ Cake". Here a person can cleverly offer larger pieces to the others and still get the most in the end. 5 cakes with 11 slices of different varieties are divided.
Game Components
57 Cake Slices
3 x Plum (1 dollop of whipped cream)
4 x Apricot (1 dollop)
5 x Cherry (1 dollop)
7 x Blackberry (2 dollops)
8 x Kiwi (2 dollops)
9 x Gooseberry (2 dollops)
10 x Strawberry (2 dollops)
11 x Chocolate (3 dollops)
Jeffrey D. Allers
2 – 5 players 8 years and up 20 minutes for 1 round
Each variety awards a different amount of points. One can immediately eat slices to guarantee a number of points, or collect them in the hope of scoring bonus points for having the most of that variety at the end of the game. Only skilled dividers with an eye on their opponents' pieces can score the most points and win the game.
1
Preparation
The 57 cake slices are mixed and placed to the side in 5 face-down stacks of 11 slices each. The two remaining slices are placed face-down to the side as well. Every stack represents one of 5 cakes that will be distributed during the game.
A starting player is chosen and becomes the first "server." He serves and divides the first cake.
Playing the Game
Serving and Dividing the Cake
The server takes a stack of 11 slices and places them face-up, forming a round cake, while keeping the slices in the same order as they were in the stack. In other words, the slices are drawn from the top of the stack and placed next to each other without changing the order. Then the server divides the cake into, at most, as many pieces as the number of players. It is also not allowed during this time to change the order of the slices, but each piece may be made up of any number of slices, even a single slice. There may also be less pieces than the number of players, in which case one or more players will not receive anything this round - including the server himself. With 2 players, the cake can also be divided into 4 pieces, with each piece chosen in alternating turns.
Example: Mathilde, Otilie, Marie and Liliane meet at the bakery to play the game.
Mathilde serves the first cake
Dividing the Cake
Now the other players take their turns in order: beginning with the player to the left of the server, each player may
* choose one of the pieces and decide whether to eat or collect the slices in that piece
* or forfeit choosing a piece and instead eat slices that he collected in an earlier round.
Whoever chooses a piece must immediately decide for each individual slice whether he wishes to eat or collect it.
Eating a slice
The player flips over the slice that he wishes to eat and places it face-down in front of him. A slice that has been eaten awards as many points as the number of dollops of whipped cream pictured on that slice.
Collecting a slice
The player places the slice that he wants to collect face-up in front of him. If he has collected several slices of the same variety of cake, he places them next to each other. They remain face-up in front of the player. Collected slices may be eaten later in the game if a player chooses to forfeit choosing a piece of the current cake. Collected slices award points at the end of the game only to the player or players with the most slices of each variety. If a player does not have the majority of slices in a variety he has collected, these slices are worthless.
Example:
Ottilie sits next to Mathilde and may choose the first piece.
She chooses the piece made up of 3 slices, below right
She flips over the strawberry cake to show that she is immediately eating the slice. She eats the chocolate slice right away as well. She collects the last slice in the hopes of scoring 9 points for having the most gooseberry slices at the end of the game.
3
Forfeiting
Whoever forfeits taking a piece of the current cake may instead eat slices of one variety he has collected. He chooses one variety of slices he has collected, flips the slices over and places them face-down in front of him, together with the other slices he has eaten.
The player who served the cake is the last to choose a piece or forfeit. Any slices that remain from the cake are removed from the game.
Then the next player to the left becomes the server and places the slices of the next cake and divides it. This continues until all 5 cakes have been served.
End of Game and Scoring
When all 5 cakes have been served, the game is over and the players score points as follows:
Collected slices of cake
Each variety of cake that is face-up in front of the players is compared. The player who has collected the most slices of a variety receives as many points as the number on one of the slices of that variety (3-11 points). This number also represents the number of slices of this variety in the game. The number of points rewarded for the majority in a variety is the same, no matter how many slices that player has collected. If there is a tie for the most slices in a variety, every player tied for the majority receives the full number of points for that variety.
Eaten slices of cake
Every face-down slice in front of the players is flipped face-up. Each individual slice awards as many points as the number of dollops of whipped cream pictured on the slice (1-3 points).
For a longer game, players may choose to play multiple rounds, keeping track of the scores from each round on a piece of paper.
Whoever has the most total points at the end of the game wins the cake battle. Afterwards, the winner must take a long walk in order to work off all the calories. | <urn:uuid:518950db-52cb-4493-aa0e-25bdcaa1a32f> | CC-MAIN-2017-17 | http://riograndegames.com/getFile.php?id=495 | 2017-04-26T02:14:19Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00391-ip-10-145-167-34.ec2.internal.warc.gz | 329,477,890 | 1,284 | eng_Latn | eng_Latn | 0.999287 | eng_Latn | 0.999614 | [
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Community Wildfire Protection Plans: Loon Lake
COMMUNITY PROFILE:
Location
Loon Lake is an unincorporated community undesignated by the Douglas County Comprehensive Plan. Loon Lake is located on Loon Lake Road, approximately 24 miles south from the intersection of State Highway 38.
Population
The population of Loon Lake, according to the 2000 census, was approximately 28 people.
Housing/Land Use
Using the Douglas County Planning
Department's addressing plats, there are 39 addressed structures within the Loon Lake Area. The majority of these are homes, but there are also commercial and industrial structures.
Loon Lake has zoning designations of 5R (Rural Residential 5) on the south side of the lake, and CRE (Rural Commercial) on the northern edge of the lake. The lands surrounding Loon Lake are zoned with resource designations of TR (Timberland Resource), FG (Farm Grazing) and FF (Farm Forest).
Transportation
Roads: Transportation to and from Loon Lake is handled primarily via Loon Lake Road, which intersects State Highway 38. The community is served to the south by Loon Lake Road to a locked gate at the south.
Critical Infrastructure
Because a large amount of Loon Lake Properties have boat-only access, critical infrastructure in Loon Lake includes docks and parking areas located on the Loon Lake Road side of the lake. Other infrastructure includes: a narrow bridge at north end of lake, and a locked gate at south end of gate.
WILDFIRE RISK ASSESSMENT
History
Fire History information is from the Coos Fire Protection Information and includes all historic fires from the Coos District in the years from 1980-1999. Fires listed may be located outside of the Community Wildfire Protection Plan Area.
Emergency Equipment and Staffing Inventory
Loon Lake has no structure protection or a rural fire district. For areas outside of the rural fire district, the Coos Forest Patrol provides wildland fire protection, and Lower Umpqua Hospital provides medical assistance.
Escape Routes
In the event of a wildfire, the community would utilize the main evacuation route of Loon Lake Road North to Highway 38. In the event that the northern route was unusable, the evacuation would be southward on Loon Lake Road possible only if gate is unlocked. Departure to east on Soup Creek Road, or to west on Thousand Road into the Elliot State Forest
Priority Fuel Reduction Area Identification
The Douglas County Community Wildfire Protection Plans Core Team has identified priority fuel treatment areas for the Loon Lake area. Using concentrations of homes, maintaining evacuation routes, and vegetation types as a guide, the following map was created, identifying priority treatment areas:
MITIGATION ACTION PLAN
Fuels Reduction Identification and prioritization of treatment areas
Treatment Areas 1: Clearing 100' from homes and structures and critical infrastructure areasconcentrated on north side of lake and boat access homes on the south side of Loon Lake. Narrow escape routes to be cleaned and widened where needed. Thinning for structures to 300'. Maintain all roads for fire fighting access during initial and extended attack.
Treatment Areas 2: Escape routes for homes located south of Loon Lake to be thinned 300'.
Treatment Areas 3:
Areas located beyond the Rural Community Boundary to be thinned where appropriate.
Type of fuel reduction treatment
Mechanical clearing and thinning in fuel reduction areas identified by the Community Wildfire Protection Plan Core, including harvesting, thinning, mowing, chipping, cutting and piling.
Chemical treatment is to be done where appropriate and consistent with State and Federal Regulations.
Prescribed burning where appropriate shall be pursued as a method of fuels reduction.
Biologic treatment of areas (Grazing, etc.) is to be encouraged where use would be a benefit to agriculture as well as fuel reduction projects.
Structural Ignitability
Structural ignitability, defined as the home and its immediate surroundings, separates the WildlandUrban Interface (WUI) structure fire loss problem from other landscape-scale fire management issues.
Highly ignitable homes can be destroyed during lower-intensity wildfires, whereas homes with low home ignitability can survive highintensity wildfires.
Structural ignitability, rather than wildland fuels, is the principal cause of structural losses during wildland/urban interface fires. Key items are flammable roofing materials (e.g. cedar shingles) and the presence of burnable vegetation (e.g. ornamental trees, shrubs, wood piles) immediately adjacent to homes, also referred to as "survivable space"
Image and Text Source: Emerging Knowledge about Wildland-Urban Interface Home Ignition Potential; Jack D. Cohen, U.S. Department of Agriculture, Forest Service Rocky Mountain Research Station Fire Sciences Laboratory
Action Items:
* Education of homeowners regarding reducing structural ignitability, and promotion of reduced ignitability building products and development of survivable space adjacent to their homes
* Seek assistance (technical, financial) for homeowners to replace highly ignitable building materials and thinning of burnable vegetation adjacent to homes
Education
Promote existing education and outreach programs (an example would be the Firewise Program, www.firewise.org) and develop community specific education programs which enhance and implement information on community escape routes, wildfire mitigation activities and reducing the risk to citizens, property and community values
Action Items:
* Use and maintain the Douglas County Community Wildfire Protection Plans website for wildfire status and evacuation plans (http://healthyforest.info/cwpp/Oregon/Douglas/)
* Identification, and public awareness of community wildfire escape routes
* Structural ignitability awareness and replacement of flammable building materials
* Presentations and awareness campaigns to local schools
Through involvement and consultation in the development of the Douglas County Wildfire Protection Plans, the Coos Forest Protection Association hereby agrees to the final contents of the Community Wildfire Protection Plan:
Mike Robison District Manager Coos Forest Protection Association
Date | <urn:uuid:6c7ef895-2706-4fe2-a5cc-61250147095f> | CC-MAIN-2017-17 | http://www.co.douglas.or.us/planning/Wildfire_Plans/pdfs/loonlake.pdf | 2017-04-26T02:08:47Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00389-ip-10-145-167-34.ec2.internal.warc.gz | 491,352,252 | 1,237 | eng_Latn | eng_Latn | 0.987241 | eng_Latn | 0.990625 | [
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Anchorage Waterways Council
P.O. Box 241774
Anchorage, AK 99524
www.anchoragecreeks.org
Anchorage Waterways Council's Creek Report Card "No creek left behind."
Dear Taku/Campbell, Abbott Loop, Mid-Hillside, Hillside East and Huffman/O'Malley Community Councils:
The Municipality of Anchorage is about 2,000 mi 2 and has approximately 2,250 miles of creeks and rivers. These creeks and rivers are often listed as some of Anchorage's premier amenities. During the summer of 2012, 70-hardy citizen volunteers surveyed nearly 175 miles of these creeks for issues, problems, access, suggestions for projects and repairs and general comments. These volunteers "graded" the creeks on a variety of criteria, including human impacts, recreational opportunities, natural processes, and aesthetics. Specific findings will be provided to the appropriate agency or organization.
This survey was modeled after the Anchorage Park Foundation's Park Report Card as well as another 50+ citizen creek surveys around the U.S. and a number in other parts of the world. These citizen creek report cards have been encouraged by a number of organizations including the U.S. Little Campbell and Wildlife Service (USFWS) and American Rivers. The Anchorage program was sponsored by the Bullitt Foundation and the USFWS.
Additionally, the Anchorage Waterways Council has volunteer water-quality monitors along our creeks, and is the only organization that routinely monitors the water quality of our creeks.
With this note, the Anchorage Waterways Council (AWC) would like to provide information to you about the "state of the creeks" in your Community Council area. They are one of our urban assets, and we ALL need to be involved in protecting and enhancing our creeks.
Respectfully submitted,
Thomas J. Eley, Ph.D. Creek Report Card Coordinator
Community Council(s): Taku/Campbell, Abbott Loop, Mid-Hillside, Hillside East and Huffman/O'Malley Creek(s): North and South Forks of Little Campbell Creek and Craig Creek
: Mile 0.25 South Fork, Mile 0.25 North Fork, 1.0 Mile North Fork, and 1 mile of the
Water Quality Monitoring
South Fork of the North Fork
Issues:
* Both the North and South Forks of Little Campbell Creek and Craig Creek were surveyed.
* Little Campbell Creek has received many of the same abuses that other creeks in Anchorage have experienced, but it probably suffers most by many people not recognizing that it is a creek and not a ditch. This is because of its small size and being channelized in many locations.
* The water was generally turbid and sediment filled due to the rainy summer. Water levels ranged from average to filled to the top of its banks, particularly after the September 2012 wind and rain storm.
* The headwaters of the North Fork are in Far North Bicentennial Park, while the headwaters of the South Fork and Craig Creek are in Chugach State Park. Much of these creeks run through private lands with little public access.
* The State of Alaska, Department of Environmental Conservation considers Little Campbell Creek to be "impaired water" due to high fecal coliform counts, which is a product of urban runoff (http://www.dec.alaska.gov/water/wqsar/Docs/2010impairedwaters.pdf). Considerable pet waste was seen along the lower sections of the creeks, and horse manure on the upper sections. Pet waste has been shown to be a significant source of fecal coliform bacteria.
* The dissolved oxygen (DO) level in Little Campbell Creek waters generally averages about 10.5 mg/l, which is good. However on several occasions, Little Campbell Creek has exceeded the State dissolved oxygen requirement and has had a dissolved oxygen level as low as 6.3 mg/l. The State's minimum DO requirement is 7 mg/l in waters for wildlife and the growth and propagation of fish and other aquatic life. Numerous scientific studies suggest that 4-5 mg/l of DO is the minimum amount that will support a large, diverse fish population. Dissolved oxygen naturally decreases in the summer due to the physiological activity of fish, aquatic life, and other organisms. However, the decomposition of yard wastes dumped into the creek also results in the depletion of oxygen, and yard wastes should not be dumped into Little Campbell Creek.
* Many residents on the upper parts of the creek, particularly where the creek runs across private property, have pushed snow and lawn wastes into the creeks.
* Considerable trash was found in and along some sections of the creek, including bicycles, tires, construction materials, pallets, household debris and plastic bags.
* Several footbridges were found across the creek, and these bridges can act as debris dams in flood events and increase the impact of flooding.
* Erosion was noted from people crossing the creek on bicycles and on horseback.
* The South Fork of Little Campbell Creek flows through the Anchorage Zoo, and several residents questioned the impact of the zoo as well as nearby horse stables on water quality. This is an issue that deserves some study.
* Some flooding was noted along much of the creek due to downed trees from the September 2012 wind storm.
* The biggest threat to Little Campbell Creek is most likely from storm water runoff from roads, commercial properties and yards. Both the North and South Forks of Little Campbell Creek flow under the New Seward Highway. Storm water runoff, and whatever it carries with it in the way of pollutants, ultimately ends up in our creeks and rivers and is not routed through the sewage treatment plant.
* Another potential threat to Little Campbell Creek, and ultimately, Campbell Creek, is both the North and South Forks flow through a highly industrialized area before the creeks join and enter Campbell Creek. Run off from this industrial area could significantly impact water quality with hydrocarbons and other chemicals that are being used in this area. Again, the runoff is going into the creeks and not through the sewage treatment plant.
* Citizens living along the creek should work with the Municipality of Anchorage and State of Alaska to get Little Campbell Creek off the Impaired Waters List. | <urn:uuid:f1320338-0ee7-466a-a109-93870a872e54> | CC-MAIN-2017-17 | http://anchoragecreeks.org/media/reportcards/Little_Campbell_Creek.pdf | 2017-04-26T02:16:44Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00393-ip-10-145-167-34.ec2.internal.warc.gz | 19,232,058 | 1,314 | eng_Latn | eng_Latn | 0.995335 | eng_Latn | 0.996996 | [
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World's largest solar plant to go live in California's Mojave Desert
As the Ivanpah solar energy project goes online on Feb. 13, we reflect on lessons learned that will protect wildlands and advance clean energy.
Three large towers rise up from California's Mojave Desert and cast long shadows like giant sundials. Beneath them, thousands of individual mirrors face upward toward the clear sky, radiating outward into geometric patterns that can only really be appreciated from an aerial view. At first glance, Ivanpah Solar Electric Generating System looks almost alien.
An aerial view of the Ivanpah Solar Power Facility at sunrise, where heliostat installation is nearly complete. Photo: BrightSource Energy
Observing the juxtaposition of the Ivanpah project—the world's largest existing solar plant—and the barren beauty of the Mojave Desert takes some getting used to. This project, which is the first of its kind in terms of size, was part of a push from the Obama administration to expand our nation's renewable energy sources in an effort to address climate change. It is one of the many projects of its scale that our nation will need to build in as we transition to cleaner sources of energy. The Ivanpah project, developed by BrightSource Energy and operated by NRG Energy, will produce reliable solar electricity to more than 140,000 homes throughout the western U.S.
"To many, this project represents forward progress toward a cleaner energy future. Others see a monument to human ingenuity and a pathway for regional economic development. For some, the project is a massive industrial facility sitting in the heart of a sensitive wildlife habitat and scenic desert views."
To many, this project represents forward progress toward a cleaner energy future. Others see a monument to human ingenuity and a pathway for regional economic development. For some, the project is a massive industrial facility sitting in the heart of a sensitive wildlife habitat and scenic desert views.
Love it or hate it, there is one thing on which many can agree—there is a lot to be learned from this project. From the early stages of planning to today, we have learned important lessons about energy development that occurs on such a large scale.
Our insights will help to ensure that future development of renewable energy will be "smart from the start," in that it avoids the controversy that has plagued other types of energy development on public land for decades. As a country, we have an enormous opportunity to ensure that our next generation of utility-scale power plants will be sited in a way that is sensitive to the lands they occupy, and with the greatest attention to respecting existing uses of the land, including being home to sensitive wildlife.
What we know for sure is that the greater California desert boasts world-class solar and wind resources and will continue to face pressure for development of renewable energy. But the desert is also home to a whole lot more than just energy potential. This diverse region hosts an extraordinary array of animal and plant species, cultural and historic treasures and boundless recreational opportunities. These values and renewable energy development conflict in some places.
Heliostats, seen from the top of the tower, surround Tower 1 at the Ivanpah Solar Power Facility. Photo: BrightSource Energy
The Ivanpah project was proposed in one of those areas. There were initial concerns about the application, and additional issues emerged as it wound through permitting and construction, some of which were not known when the project application was reviewed. Identifying and applying lessons learned from this experience will be important for protecting lands as well as ensuring the success of renewable energy in the future—several key lessons follow.
Lesson #1: Landscape level planning is essential to smart decisions
The Ivanpah project was proposed before the Bureau of Land Management had a plan for solar energy. Data on the abundance of desert tortoises on the site proved inadequate and significantly underestimated the project's impacts on tortoise populations in the valley. This demonstrates the need to thoroughly pre-screen land to find suitable areas for development away from wildlife habitat. Having better long-term data about the lands and wildlife before a project area is identified or breaks ground will help prevent the type of conflicts that surfaced at Ivanpah.
Lesson #2: Infrastructure induces more infrastructure
The Ivanpah solar project, located next to the Mojave National Preserve, is in a largely undisturbed and remote valley. The building of Ivanpah created new transmission lines into the area, attracting other energy projects. There are now five projects in Ivanpah Valley—effectively a de facto solar zone. The broad footprint of all the projects combined presents a big disruption to previously intact wildland, but such challenges are not looked at as a whole when making decisions about where to permit projects. To minimize this cumulative impact in the future, development should be planned to ensure the region can sustain it and sited to capitalize on roads and transmission lines that already exist.
Lesson #3: More research is needed to address continued uncertainty regarding potential impacts
At Ivanpah, sunlight reflects off of mirrors to boilers atop 450-foot towers, creating a high temperature steam that turns a turbine and creates electricity. Solar projects are needed to generate this clean energy, but as with other large-scale projects, negative impacts to land and wildlife can still occur. Bird deaths have been documented at Ivanpah, for example. As we transition to clean energy, scientific research and monitoring at project sites is needed. What we learn could help prevent harm in the future.
The blue-gray gnatchatcher, a small songbird and resident of the Mojave Desert, is one of the bird species whose range includes the Ivanpah project site. Photo: Wildreturn, Flickr
Lesson #4: Unavoidable impacts to the environment should be offset
Ivanpah's developers have spent tens of millions of dollars to offset impacts to desert tortoises through purchasing and protecting land that includes tortoise habitat. These efforts will ultimately help young tortoises survive threats from disease and predators like ravens. While these steps are important, a more pro-active approach will better address impacts. The Bureau of Land Management is working to improve the mitigation process as we move forward. For future projects this would result in prioritized investments in conservation activities and wildlands based on regional plans, rather than the project-by-project approach used todate.
Tomorrow's clean energy industry will be built upon the lessons learned from projects like Ivanpah. Being truly "smart from the start" means working collectively, and with the best science and community input, to determine the best places for renewable energy as well as the lands that should be protected for other important values. Fortunately, there are solutions on the table.
The Desert Renewable Energy Conservation Plan (DRECP) is a great model for future projects. This plan is being developed by the BLM in California to identify low conflict places for renewable energy development in the desert. The plan will ultimately determine which wild areas should be protected for future generations and which should be used for renewable energy. Processes like the DRECP are critical for meeting our clean energy needs while protecting our natural and cultural heritage.
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AUGUST 8, 2015
Alexander Sherriffs and William B. Marcus:
Clean-energy economy for the Valley
HIGHLIGHTS
By 2020, the clean-energy sector will exceed the economic engine of the state's agricultural industry
The San Joaquin Valley can, should, and must play a central role in that transformation
Wednesday at Fresno State, "Unlocking Renewables: A Valley Summit" will explore how the Valley can join California's clean-energy economy
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BY ALEXANDER SHERRIFFS AND WILLIAM B. MARCUS
The San Joaquin Valley is a remarkable place. It has played a vital role in the development of the economy and the character of the state. The Midway-Sunset and Kern Oil Fields produced over 5 billion barrels of oil since being discovered in the 1890s. Natural water run-off and later some of the world's largest public works brought water to the Valley floor creating an agricultural treasure, producing 250 different crops, half the nation's fruits, vegetables and table foods, and one third of its milk.
The Valley has been sharing the fruits of its natural endowments with others for over a century, but many of the negative impacts have stayed local while the benefits were exported. Our transportation corridors are critical to the regional, state and national economy, but not without local impacts: While goods movement has gotten cleaner, diesel emissions are still the No. 1 cause of cancer from air pollution. Alas, our childhood asthma rates in the Valley top 99% of America and our air pollution causes over 1,000 premature
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deaths every year here. The monetary effect on our local economy is consistently ignored. The direct health care costs and indirect costs such as lost work and lost school days are calculated to be between $1 and $3 billion every year. Ironically, the land of plenty also has the state's worst food insecurity. Rampant unemployment and drought are threatening to undo our very way of life.
But change is possible and happening. California is on a fast-track to revolutionize its energy system and reduce fossil fuel use. In the next 15 years, we will transform the way we make and use energy with cleaner power, efficiency measures and bioenergy solutions. The San Joaquin Valley can, should, and must play a central role in that transformation and reap the benefits a clean-energy economy brings to a region and its people.
By 2020, the clean-energy sector will exceed the economic engine of the state's agricultural industry. California's clean-energy industry will more than triple from 2012 to 2020, when it will account for more than 5% of the state economy, according to the California Air Resources Board Research Division. But right now, nearly two-thirds of California's advanced energy employment is in Southern California and the Bay Area. How can the Valley be integrated into that burgeoning clean-energy economy?
Other regions profited when California focused policies and programs on their clean-energy potential: We captured the wind in Tehachapi, installed more solar than any other state, and we rank second in the nation in installed energy-efficiency measures. California virtually transformed the auto industry pushing better mileage and lower emissions. Today, more electric vehicles are sold here than anywhere else, and clean cars are a normal part of the transportation vernacular the world over.
Billions of investments flowed into California through these efforts, bringing jobs, high-tech industry and tax revenues to local and state coffers. But not enough programs and investments focused on the Valley. The region is rich in human and natural resources that must be put into play. Building and operating bioenergy plants, fuel cells, energy storage, conservation measures and other clean energies put thousands of blue-collar and white-collar professionals to work, and save consumers money. More can happen in the Valley if we focus attention and investments in the region.
On Wednesday, Aug. 12, at Fresno State, "Unlocking Renewables: A Valley Summit" will bring together state and local agencies, utilities, local businesses, residents, environmental groups, educational institutions, and clean-energy developers to try and answer the question of how the Valley can join California's clean-energy economy. The summit will engage stakeholders on ways to increase renewable energy in the Valley, while protecting prime farmland and the environment. Participants will explore what programs and targeted investments could bring local air benefits and improve the social and environmental justice situation in the region.
Embracing the clean-energy revolution will benefit the economy and health of the Valley. The Legislature directed that as well as lowering greenhouse gas emissions, a portion of cap and trade revenues must be spent in and to the benefit of disadvantaged communities that, for example, suffer cumulative pollution impacts, have low education rates and high unemployment.
That description unfortunately does fit much of our great San Joaquin Valley. Valley residents, businesses, educational institutions, and community organizations have an opportunity we must take advantage of. On Wednesday and in the coming months you have an opportunity to improve life in our Valley. We ask you to join the dialogue.
Alexander Sherriffs, M.D., of Fowler is a member of the California Air Resources Board. William B. Marcus is chief economist for JBS Energy in West Sacramento.
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