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INDIGENOUS SACRED SITES: BIODIVERSITY AND SPIRITUALITY
A Conference organized by Yachay Wasi Acopia, Province of Acomayo, Dept of Cuzco, Peru, 5 thru 11 April 2009
Background paper by Yachay Wasi
INKA CHALLENGE: From desecration of human remains to sacred sites…
One basis of racism and religious intolerance, propagated by Western scholars, has been to denigrate the preColumbian religions as pagan worship of "gods" such as sun god or mountain god in Inka religion. One of its consequences has been the desecration by scientists of Inka burial sites in the Andes and display of Indigenous remains. These ancient religions worshipped the one Creator and revered other entities as "spirits" who are not gods, but emanations from the Creator or symbols of the Creator's spiritual power.
Spirituality, which expresses itself in religion, is at the core of the fabric of human beings. Religions, especially ancient religions, are not evaluated for their true meanings and are denigrated by others who think they know best because of misconceptions carried thru centuries by clergies, universities, press, magazines, television, films etc…This is particularly the case with the religion of the Inkas.
As outlined in the Declaration on the Rights of Indigenous Peoples adopted by the UN General Assembly in September 2007, Indigenous peoples want their religions to be recognized as for instance Native American religions were recognized in 1978 and protected by law in the USA since 1990 or the Maya religion which was recognized in the peace process in Guatemala.
The INKA CHALLENGE when started in 1996 by Yachay Wasi was: "Will American scientists and their American non-profit sponsors respect Indigenous Peoples' spiritual heritage in foreign countries?"
Prompted by NY Times article May 8, 1996 "Archeologists in Peru oppose loan of Inca Mummy to US" announcing the May 21- June 19, 1996 exhibit of a 500 years old Inca young girl's remains at Washington DC headquarters of National Geographic Society, Yachay Wasi started its Inka Challenge Campaign with a petition against the exhibit.
Between 25 May and 5 July 1996, besides numerous press releases and letters to magazines and newspapers, letters were sent to President Clinton, Reg Murphy, then President of National Geographic Society, archeologist José Antonio Chavez, Peru, Dr. Konrad Spindler, Austria, Dr. Sonia Guillén, Peru and several letters to archeologist Johan Reinhard who was very insulting on the phone and threatened law suits until he made an unexpected visit to the home of Yachay Wasi President Luis Delgado Hurtado in Cuzco, Peru in July 1996.
Yachay Wasi Inka Challenge resulted in a paragraph on page 3 of the UN brochure published in February 1998 as part of the UN Press Kit for the 50th Anniversary of the Universal Declaration of Human Rights. Title: "Indigenous People: Challenges facing the international community".
1998: INKA CHALLENGE phase 2: Campaign against Florida International Museum Exhibit "Empires of Mystery: The Incas, the Andes and Lost Civilizations" opening on October 23, 1998 "in time for Halloween" thru April 25, 1999 in St Petersburg, Florida. This campaign was done in cooperation with Sheridan Murphy, American Indian Movement of Florida, referred to Yachay Wasi by the International Indian Treaty Council. A statement was sent to the 4th World Archeological Congress taking place in January 99 in Cape Town, South Africa.
1999: INKA CHALLENGE phase 3: Unearthing of Inka children's remains in the Andes: Johan Reinhard finds and removes 3 Inka children from the Andes. NY TIMES article April 7, 1999
The campaign against the Florida International Museum had a fitting ending in April 1999 when the issue of Desecration of Indigenous Burial Sites and Display of Indigenous Remains was presented by Yachay Wasi to the Human Rights NGO Caucus of the UN Commission on Sustainable Development 7th Session. One of the issues that year was Sustainable Tourism. On the actual date of the exhibit closing, the Human Rights NGO Caucus decided to include the issue in its report to the UN Commission.
Since then, many TV programs National Geographic, Discovery Channel, Nova and these programs websites continue to this day to display remains of Indigenous Peoples.
In 1999, Marie-Danielle Samuel had a meeting with an officer of the NY Office of the High Commissioner for Human Rights and subsequently met briefly Mr Abdelfattah Amor, then Special Rapporteur on Religious Intolerance. UN conventions established so far do not refer to desecration of burial sites and display of Indigenous remains.
ILO 169 and the Draft Declaration on the Rights of Indigenous Peoples do cover this, but are not binding.
Note: A letter to NY Times commenting on the misconception of Inka religion shown in a January 2, 2000 Travel article was printed on January 30, 2000 showing that the press is ready to revise old concepts.
TO SACRED SITES…
In June 2001, Yachay Wasi, which had just been granted consultative status with ECOSOC, organized its first Encounter of Indigenous Communities in the High Andes in the village of Acopia, Dept of Cuzco, Peru. This event was prepared in collaboration with the Office of the High Commissioner for Human Rights which sent a representative. At the end of the 5-days meeting, a statement was faxed to UNESCO World Heritage Centre asking that Machu Picchu be recognized and respected as a Sacred Site and that Indigenous Peoples have a say in its protection so that incidents such as the chipping of the ancestral stone of Inti Watana by a beer commercial crane in September 2000 could be prevented in the future.
A direct result was the funded invitation by UNESCO World Heritage Centre for Luis Delgado Hurtado, President of Yachay Wasi, to travel from Cuzco, Peru to attend the Proposed World Heritage Indigenous Peoples Council of Experts (WHIPCOE) Winnipeg Workshop in November 2001.
This event prompted Marie-Danielle Samuel, Main Representative to the UN for Yachay Wasi, to originate in November 2001 the concept of a Panel Discussion during the historic First Session of the United Nations Permanent Forum on Indigenous Issues 13-24 May 2002 at UN Hqrs in NYC.
What was meant to share the good news of WHIPCOE became a quest to keep it alive after the World Heritage
Committee turned down its implementation in December 2001 during its meeting in Helsinki, Finland.
To widen the scope of interest, she suggested the involvement of Indigenous communities around the world by sending a Call for Submissions on Sacred sites issues.
A report of this New York University 15 May 2002 Panel Discussion "During the International Year of Cultural Heritage - Cultural Heritage and Sacred Sites: World Heritage from an Indigenous perspective", which included speakers from UNESCO, CBD, OHCHR, NYU and Indigenous representatives, was mailed to the 16 members of the UN Permanent Forum on Indigenous Issues, to UN agencies and to all participants.
In 2006, as Yachay Wasi is organizing its event "Sacred sites and the Environment from an Indigenous perspective" which was hosted by UNEP at UN Hqrs in NYC, curators of a controversial Yale exhibit still claim that Machu Picchu was only a retreat for the ruling class similar to Camp David in USA. Positively, this traveling exhibit brought the attention of the Peru government which, as far back as 2003, has asked Yale University to return all artifacts related to Machu Picchu to the Land of the Inkas.
The wishes and opinions of the descendants of the Inkas must be heeded. Machu Picchu must be respected as a Sacred site and protected by UNESCO World Heritage Committee, which also should allow the UN Permanent Forum on Indigenous issues to oversee the protection and care of World Heritage Sites having been recognized as Sacred by respective Indigenous communities.
The display, for whatever reasons, of Indigenous remains must stop.
In the words of the 1998 Press Release from the American Indian Movement of Florida: "Would the Florida International Museum dig up the honorable John F. Kennedy and place his remains on display as a tourist attraction?"
In 2009, the Inka Challenge still remains: "Will world governments, scientists, non-profit sponsors and tourists respect Indigenous Peoples' spiritual heritage: religion, burial sites and human remains and will the International community respect and allow them to protect their sacred sites?" | <urn:uuid:858e8967-f600-454c-9f13-11935b16200a> | CC-MAIN-2017-17 | http://yachaywasi-ngo.org/YW_InkaChallenge09.pdf | 2017-04-26T02:16:25Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00392-ip-10-145-167-34.ec2.internal.warc.gz | 744,004,874 | 1,807 | eng_Latn | eng_Latn | 0.989018 | eng_Latn | 0.989038 | [
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The Lower Greensand Formation
The Lower Greensand formation stretches right across southern England, showing on the surface as thin sinuous strips running from Norfolk SW to the Isle of Wight, and again south and east of London. It changes its character and its local name across the country; here in Bedfordshire it is known as the Woburn Sands. In the Lower Cretaceous the sea washed these tiny grains of quartz sand south and west from Yorkshire to Bedfordshire and beyond.
Maximum extent
of the Cretaceous
seaway
Lower Greensand
Bedfordshire
What's in a name?
Today there are strict rules for the naming of rocks, which are almost always named for the best place to see them. The LOWER GREENSAND FORMATION is one of many old names too famous to change, even though it's not green and there are sandstones, clays, silts and ironstones in this sequence. It got its name when the Victorians assumed the green sandstone at the base of the Bedfordshire Chalk was the same as all other sands. When they found that these sands were separated by the Gault Clay (and many million years in time), they simply renamed the younger green sandstone the 'Upper Greensand' and the older, lowermost the 'Lower Greensand'.
What are RIGS?
These are Regionally Important Geological and Geomorphological Sites, 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. Even buildings that use local stone in their structure can be RIGS! Official RIGS are recognised by county councils and by English Nature (the statutory nature conservation body of England).
The Bedfordshire & Luton RIGS group
We exist to encourage understanding of the geology and geomorphology of the county and to undertake site recording, interpretation, advice and education. We aim to:
* Protect local geological and geomorphological sites
* Encourage public enjoyment of rocks, fossils and landscape
* Encourage the use of RIGS sites by the public, by schools and local groups
* Keep a listing of RIGS sites in Beds
* Provide information for potential users of sites
* Encourage landowners to participate in the scheme
* Involve landowners and users of RIGS in good practice and management
You can find out more about the geology and geomorphology of your area by visiting our website: www.bedsrigs.org.uk
You can join trips and help the Beds RIGS group conserve our geological past for the future.
To find out more about the group and events contact:
Chris Andrew c/o Bedford Museum, Castle Lane, Bedford, Bedfordshire MK40 3XD. Tel: 01234 353323; Fax: 01234 273401
Supported by English Nature through Defra's Aggregates Levy Sustainability Fund
The Lower Greensand the basics
In the Lower Cretaceous, while dinosaurs walked on dry land, Bedfordshire was a sandy shallow seaway. That seaway is now the Greensand Ridge; the sands are the basis of the modern quarrying industry in the Leighton-Linslade area.
PRESENT
JURASSIC
million years
208
TRIASSIC
million years
245
PERMIAN
290 million years million years
362
DEVONIAN
million years
408
SILURIAN
million years
439
ORDOVICIAN
million years
510
CAMBRIAN
million years
570
PRE-
CAMBRIAN
4.6 billion years
The Lower Greensand in Bedfordshire: The Woburn Sands
Ironstone
The Silty Beds appear only in the Heath & Reach area.
The Red Sands
There are almost no fossils in the Woburn Sands. Sometimes worms or other animals found a spot sheltered from the tides and currents; their burrows survive as trace fossils.
The Silver Sands may be many colours, including redbrown, sandy tan – and silver-grey!
Throughout the Woburn Sands there are signs that currents and tides moved the sands back and forth.These movements built up many thin layers of sand to form dunes on the seafloor; we see the pattern of those layers when cliffs and quarries display sections through the dunes.
All the sands are cemented together by iron oxide (rust!). Sometimes there's enough iron oxide to bind the sands into hard brown sandstone.
The Brown Sands appear across Bedfordshire, but are seen at their best in the Heath & Reach area.
Seams of Fuller's Earth (reworked ash from a volcanic eruption) are found in the middle of the Brown Sands.
Phosphate pebble bed
The Woburn Sands tell the story of a sudden rise in sea level 115 million years ago. England had been dry land for about 40 million years (from the end of the Jurassic period), and erosion by wind and water had worn away many layers of older rock. Then sea-levels rose rapidly as the result of the most significant global warming the Earth has known. In Bedfordshire we see this event as the sudden influx of marine sands into a narrow seaway running right across the county.
Leighton Buzzard is an unusual area as the Woburn Sands can be divided into three distinct types: the Brown Sands, the Silver Sands and the Red Sands. Each tells us about a different episode in the story of the flood.
The Silty Beds at the top of the formation preserve an unusual sequence of silts, sands and clays laid down in a tidal flat around the estuary. The sands mark periods when it was flooded by the sea; at other times muds and silts were left behind by river water and rain.
The Red Sands are the rarest sands, formed in highenergy floodwater channels that cut down into the other sands, gouging out several narrow paths. Today they can only be seen in the Billington area (Pratt's Pit). They are highly unusual in that they contain tiny black balls made of an iron mineral called goethite. Geologists have no idea how these miniature cannon balls formed – there are still mysteries to be solved in this intriguing science.
The Silver Sands were sand bars forming at the mouth of this estuary. They are full of fossil wood brought down by the river from cycad forests growing on higher ground. Fossil charcoal tells us that fires sometimes raged in the forests. The Silver Sands can be seen in many quarries including Munday's Hill and Stone Lane.
The Brown Sands are the oldest, at the bottom of the formation. They formed where a large estuary fed into the sea: you can see the evidence of the tide reversals in the sands, and fresh and brackish water algae survive as fossils to be found with a microscope! These sands can be seen best in Nine Acres Quarry, but Munday's Hill and Stone Lane Quarries are impressive.
There are good views into Stone Lane and Reach Lane Quarries from public footpaths in Heath & Reach. All quarries mentioned are privately owned and not open to the public. Entry is by arrangement only; contact the RIGS group for more information.
The Silty Beds, with fossil burrows of worms and shrimps digging into the sands and muds of the tidal flats.
The Red Sands. The pale stripes are quartz and the dark ones are goethite (an iron mineral).
The Silver Sands are pure quartz sand, sometimes white, but often lemon to pale orange in colour. Look carefully at the sand grains and you will find pink, lemon and mauve grains (rose quartz, citrine and amethyst). | <urn:uuid:b82618ef-6f70-4dd0-a53c-9f1e3e3e3c56> | CC-MAIN-2017-17 | http://www.bedfordshiregeologygroup.org.uk/leaflets/RIGSLGreen1.pdf | 2017-04-26T02:14:09Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00393-ip-10-145-167-34.ec2.internal.warc.gz | 471,639,438 | 1,630 | eng_Latn | eng_Latn | 0.99811 | eng_Latn | 0.998321 | [
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Spring 2014
Botany 101 Laboratory—
W Sections 1, 3, 4, 6----non-W sections 7 & 8
(St. John 157)
Schedule and Due Dates
NO LAB
- Grades:
Will be based on pre-lab quizzes, hand-in sheets located at the end of each lab, Library Assignment, and 2 Practical exams. And Term paper for W sections
- Pre-lab Quizzes—all lab sections
Will consist of 5-10 questions covering information from the previous week's lab. Approximately ten minutes at the beginning of each lab will be set aside for this quiz. Be on time or you will miss the quiz, no make-ups. Each quiz is worth 10 pts.
- Hand-in Sheets—all lab sections
Located at the end of each lab exercise, these should be filled out and handed in before leaving lab. Answer the questions during the lab as you go through the exercises. Do not expect to have them answered for you at the end of class. Each hand-in sheet is worth 20 points.
- Library Assignment—all lab sections
The library assignment will be handed out by your TA the second week. Complete and hand-in at the next lab (50 pts)
- **Writing Assignments (40% grade) W Sections only**
These are designed to familiarize you with scientific resources and scientific writing. Pay attention to instructions and due dates. All writing assignments must be satisfactorily completed in order to receive W credit and a final grade in this course.
- Practical Exams—all lab sections
There will be two 1 hour practical exams (each a Practicum) during the semester. In this type of exam you will be required to identify organisms, tissues, equipment and other features used during the labs. Drawings help memory, so do the ones in your lab book and label them clearly so that you may have a good device from which to study. Do not try to learn all this material at the last minute before the exam. If you have questions in lab, ask them and note the answers then. Each exam will be worth 100 points.
- Point Breakdown and Grading
Total Points and Grades
- Late Assignments
Assignments turned in late will have 10% deducted each day until they are turned in. All assignments are due at the beginning of lab.
- Missed labs
If you know of a conflict in your schedule, please make arrangements in advance. It is sometimes possible to attend another lab section, but this is not guaranteed.
If you are sick, please bring a note from the doctor. If possible notify the T.A. or Dr. Keeley when you are ill. Make-ups may not be possible. Points missed are points missed.
- Academic Expectations
Cheating is not tolerated at any level. You will do best by using your own efforts to learn the material and to demonstrate your own independent level of knowledge and performance. Do not expect special consideration or leniency in the event of the appearance that credit belongs to the efforts of another whether in writing assignments, hand-ins, lab work or practical exams.
Student Learning Objectives Bot 101 L
To be able to:
- Identify roots, stems, leaves and reproductive organs at macro- and microscopic levels and the cell and tissue types of which they are composed
- Know the equation for photosynthesis, be able to name the pigments involved and the process used visualize them, and how to demonstrate that light and CO2 are essential
- Describe the environmental conditions that best suit C3, C4 and CAM plants and the anatomical differences between them
- Know the equation for respiration and the conditions under which it is increased and decreased
- Explain the process of transpiration and the environmental conditions that increase and decrease its rate, and why this is important for plants
- List the essential features of each Kingdom, distinguishing Plants from Fungi, Protista and bacteria
- Name the key structural features of fungi, their cell wall composition and manner of feeding and reproducing
- Be able to describe the important structural differences between aquatic and terrestrial plants and why these are important
- Explain the structural, anatomical and functional differences in the plant body between algae, bryophytes, lower vascular plants, gymnosperms and angiosperms
- Be able to correctly identify on sight fungi, algae, bryophytes, lower vascular plants, gymnosperms and angiosperms
- Know the groups that constitute the seed plants and their major structural, physiological and reproductive differences
- Know and name the parts of the flower, and give the function of each part
- Know the structure and function of the parts of a seed and the basic requirements for germination
- Give at least one commercial use for algae, bryophytes, lower vascular plants, gymnosperms and angiosperms
- Know and describe why plants are absolutely essential to life on earth as we know it
- For W sections- In addition to the above, know the sections of a scientific paper, be able to organize and write in this style including proper citations, figures and tables. Understand the difference between scientific articles and those from web sites and popular media and why these are not equally accurate sources. | <urn:uuid:55798b09-581f-445f-8f7b-8ca9fb87bab6> | CC-MAIN-2017-17 | http://www.botany.hawaii.edu/plant/wp-content/uploads/Lab-Syllabus-2014-bot-101.pdf | 2017-04-26T02:03:45Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00393-ip-10-145-167-34.ec2.internal.warc.gz | 482,317,263 | 1,080 | eng_Latn | eng_Latn | 0.993796 | eng_Latn | 0.99728 | [
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Benefits of Counseling
Some of the benefits of seeking counseling are:
- Reviewing the incident and processing the event can help you clarify what actually occurred.
- Legal and judicial decisions can be discussed and utilized as part of the promotion of healing and resolution.
- Counseling can help develop coping skills and strategies allowing for the continuance of school, work or relationships.
- Establishment of a support network can help to decrease the negative physical, psychological and emotional effects that often result from traumatic experiences.
You can utilize the traumatic experiences as an opportunity to build and practice assertiveness, confidence, and even protective instinct skills.
Judicial System
For many, this may be the first involvement with law enforcement or the judicial system. It's very common for people to expect what they have seen on television or movies to apply to their current circumstances.
Unfortunately, these expectations are often unrealistic or a distorted snapshot of how things truly operate.
Wyoming has laws and regulations in place aimed at protecting victims. For cases involving prosecution, court advocates can provide you with information, education, and support that will help reduce fears and uncertainties.
Who Can Help?
The Casper Police Department's Victim Services Unit can assist you with information regarding your case status, Victim Impact Statement, navigation of the criminal justice system and referrals to the appropriate community helping professionals or organizations according to your specific needs.
Federal Civil Rights laws prohibit employers from discriminating because of a person's age, race, gender, sexual orientation, religion, ethnicity, disability or national origin. It also prohibits discrimination of those affiliated with associations or individuals covered in protected categories.
After a Burglary
Victim Services Unit 201 N David, First Floor Casper, WY 82601 307-235-8347
Case Number:
Detective:
Victim Advocate:
What Can You Do?
You have been through a frightening and disruptive experience. Remember that what you are feeling is perfectly normal and will likely pass in time. Meanwhile, there are some things you can do to make this time easier and to make things better for yourself in the future.
- If you are frightened, get someone to stay at your home with you, or stay with a friend or family member for a night or two.
- Talking about the experience is a very good way to put your feelings in order. Family and friends can be a great support.
- Take enough time to complete any paperwork thoroughly. This may become important if you file a claim with your insurance.
- Monitor your bank and credit accounts in the event that personal information was taken.
- Consider becoming involved in a Neighborhood Watch Crime Prevention program an excellent way to help safeguard your home.
Adding extra outdoor lighting or motion detectors, getting deadbolt locks on doors, seeing that sliding doors and windows cannot be forced or lifted out of their frames and making your home look occupied are ways to make your home more secure.
Common Reactions
Shock and Disbelief...You may feel shock and disbelief that something like this has actually happened to you, that your home has been broken into and your belongings stolen.
Sense of Violation...A sense of violation is a common feeling after a burglary. This sense of violation and loss can be both financial and emotional. Your privacy and sense of personal security have been affected, in addition to your possessions being taken or damaged.
Anger and Frustration...Anger at the intruders is a very common feeling. Because you are not able to express this anger directly at those who committed the crime, you may feel frustrated with law enforcement and the court system— especially if the people responsible and your property have not been found.
Fear...After a burglary, you may fear that your home is not a safe place anymore. You may feel uncomfortable being alone at home, or worry when you are not there. Many people fear that their home will be broken into again or that they are being singled out—most of the time the thieves want your possessions and did not break into your home because of who or what you are.
Suspicion...Many victims of burglary find themselves full of suspicion about strangers in their neighborhoods. You are encouraged to report any suspicious persons or activities to Travis County Sheriff's Office.
Stress...After a burglary you may experience an increase in your stress level. You may even develop physical reactions, such as sleeping or eating difficulties due to the increased stress.
Guilt...Victims often feel guilt, as if there might have been something they could have done to help prevent the burglary. Of course, you are in no way to blame — when someone else breaks the law it is not your fault.
Children's Reactions
Remember that children may experience the same feelings as adults, and may have a hard time expressing their feelings in words. Their fear, anxiety, or anger may be expressed in changes in behavior. They may go back to earlier childhood behaviors, such as bed-wetting. Some children might become more aggressive and some might become quiet and withdrawn. All of these responses are normal reactions to stress.
Children will often need special reassurance at this time. They may be frightened and need to know that their home can once again be a safe place. Encourage your children to talk about their feelings.
Online Reporting Option
Casper Police Department now offers Online Reporting for non-emergency situations:
*Animal Problems *Auto Burglary *Civil Matters *Disturbances *Drug Activity *Fraud - Check/Credit Card *Graffiti *Identity Theft *Lost Property *Phone Harassment *Theft *Private Property Crash *Shoplifting *Property Destruction * Trespassing * Suspicious/ Incident Reports
Go to: http://www.casperwy.org On the top header click the link
***Do NOT use online reporting if…
- There is an emergency
- The suspect is still there\
- Please Call 911 for assistance | <urn:uuid:6bf2f0d2-8672-4112-a54d-550619daab3a> | CC-MAIN-2020-40 | https://casperpolice.org/wp-content/uploads/2020/09/After-a-Burglary.pdf | 2020-09-20T10:06:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00060.warc.gz | 321,795,502 | 1,179 | eng_Latn | eng_Latn | 0.996524 | eng_Latn | 0.997748 | [
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Case Study: Stockgrove Country Park
RIGS leaflet Stockgrove Country Park: Ice Age Landforms
Introduction
Stockgrove Country Park lies in Heath & Reach, on the western tip of the Greensand Ridge. It is open to the public, providing a glimpse into Bedfordshire's geology as well as a valuable conservation area. The park covers an area of approximately 80 acres and includes a variety of habitats including broadleaved woodland, a lake and marshes, grassland, heathland and conifer plantations.
These habitats are linked to the underlying rocks and landscape which have been created over many millions of years by a series of geological events. More recently some have been affected by human activities.
Geological History
About 100 million years ago Stockgrove was an estuary at the edge of a warm shallow sea. Rivers running south from what is now Yorkshire deposited sediments (sand grains, eroded bits of rock and occasional fragments of wood from forests of cycads) in this estuary. The layers of sediment were later buried under clay and chalk as sea levels rose and fell. Eventually wind, water and ice removed these more recent sediments, exposing the Greensand for us to see. Some of the sands are cemented by iron and silica to form sandstone; although there are no natural exposures of sandstone here, there is a sundial made of sandstone from a local quarry.
In addition to exposing the Greensand, the glaciers left more concrete evidence of their presence. As the ice moved across the landscape it scraped and pulverised the underlying rocks. The resulting mix of ground rock, known as till, was left behind when the ice melted. Much of Bedfordshire is covered by till, including some hilltops in Stockgrove. It is recognisable as an unsorted mass of pebbles, sands and clays. Stockgrove also includes a dry valley, a landform characteristic of the environment near a glacier. The processes that created the valley exposed the Jurassic clay under the Cretaceous Greensand, giving rise to springs and marshes.
Stockgrove Country Park today
At Stockgrove the vegetation clearly indicates the rocks from which the soil was derived. For example, gorse and heather grow in sandy, free-draining areas, while nettles prefer places where the soil is moist and rich in nutrients (particularly phosphate).
Modern Stockgrove is carefully managed to balance the needs of people, wildlife – and the preservation of our geological history.
Fieldwork and further study ideas
* Local geology and the ice age
* Properties of local rocks and soils
* Investigate local habitats linking to soil type
* Visitor pressure and management | <urn:uuid:37e35e23-12b8-4644-8986-9d21b0ffac65> | CC-MAIN-2017-17 | http://www.bedfordshiregeologygroup.org.uk/leaflets/RIGSEdStockgrove.pdf | 2017-04-26T02:09:47Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00393-ip-10-145-167-34.ec2.internal.warc.gz | 471,526,438 | 554 | eng_Latn | eng_Latn | 0.998412 | eng_Latn | 0.998412 | [
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Suicide and Mental Health Resources in your area of the state
Call the toll-free National Suicide Prevention Lifeline (NSPL) at 1-800-273-TALK (8255), 24 hours a day, 7 days a week. The service is available to everyone. The deaf and hard of hearing can contact the Lifeline via TTY at 1-800-799-4889. All calls are confidential. Dial 911 in an emergency.
Learn more on the NSPL's website.
RESOURCES
Coronavirus Anxiety
CDC: Stress & Coping
APA: COVID-19 Information and Resources
AACAP: Coronavirus/COVID-19 Resource Library
GGIA: Three Good Things
MANAGING STRESS & UNCERTAINTY DURING COVID-19
How to Calm:
1. Slow and control your breathing
2. Physical Activity is great for stress reduction and mood improvement
3. Enjoyable, daily activities, can enhance feelings of wellbeing
4. Trigger the DIVE reflex by holding a cold pack or zip lock bag of cold
water on eyes and cheeks for 30 sec., keeping water above 50°F Dealing with Worries:
Do not try to directly stop worry, question it. Ask yourself: If my best friend or someone I love had this thought, what would I tell them? This can disrupt the worry and bring out the wisdom you would give others.
Reach out and Stay Connected:
Staying connected to other people and taking part in social activities will make a world of difference in your mood and outlook. Use technology to connect!
Cultivate Gratitude
Learning to cultivate gratitude can boost your mood.
1. Each day for a week, write down three things that went well today
2. The items can be relatively small
3. Give the event a title
4. Write down exactly what happened & how the event made you feel
5. Explain what you think caused the event
Limit how often you check for updates
Constant monitoring of news and social media feeds can quickly turn compulsive and counterproductive – fueling anxiety rather than easing it.
Information provided by:
Alex J. Reed, PsyD, MPH
Assistant Professor, University of Colorado School of Medicine
SYMPTOMS
* Poor performance in school
* Withdrawal from friends and activities
* Sadness and hopelessness
* Lack of enthusiasm, energy, or motivation
* Loss of interest in activities they used to enjoy
* Anger and rage
* Overreaction to criticism
* Feelings of being unable to satisfy ideals
* Poor self-esteem or guilt
* Indecision, lack of concentration or forgetfulness
* Restlessness or agitation
* Changes in eating or sleeping patterns
* Substance abuse
* Sexual promiscuity
* Risk-taking behaviors
* Problems with authority
* Suicidal thoughts or actions
TEEN SUICIDE WARNING SIGNS
* Suicide threats (direct and indirect)
* Obsession with death
* Poems, essays, or drawings that refer to death
* Giving away belongings
* A sense of "hopelessness" and/or no future vision
* Dramatic change in personality or appearance
* Irrational, bizarre behavior
* Overwhelming sense of guilt, shame, or rejection
* Significantly changed eating patterns (including drastic weight gains or losses)
* Significantly changed sleeping patterns (especially contributing to school truancy)
* Severe drop in school performance or social interest
For complete Mental Health Information, please go to | <urn:uuid:33075ce9-851d-4d2f-b38f-7ba2401aa72c> | CC-MAIN-2020-40 | https://chsaanow.com/wp-content/uploads/2020/04/mental-health-monday-april-2020.pdf | 2020-09-20T10:19:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00060.warc.gz | 333,071,978 | 725 | eng_Latn | eng_Latn | 0.992107 | eng_Latn | 0.992107 | [
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Moving Forward with Hope Re-Entry School Plan
St. Francis Xavier Catholic School
Introduction
St. Francis Xavier Catholic School's mission is educating for eternity through faith and reason. We strive to meet this mission every day and will continue to live this mission regardless of the educational setting. We cherish our core principles of academics, character, and spirituality.
Our expectation is that the current pandemic will continue to challenge our schools, at least through the 2020-2021 school year. Therefore, we need to implement procedures to meet the ever changing and uncertain learning environment. We will continue to be guided by our desire to keep our families safe, to minister to the spiritual and mental health of our community, and to provide an excellent Catholic education.
This document is meant to be a practical guide for our school, families, and students as we navigate the upcoming school year. The information contained herein is subject to change based on the information available to us from health experts and public officials. We recognize that there will be varying levels of comfort with parents and faculty members concerning a safe return for children at school. The following plan attempts to address these different viewpoints. The plan allows for flexibility, transparency, and prioritizes an emphasis on the health and safety of our community. In all this effort, we are currently working towards a return to "normal" school.
General Safety of Students and Staff
Temperature Check: Will be done each morning as students and staff enter the school. No students with a temperature over 100 degrees should be sent to school. Parents have in the past medicated a child to get a temperature down and then sent the individual to school. This cannot happen for the sake of all other students and staff, especially during this pandemic.
Handwashing/Sanitizing: This is our #1 strategy for safety at all levels. In school, hands will be washed/sanitized several times a day, in particular upon entering for the day.
Masking: Students, staff, and anyone who enters the building will be required to wear a mask with the exception of preschool students.
Education Options
On-site Learning
- Teachers will provide in-person instruction in core subjects and electives 5 days a week.
- Sanitizing upon entering the building and frequently.
- PreK & Kindergarten, after temperature checks, will go directly to their classrooms when they arrive at the school.
- 9 th -12 th grades, after temperature checks, will social distance in the hallway by their lockers.
- 1 st -8 th grades, after temperature checks, will social distance in the gym until the 8:15 bell and then will be dismissed one grade level at a time to go to class.
- Students in PreK-4 th grade will have assigned seats, spaced 6 feet apart, and spend majority of the day within the homeroom classroom. Art, library, and music will come to these classrooms, and students will go to PE and computers in their normal area.
- 7 th -12 th grades will stay in their homeroom for core classes and move to other classrooms during electives. They will have assigned seats in all classrooms and be spaced six feet apart. Lockers will be used for coats and any other items not needed in the classroom, and backpacks will be taken to class.
- Students in 5 th and 6 th grade will have assigned seats, spaced 6 feet apart, and stay in core classes in the morning and switch rooms for core classes in the afternoon. Art and library will come to the classroom and band, PE, and computers will take place in their normal area. Lockers will be used for coats and any other items not needed in the classroom, and back packs will be taken to class.
- Vocal and instrumental music may be limited; however, we will be following the most current research to determine how much and where this can take place.
- Accommodations and support services provided (emotional, social, special education, intervention support, etc).
- Mass will follow current Diocesan guidelines.
- Students will bring and use water bottles and will not drink from water fountains.
- The drop-off and pick-up procedures may be altered to alleviate congestion.
- Recess schedule may be altered to maintain social distancing.
- Lunch schedule and/or seating may be altered to maintain social distancing.
- Passing periods may be staggered to minimize students in the hallway.
- Visitors will be limited to the building and will have temperature checked upon arrival and must wear a mask
- Scheduled volunteers will have temperature checked upon arrival and must wear a mask.
- No field trips away from campus or assembles will be scheduled.
- 6 th -12 th grade students eligible to participate in athletic and academic competitions (Fall practice for cross country and track are planned to begin August 17 th )
- After school care will occur with social distancing.
- Strengthened disinfecting and preventive health measures will be in place.
Distance Learning:
Should a student need to be quarantined for up to 14 days, they will be provided virtual learning from home:
- iPad provided to each student PreK-12 if needed.
- Internet access required.
- Instruction in core subjects with limited electives.
- Students must have a daily connection with a teacher. Such connection can be through telephone, email, and/or interactive video conferencing.
- Participation and achievement grades will be given.
Sick Students and Staff
- Temperatures will be taken at school every morning before entering school and when necessary throughout the day.
-
Individuals with a temperature of 100 or higher will be sent home.
- Isolate students until parents can pick them up.
- Individuals should be fever-free for 72 hours without a use of fever reducing medicines.
- Individuals exhibiting symptoms of COVID-19 without other obvious explanations are prohibited from coming to school. Current known symptoms:
o Fever (100 or higher)
o Chills
o Rigors
o Muscles and body aches
o Fatigue
o Headache
o Sore throat
o Lower Respiratory illness (cough, breath shortness)
o New loss of taste or smell
o Diarrhea
Employee or Student Exhibiting COVID-19 Symptoms
If an employee or student exhibits COVID-19 symptoms, the employee must remain at home until he or she is symptom free for 24 hours (1 full day) without the use of fever-reducing or other symptom-altering medicines (e.g., cough suppressants). The school will similarly require an employee that reports to work with symptoms to return home until they are symptom free for 24 hours (1full day). To the extent practical, employees are required to obtain a doctor's note clearing them to return to work.
Employee or Student Tests Positive for COVID-19
An employee or student that tests positive for COVID-19 will be directed to self-quarantine away from school. Employees or students that test positive and are symptom free may return to school when at least ten (10) days have passed since the date of his or her first positive test and have not had a subsequent illness. Employees or students exhibiting symptoms that test positive and are directed to care for themselves at home may return to school when: (1) at least 72 hours (3 full days) have passed since recovery; and (2) Ten (10) days have passed since symptoms first appeared. Employees or students that test positive and have been hospitalized may return to school when directed to do so by their medical care provider. Employees will be required to provide documentation clearing their return to work.
Protocol for Positive or Exposure
- Notify the school office (785-238-2841)
- Consult health department
- Follow health department recommendations
Confirmed Case of COVID-19 in the School Building
The school will remain open but block off areas where the person infected with COVID-19 was in the building until the area has been cleaned thoroughly. The school will work with the local health department to assess for close contacts within students and staff and inform those who are exposed that they must start a mandatory 14-day quarantine period. | <urn:uuid:99efbe58-dd59-4290-b050-2151c6763e4c> | CC-MAIN-2020-40 | http://www.saintxrams.org/uploads/5/4/7/1/54710353/st._xavier_august_2020_-_moving_forward_with_hope-parent.pdf | 2020-09-20T10:58:30+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00060.warc.gz | 223,049,723 | 1,664 | eng_Latn | eng_Latn | 0.998405 | eng_Latn | 0.998878 | [
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Welcome to the OTR Guide To Self-Esteem
When we go through a tough time, whether that may be rejection from a loved one, not being accepted for a job role, or having a bad fallout with a close friend. What we tend to do after such painful experiences is start thinking of all our faults and shortcomings. Why is it that we damage our self-esteem even more when we are already suffering? Instead we should revive our self-esteem!
What is self-esteem?
Self-esteem is the manner in which we evaluate ourselves. It is our internal assessment of our qualities and attributes.
We have healthy self-esteem when what we think, feel, and believe about ourselves is honest and realistic. Building and maintaining healthy self-esteem depends on gathering evidence about what we are like as a person.
In contrast, when we have low self-esteem, we underestimate – or flat out ignore – our positive characteristics. If we struggle with low self-esteem, then we may tell ourselves that we are stupid, lazy, boring, selfish, inconsiderate, or generally a bad person because of the things we think, say, and do, we view ourselves through a harsh and negative filter. This can lead us to not liking some of the activities that we enjoy, not enjoying company of friends, or having less confidence.
This zine is designed to give you some tools to help you build a foundation for good self-esteem.
How do you visualise Self-esteem?
When you think about self-esteem, what do you think of? Use the space below and write down words or pictures that might describe self-esteem in your eyes...
Effects Of self-Esteem
When we have low self-esteem, due to thinking negative (or not very positive) thoughts about ourselves, it can affect us both mentally and physically. Use the two clouds below to write down what thoughts or behaviours that you might experience, e.g. unhealthy self-esteem (not taking care of yourself) healthy (focusing on your life without the need to compare yourself to others).
Healthy
Unhealthy
Coat of Arms
When we go through a tough time, we tend to forget about our achievements and our strengths that make us who we are. On the shield, draw or write any strengths that you possess (you might be a good listener or a creative person) or achievements (in the past or recent) that you have accomplished...
I'm Great because...
We all experience moments of self-doubt and uncertainty. Even the most confident and happy people have moments where they think "I'm such a failure". Down below, complete some or all of the sentences - this an opportunity to list all of the good things about yourself!
I like who I am because...
I'm great at...
My friends think I have an awesome...
Somewhere I feel happy is...
I mean a lot to...
Others reckon I'm a great...
I think I'm a pretty good...
Something I really enjoy is...
I really admire myself for...
My future goals are...
I know I can achieve them because I'm...
I'm naturally gifted at...
Others often praise my...
I have succeeded before at...
Something that makes me laugh is...
The characteristics I'm most proud of in myself are...
Social Snap
Although it is best to connect with those who can provide social support and feelings of connection, it might not always be possible for us to do so. One way of doing this is a 'social snap'. Next time you feel low, have a look at old pictures of you and your friends. Scientists have found having pictures of loved ones can improve mood when we're feeling low. Reading meaningful emails or letters, watching videos of loved ones, or using valued mementos of those who we feel most connected to can help rebuild damaged selfesteem. Use the space below to either write or draw some of your memories or messages.
create your own self care tips!
In this zine we looked at some activities and ways to help build a foundation for self-esteem. Use the space below to either write or draw some ways you can manage your self-esteem - that may be eating good food or even singing your favourite song...
Thanks for reading!
This zine is designed to give you tools to help build a healthy foundation for self-esteem.
It takes time and practice to build self-esteem as there will be challenges in the future you face, but just like driving a car, the more we practice driving, the more comfortable we are on the roads.
This booklet was made by OTR Bristol, a mental health social movement by and for young people aged 11-25 in Bristol and South Glos.
For more information on what we do, come and see us at one of our Hubs:
Mondays 4-7pm @ 8-10 West Street, Old Market BS2 0BH
Wednesdays 3.30-5.30pm @ Armadillo, Yate, BS37 4FW
Saturdays 10am-1pm @ 8-10 West Street, Old Market, BS2 0BH
You can also call us for free on 0808 808 9120 (Mon-Fri 2-5pm) email us at firstname.lastname@example.org or visit our website at otrbristol.org.uk
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Supporting Parents/Caregivers of Students with High Needs During the COVID-19 Pandemic
The purpose of this guide is to provide parents and caregivers of students with high needs guidance, tools, and resources to help support your efforts to engage your child/young adult in continued educational opportunities during the COVID-19 pandemic. The RESC Alliance has coordinated with the Connecticut State Department of Education (CSDE), the Connecticut Parent Advocacy Center (CPAC), and the Connecticut Association of Private Special Education Facilities (CAPSEF) to assemble online resources. These resources have been organized into ten different topical categories, listed below, and are meant to assist parents/caregivers in navigating the world of continued educational opportunities. These resources are not meant as a substitute for the work families and district personnel have developed as a team, but as a supplemental resource to assist with developing engaging activities for students throughout the day. Access the complete resource guide and the webinar series.
Getting Started
Getting started is made up of three main sections, each with tips and suggestions on how to put the information presented into practice, as well as some resources that may be helpful. The first section provides some functional tips related to establishing and maintaining consistent communication with your school-based team. The second section provides information related to self-care for the parent/caregiver, so that they can be strong, supportive caregivers to their loved ones. The third section provides information related to setting up the environment at home, so that students have an organized place dedicated to completing academic work. Access the webinar series page to watch the webinar and download the presentation.
Communication Skills
Art
Tools and resources related to social skills, expressive and receptive vocabulary, and augmentative and alternative communication (AAC). Access the webinar series page to watch the webinar and download the presentation.
Science / Social Studies / Current Events Tools and resources related to science, social studies, and current events. Access the webinar series page to watch the webinar and download the presentation.
Literacy
Tools and resources related to shared reading, access to books, word identification and decoding, alphabet and phonological awareness, comprehension, and writing. Access the webinar series page to watch the webinar and download the presentation.
Math
Tools and resources related to computation, problem solving, access, and other activities. Access the webinar series page to watch the webinar and download the presentation.
Physical Activity / Mobility Tools and resources related to physical activity and mobility activities. Access the webinar series page to watch the webinar and download the presentation.
Life Skills and Self-Help Skills
Tools and resources related to supporting or creating opportunities for children to practice daily living skills that develop independence.
Access the webinar series page to watch the webinar and download the presentation.
Tools and resources related to supporting rich, meaningful art activities. Access the webinar series page to watch the webinar and download the presentation.
Sensory Activities and Supports
Tools and resources related to supporting sensory activities and breaks. Access the webinar series page to watch the webinar and download the presentation.
Play and Leisure
Tools and resources related to supporting play and leisure activities. Access the webinar series page to watch the webinar and download the presentation. | <urn:uuid:99937f2a-42f9-416c-bafa-604629ecd570> | CC-MAIN-2020-40 | https://portal.ct.gov/-/media/SDE/Special-Education/Covid/CSDERESC-AllianceCPACCAPSEFSupporting-Parents-of-Students-with-High-NeedsOnePager4222020FINAL.pdf?la=en | 2020-09-20T10:33:35+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00061.warc.gz | 571,302,175 | 633 | eng_Latn | eng_Latn | 0.99421 | eng_Latn | 0.99421 | [
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Published by:
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH Inclusive Violence and Crime Prevention for Safe Public Spaces (VCP) Programme
The entire toolkit is available on: www.saferspaces.org.za
ToolFOUR
Detailed Analysis of the Duty Bearers 4
Objective:
To identify duty bearers 5 in the community, assessing these actors and describing them in greater detail.
To identify where support for duty bearers is needed so that they can accomplish tasks and fulfil their responsibilities, and better fulfil the rights of children and youth.
To identify potentially useful resources.
To identify potential allies and partners for a possible later project..
Aspects of Data Collection:
Role and responsibilities, as well as aspects of the capacity of the duty bearers to fulfil their responsibilities, with specific focus on services benefiting children and youth.
Material needed:
Big brown paper or several sheets of flipchart paper, which can be connected so that the table below can drawn and written on it; markers.
Preparation:
Transfer the table below to three or four big sheets of paper. Then you can divide duty bearers to be analysed, so that each group works on only some of the duty bearers. You transfer the table as shown below.
Procedure:
This is a tool which requires very good facilitation skills, since it is important from the beginning to avoid duty bearers being blamed for not fulfilling responsibilities. The exercise focuses on assessing the need for support, so that duty bearers can better perform their required role. It is important to clarify this at the outset. As usual, allow extra time if participants need it.
In a first step, you take stock of all important duty bearers in the community with regard to children and youth. The next table gives some broader categories.
3. Adapted from: Save the Children, Sweden, 2008
4. In the so called "rights-based approach", an approach which takes the validation of human rights for all people everywhere as reference frame, duty bearers are institutions with responsibilities to ensure the fulfillment of human rights of people (the rights holders). Often we have a relationship of service providers (duty bearers) and those who shall have access to services (rights holders). In the case of children and adolescents as rights holders, the parents or caretakers are duty bearers.
PLANNING
IMPLEMENTATION
PAGE 19
PAGE 20
ToolFOUR
Detailed Analysis of the Duty Bearers 4
In the plenary you will first identify which groups of people, organisations and institutions you find in your community or outside, with responsibilities towards children and youth of your community. Depending on the scope of your work, you might skip the provincial, national and international level.
For each category of duty bearers you write the names of the organisations, institutions or individual people on a page of flipchart. One flipchart should show duty bearers of local civil society: the members of the ward committee, representatives of the mosque, the protestant church, heads of the Hindu community, representatives of the sports club and of a women´s organisation, are just a few examples.
In a next step, you form working groups with the participants. It is important to have at least one or two members in each group who have good knowledge of the responsibilities of the relevant duty bearers. One option is to let members of the respective institutions or sectors work on their own roles and responsibilities.
ToolFOUR
Detailed Analysis of the Duty Bearers 4
Task for the group work:
The groups are asked to first enter the identified duty bearers in the left-hand column. In a collective discussion, the group examines the roles and responsibilities of the respective duty bearers, and assesses their capacities for fulfilling those roles and responsibilities. If enough young people participate, it is a good idea to let them work together in their own working group, even though they might not be well informed about the areas in question. They may select for further analysis those duty bearers whom they consider most important in their lives. When the results are presented and discussed in plenary, other participants may make additions. When there is agreement, further duty bearers may be added.
Observations: (Additional notes for the facilitator)
Remember, the aim of this activity is not to make any stakeholder look bad. This might happen where people are forced to admit that they broadly lack the skills and knowledge they are supposed to have. If such a situation can be foreseen, then avoid it completely. Omit the respective duty bearers from the list and work on others.
End Product:
By the end of the exercise, the objectives would have been achieved, including the following:
* A detailed analysis of relevant duty bearers in the community, their roles and responsibilities and capacities has been captured in a table.
* The support needs of duty bearers have been identified.
* Potentially useful resources have been identified, while pointing out potential allies and/ or partners for a later project.
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Meltems Journey A Refugee Diary
pdf free meltems journey a refugee diary manual pdf pdf file
Meltems Journey A Refugee Diary This fourth book in the Refugee Diary series follows a Kurdish family from Eastern Turkey. 13 year old Meltem tells the story of their journey to the UK, and the harrowing months waiting to find out if they can stay in Britain. Meltem encounters racism, her father goes missing and the family is sent to Yarl's Wood detention centre. Meltem's Journey: A Refugee Diary by Anthony Robinson This fourth book in the Refugee Diary series follows a Kurdish family from Eastern Turkey. 13 year old Meltem tells the story of their journey to the UK, and the harrowing months waiting to find out if they can stay in Britain. Meltem encounters racism, her father goes missing and the family is sent to Yarl's Wood detention centre. Meltem's Journey: A Refugee Diary: Robinson, Anthony ... Description This fourth book in the Refugee Diary series follows a Kurdish family from Eastern Turkey. 13 year old Meltem tells the story of their journey to the UK, and the harrowing months waiting to find out if they can stay in Britain. Meltem encounters racism, her father goes missing and the family is sent to Yarl's Wood detention centre. Meltem'S Journey : A Refugee Diary - Book Depository A powerful addition to the acclaimed Refugee Diaries series, this is the story of Meltem and her Kurdish family from Eastern Turkey, who journey to the UK, and whose courage and resilience lead them to a new home and a new life. Meltem's journey : a refugee diary (Book, 2010) [WorldCat.org] MELTEM'S JOURNEY | Kirkus Reviews A Kurdish refugee tells the story of her family's constant threat of
imprisonment and deportation when asylum is denied following their illegal journey from a village in eastern Turkey to England. MELTEM'S JOURNEY | Kirkus Reviews Meltem's journey : a refugee diary. [Anthony Robinson; June Allan] -Relates the experiences of a Kurdish girl whose family was forced from their home and faced hard times in Germany and England, until they received support from the Children's Commissioner. Meltem's journey : a refugee diary (Book, 2011) [WorldCat.org] Meltem's Journey: A Refugee Diary By Anthony Robinson Illustrated by June Allan Published by Frances Lincoln Children's Books "Starkly realistic and eye-opening, if emotionally difficult." –Kirkus Reviews "The book succeeds in its encouragement of understanding and empathy for Meltem and other refugee children." –Books for Keeps Meltem's Journey | I'm Your Neighbor Books: Immigration ... Journey A Refugee Diary This fourth book in the Refugee Diary series follows a Kurdish family from Eastern Turkey. 13 year old Meltem tells the story of their journey to the UK, and the harrowing months waiting to find out if they can stay in Britain. Hamzats Journey A Refugee Diary - eufacobonito.com.br It is the honest and heartrending story of a family torn apart by war and their courageous decision to seek a life of peace in the West. Other titles in the series: **Hamzat's Journey, Mohammed's Journey, Meltem's Journey** This is the first book in an accalaimed series highlighting the true stories of refugee children. Gervelie's Journey: A Refugee Diary by Anthony Robinson Gervelie's Journey: A Refugee Diary is an example of narrative non-fiction. It tells the true story of Gervelie and her father's escape out of Brazzaville due to the outbreak of
war and their journey over to the UK to seek asylum. The text is sectioned into key years and locations that are significant to Gervelie and her father. Gervelie's Journey: A Refugee Diary by Anthony Robinson A set of 12 lessons covering geography, maths and writing objectives, based around refugees. After identifying different countries and geographical features, children plan a refugee's journey from Syria to the UK, and then 'go' on those journeys, using tablets and maps to help them. Journey to Refuge : scheme of work | Teaching Resources Meltem's Journey: A Refugee Diary (Paperback) Anthony Robinson (author), June Allan (series editor), Annemarie Young (illustrator) Meltem's Journey: A Refugee Diary (Paperback) - Waterstones It is the honest and heartrending story of a family torn apart by war and their courageous decision to seek a life of peace in the West. Other titles in the series: Hamzat's Journey, Mohammed's Journey, Meltem's Journey This is the first book in an accalaimed series highlighting the true stories of refugee children. Chosen as a Scholastic Book of the Year and as an Outstanding International Book by USBBY. Gervelie's Journey: A Refugee Diary: Robinson, Anthony ... The 'Refugee Diaries', written by Anthony Robinson and Annemarie Young and illustrated by June Allan, are a series of books highlighting the plight of children who come to Britain with their families to escape persecution and violence. About 'The Refugee Diaries' — June Allan This resource follows a Kurdish family from Eastern Turkey. Thirteen-year-old Meltem tells the story of his Kurdish family's journey to the U.K. Refugee Portal: Books about the Immigrant & Refugee ... Meltem's Journey: A Refugee Diary By Anthony Robinson Illustrated by
June Allan Published by Frances Lincoln Children's Books "Starkly realistic and eyeopening, if emotionally difficult." –Kirkus Reviews "The book succeeds in its encouragement of understanding and empathy for Meltem and other refugee children." –Books for Keeps Find a copy at Amazon | IndieBound | B&N ... Ages 07 and up | I'm Your Neighbor Books: Immigration ... Looking for books by Anthony Robinson? See all books authored by Anthony Robinson, including Meltem's Journey: A Refugee Diary, and Mohammed's Journey (A Refugee Diary), and more on ThriftBooks.com. Anthony Robinson Books | List of books by author Anthony ... Stormy Seas: Stories of Young Boat Refugees By Mary Beth Leatherdale Illustrated by Eleanor Shakespeare Published by Annick Press, Limited Age Range: 10+ Find a copy at Amazon | IndieBound | B&N | Worldcat "…educators and librarians looking for a human face for the refugee crisis will find this offering essential.: —School Library Journal Description The phenomenon of desperate refugees ... Germany | I'm Your Neighbor Books: Immigration Children's ... Meltem's Journey: A Refugee Diary Best Children Books Childrens Books Kid Books Library Books Maps For Kids Wall Maps Children's Picture Books Children's Literature Social Studies As he spends hours studying his father's world map, a young boy escapes the hunger and misery of refugee life.
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ROMANCE ACTION & ADVENTURE MYSTERY & THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION | <urn:uuid:dd459e4b-8e4f-4cd7-b3bf-cf567f164c6a> | CC-MAIN-2020-40 | http://howlandsargent.com/meltems_journey_a_refugee_diary.pdf | 2020-09-20T11:45:57+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00062.warc.gz | 61,429,090 | 1,917 | eng_Latn | eng_Latn | 0.928324 | eng_Latn | 0.997994 | [
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Williamsburg High School Wins 2020 Pacesetter Award
School preps students for success through career exploration and relevant studies
June 30, 2020 — Williamsburg High School in Williamsburg, Ohio, is the winner of a 2020 Gene Bottoms Pacesetter School Award from the Southern Regional Educational Board. The award will be presented on July 6, 2021, at SREB's Making Schools Work Conference in Nashville, Tennessee, due the cancellation of the 2020 conference in New Orleans.
Pacesetter School Awards recognize schools that are implementing one of SREB's Making Schools Work school improvement frameworks and are achieving success in meeting bold goals related to increases in student graduation rates, readiness for college and careers, and credential attainment.
Williamsburg High School implements High Schools That Work, SREB's school improvement design for high schools. WHS leaders and teachers recognized that students find relevance in school and perform better in classes when they see the connection between academic success and career success.
Staff talk early and often to students about the importance of earning credits, staying on track for graduation, identifying their interests and exploring careers. Although these conversations make a difference, the school takes college and career prep a step further by zeroing in on students during the critical transition from the middle grades to high school.
In the fall, eighth graders take a day-long field trip to the local career center to explore 14 career options offered there. In the spring, Williamsburg High School assists eighth graders through the Individual Academic Career Planning Process. Students and parents visit the high school, learn about transitioning and the importance of earning credits that advance them toward their career goals, and begin forming relationships with high school teachers. Students leave the event with a schedule for ninth grade and a plan for the following years.
In the summer prior to ninth grade, all incoming ninth graders are invited to a kick-off event in which they play games, engage with junior and senior mentors, and talk about school. In the spring of their ninth-grade year, students attend an interactive career fair during a field trip to Junior Achievement Inspire. Afterwards, students discuss what they learned during the field trip and engage in lessons about planning for the futures.
Strategies like these are having an impact. Teachers and leaders report that students better understand why they need four years of English and how science prepares them for careers.
SREB's Making Schools Work Conference is held annually and provides educators with opportunities to participate in professional development, network with colleagues from across the country and build school and district leadership capacity.
The Southern Regional Education Board works with states and educators to improve education at every level, from early childhood through postsecondary education. Learn more about SREB at sreb.org.
SREB media contact: firstname.lastname@example.org, (404) 879-5528. | <urn:uuid:c87205e8-56d0-46f3-b40d-8eaa490fc940> | CC-MAIN-2020-40 | https://www.sreb.org/sites/main/files/file-attachments/williamsburg_hs_6-30_0.pdf?1593190119 | 2020-09-20T11:27:37+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00061.warc.gz | 1,058,557,984 | 581 | eng_Latn | eng_Latn | 0.998021 | eng_Latn | 0.998021 | [
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Submission to the citizens assembly on gender equality
Introduction
The Union of Students in Ireland represents 374,000 students across the island of Ireland and has been working relentlessly in the area of gender equality for decades. USI were key stakeholders in the creation of the Consent framework which was brought into ensure an institutional campus culture is safe, respectful and supportive. USI have been an integral part of the process from the beginning, to work towards ending gender based violence on campuses and improve education around consent on college campuses.
USI was also central for decades to the fight for abortion rights in Ireland from the case of SPUC v Grogan, and mobilised thousands of students in campaign for Marriage Equality and the Repeal of the 8th amendment.
Context
We would like to preempt this submission by saying that USI believes that none of these issues can be discussed without mentioning gender based violence and how it been historically used to oppress women, thus contributing to inequalities in society. We would also like to state that our approach to this submission has been to recognise intersectional identities, by that we mean that we recognise that a women of colour or a disabled women may have more barriers in their way towards getting into positions of leadership, and may face a greater gender pay gap etc.
Theme 1: Gender norms and stereotypes
We need to challenge the barriers and social norms and attitudes that facilitate gender discrimination towards girls and boys, women and men. There are still massive gender norms and stereotypes that feed into society today. These stereotypes place unfair assumptions on genders. There are a few ways in which we suggest to tackle these social norms.
Education:
From as early as primary school, all the way through to third level education, the Irish education system should be teaching children that there is no stereotypical man or woman. The school system should challenge social norms.
LGBTQ+ education in schools is needed to ensure that non-binary people are being representted and not left out of the conversation and are treated equally.
Campaigns:
An example of an effective campaign to tackle social norms is The 20 x 20 Campaign is a national, all-inclusive movement to shift Ireland's cultural perceptions of women's sport by 2020.
The campaign aims are:
- 20% increase in media coverage of women in sport
- 20% increase in female participation at all levels of sports
- 20% increased in attendance at women's games and events
USI are in full support of furthering equality for women in sports. Campaigns with goals like these are a great example of tackling social norms and stereotypes that Society has created for different genders.
USI believe there should be more campaigns introduced in the education system to tackle the social norms and stereotypes placed on genders.
As mentioned above about gender based violence towards women, consent needs to be taught in schools.
Theme 2: Work: gender discrimination and occupational segregation by gender
USI recognises there is a national problem in relation to the gender pay gap. In the third level education section, those who tend to be in senior leadership positions are men, while those in low pay precarious work are majority women.
Some of the work that needs to be done here is a cultural change as well as structural. USI supports more research in this area and will campaign for an end to the gender pay gap.
Theme 3: Care, paid and unpaid, as a social and family responsibility
In this area we recognise in particular the needs of Mature students, student parents, students who may have caring responsibilities,
USI recognises the importance of care and caring responsibilities. From the student perspective, it is imperative that these responsibilities are recognised by the state, and do not act as a barrier to education. USI acknowledges that many students are also student parents, and to this end from the third level perspective would advocate for the following:
-Publicly funded education, to allow as much participation in education as possible
-Quality, affordable childcare on campuses and in wider society.
- An increase to the Back to Education Allowance
- a review of the SUSI grant criteria
Theme 4: Women's access to, and representation in, public life and decision making Leadership
Leadership
USI supports targeted initiatives that encourage women to run for positions of leadership. While quotas go some ways towards addressing the issue, women who are running for election or who may run for election need to be supported every step of the way. This means support for community programmes that provide resources to marginalised communities.
By way of example USI has run Women Lead since 2015, an initiative aimed at encouraging women to run for elected positions in their Students' Unions. Pink training is a similar initiative for LGBT+ people. As a result of events like these we have seen steady increases in representation.
USI would like to see the expansion of the Athena swan initiative in HEIs which promotes female leadership.
USI would also call for Audits and records to kept about female representatives at varying levels of leadership.
Closing remarks
USI is very grateful to be given the opportunity to submit our recommendations to the citizens assembly on gender equality and wishes the assembly well in their work. It is only with cultural and structural changes for all minority groups that we will live in an equal society.
Other relevant USI Submissions
- Submission to the department of health on access to publicly funded contraception scheme
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Counseling Program Mission
LNC Counseling Vision Statement
Lake Norman Charter School's Counseling Program is dedicated to empowering every student to achieve academic success, personal and social growth, wellness and career exploration.
LNC Counseling Mission Statement
Lake Norman Charter School's Counseling Program is staffed by licensed professionals in school counseling and school psychology who help to develop our students' academic focus and strengthen their personal growth to prepare them individually for future success. We strive to empower students to embrace their full potential and to achieve their personal and academic aspirations.
"Education is the most powerful weapon which you can use to change the world." Nelson Mandela
LNC Support Staff
Elementary School
School Psychologist email@example.com
Heather Crane
Middle School
Jennifer Bish School Counselor firstname.lastname@example.org
Carissa Kaproth-Glenn
School Counselor email@example.com
High School
School Counselor
Taaron Riggins: A-G
firstname.lastname@example.org
Mike Porter: H-O School Counselor email@example.com
Christine Casillas: M-Z School Counselor firstname.lastname@example.org
Together we learn, lead, and serve
Lake Norman Charter
CounselingProgram
Dedicated to promoting school-life balance for ALL students
Understanding The Role Of Your School Counselor
Counselors meet with students in large groups, small groups, and individually to implement the counseling program by providing:
Academic
- Organizational, study and test-taking skills
- Academic planning
- Academic support interventions
- Parent/Teacher/Student Meetings
Career
- Post-secondary planning
- Transition planning
- Career planning
Personal/Social
- Assist student with emotional needs/coping strategies
- Education in understanding self and others
- Peer relationships and effective social skills
- Multicultural/diversity awareness - Crisis Intervention
- Communication, problem-solving, decision-making, and conflict resolution.
Elementary School
-Classroom lessons in Leadership Skills
-Behavioral consultation
Counseling Duties
-Classroom interventions
-CogAT testing
-Knight of Honor Awards recognition
Middle School
-Knight of Honor Awards recognition -Student success team meeting -MAP testing coordination -Classroom lessons related to academic and social/emotional development
High School
-New student enrollment -Collaborations with outside agencies -PSAT and AP recruitment -Scholarship meetings -Parent information nights -Summer school referral and registration -Transcript review
School counselors deliver prevention and intervention services to support the academic, career, and social-emotional development of all students.
Prevention and intervention services include academic advocacy, classroom/group lessons, individual student planning, staff and parent consultation, school program support and crisis response.
Counselors are an integral part of developing student education plans. We are responsible for creating the 504 plan and we participate in IEP meetings.
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Name:
Section:
Score: _____/5
World History
Alexander the Great Reading
Directions: Using Information from the notes and the following article answer the thought questions at the end of this article.
Alexander the Great
Alexander the Great was so impressed by the Indian use of elephants in battle, that he immediately enlisted them into his army. Elephants were particularly effective against horses, which would often bolt away in fear at the presence of the enormous beasts.
Was Alexander the Great really great?
A great conqueror, in 13 short years he amassed the largest empire in the entire ancient world — an empire that covered 3,000 miles. And he did this without the benefit of modern technology and weaponry. In his day, troop movements were primarily on foot, and communications were face to face. Not bad for a kid who became the King of Macedon at the age of 20.
Many of Alexander's accomplishments were made possible by his father, Philip of Macedon. Macedon, which existed roughly where the modern country of Macedonia lies today, was a kingdom located that lay geographically north of the Greek city-states.
Alexander's the Great's tutor was the Greek philosopher Aristotle.
In 338 B.C.E., King Philip of Macedon invaded and conquered the Greek city-states. Philip took advantage of the fact that the Greek city-states were divided by years of squabbling and infighting. Philip succeeded in doing what years of fighting between city-states had not done. He united Greece.
Conquering the World
Philip's next goal was to defeat Greece's ageold enemy to the east: Persia. For years, the massive Persian Empire threatened the very existence of the Greek way of life. But before he was able to pursue his second goal, Philip was assassinated.
When his son, Alexander, took the throne in 336 B.C.E., he vowed to complete the plans of his father. In 334 B.C.E., Alexander invaded Persia, which lay across the Aegean Sea in Asia Minor (modern-day Turkey).
After three grueling years of warfare and three decisive battles, Alexander smashed the Persian armies at the Tigris River and conquered the mighty Persian Empire, including the legendary city of Babylon. For many Greeks, this victory marked a moment of sweet revenge against a bitter foe.
Alexander was an amazing soldier who led his army to conquer much of the known world.
At this point, at the age of 25, Alexander ruled an expansive empire. Nevertheless, his ambitions were not satisfied. While fighting the Persians, Alexander conquered Egypt and founded a city at the mouth of the Nile River. This city, which he named Alexandria after himself, became a cosmopolitan, diverse, bustling center of trade, the arts, and ideas.
But Alexander was not done. He continued his campaign, driving farther east, until he reached India and the Indus River in 326 B.C.E. At this point,
his exhausted troops refused to fight further. They told Alexander that a truly great leader knows when it is time to stop fighting.
Without the support of his army, Alexander had no choice but to turn back and begin consolidating and organizing his far-flung empire. On his way home, Alexander died from disease in 323 B.C.E.
Though he was an unquestionably skilled and highly respected military leader, Alexander the Great was feared by those around him for his paranoia and dangerous temper.
Alexander in Hindsight
Alexander the Great's legacy is both far reaching and profound. First, his father was able to unite the Greek city-states, and Alexander destroyed the Persian Empire forever. More importantly, Alexander's conquests spread Greek culture, also known as Hellenism, across his empire.
In fact, Alexander's reign marked the beginning of a new era known as the Hellenistic Age because of the powerful influence that Greek culture had on other people. Without Alexander's ambition, Greek ideas and culture might well have remained confined to Greece.
Many historians see Alexander the Great in a different light. Although Alexander was both intelligent and handsome, he also had a darker side. He possessed a ferocious temper and from time to time would arbitrarily murder close advisors and even friends. Also, toward the end of his many campaigns, he senselessly slaughtered thousands whose only crime was being in his way.
"Alexander the Great." Ushistory.org. Independence Hall Association, n.d. Web. 02 Oct. 2014.
Thought Questions:
1. What was Alexander's greatest accomplishment during his life time? Defend your answer using the Assertion, Reasoning, Evidence method.
2. What is the most important legacy of Alexander's accomplishments? Defend your answer using the assertion, reasoning, evidence method. | <urn:uuid:1f9b1225-57ee-4806-8f19-b9c87d58fce8> | CC-MAIN-2020-40 | http://www.mrtredinnick.com/uploads/7/2/1/5/7215292/alexander_the_great_reading.pdf | 2020-09-20T09:42:37+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00064.warc.gz | 197,971,381 | 953 | eng_Latn | eng_Latn | 0.997203 | eng_Latn | 0.997394 | [
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Winter Edition 2014
Launch of Research Trust Fund
It is several years since CQKV started the process of establishing a Trust Fund in partnership with The Royal Society of Queensland, with the view of maintaining our commitment towards wildlife research, in particular the koala. The day finally came and on June 12th, Alistair, Mary, Shirley and I travelled to Brisbane for the launch of the Research Trust Fund by The Governor of Queensland, Her Excellency Penelope Wensley AC. This ceremony was held at the Queensland Museum on Friday 13th June 2014, followed by a Society of Queensland short seminar titled - Research as Infrastructure.
As the nominated 'founder' of the Research Trust Fund, I was called upon to sign the Trust Fund document along with members of the Royal Society during the launch. Our initiative to establish this research fund was applauded by members of the Society and I would like to make particular note and thanks for the assistance given to us from Cate Melzer. We will now have to make more effort to continue with further funding.
After a morning tea attended by the Governor of Queensland and Society members, we then heard from Chief Scientist of Qld Dr Geoff Garrett, Research Director CSIRO Ms Anna Littleboy and CQKV's own Dr Alistair Melzer. The talks were all very interesting and it was a great opportunity to hear from our leading scientists discussing their work along with the problems dealing with environment and bureaucracy.
We came away feeling in a small way that we were making a positive contribution to the ongoing struggle to finance scientific research in Queensland.
Carmen
Tambo Trip
When we left for Tambo we suspected that the koalas were in trouble due to the ongoing drought. Sadly this was confirmed on our visit to Stirling Downs in late May. Alistair, Marie and I spent 5 days searching along creeklines, reserves, and even the town common ( which was full of possum pellets) for any evidence of koalas. A few scratches were visible but no droppings at any of the sites. The trees were in good condition but ground water, dams etc. were completely dry.
Marie Natali searching dry creek beds near Tambo for traces of koalas. June 2014
Tree death along streams and around dams at Tambo. Previously we located koalas at this spot. June 2014 Jim and Jenny have had to sink a bore to obtain water for themselves and their stock. The great mobs of kangaroos we used to see hopping across the downs (a scene we enjoyed, but not shared by Jim and Jenny) have now been reduced to small young animals in minimal numbers.
We left Tambo with the feeling that it was going to need many years of good weather condition before koalas would return if ever. However we will keep monitoring the area and hope there will be a return of koalas in the Tambo district.
While we were out in Tambo, Flavia and Rolfe attended the Gladstone Ecofest and took a basket of our 'orphan' koalas to sell. They did very well and a large number of 'orphans' found new homes. Well done Flavia and Rolfe.
Carmen
Drought and heat wave impacts on regional koala populations
Queensland has slipped back into drought mode and koala populations are suffering – along with property owners, stock and other wildlife. Our study site at Tambo has been severely affected. Jim and Jenny Skelton kindly allowed us to visit their property in June this year. They have been in drought since 2012/13. In spring and summer 2013 the property was afflicted by a heat wave with many consecutive days over 40 o C. This was too much for the koalas. Jenny and Jim rescued one female koala from the boggy mud in a largely empty dam. However, despite their care and attention, the animal succumbed to stress and dehydration and died.
We visited the property to confirm what the Skelton's already knew. All the koalas were gone. Carmen Drake and Marie Natali (a French intern) and I systematically searched the stream lines for traces of koalas. We found no recent signs of koalas and only very rare signs of brushtail possum. The creek line vegetation had been severely stressed. In some areas trees had died, mostly, the surviving stream fringing trees showed signs of dieback, and the leaf size was greatly reduced. We went on to search the nearby Ward River. Again, no recent koala signs were found. Here, however, possum signs were more numerous; although there were stretches of river where traces of possum and koala were totally absent. We had to drive north of Tambo to find sparse traces of koalas along stream lines. Jim Skelton recalled that koala numbers were at their greatest in the early 1990's but they have been declining with successive waves of drought since then. It seems that this latest drought has eliminated this population.
In July we visited St Bees Island for the annual koala census. This time I was accompanied by Leith Black (a CQUni research assistant), Galina Kinsella (an intern from USA) and Bethany Walker (Bethany visited us about seven years ago and was keen to return) as well as a small Queensland Parks and Wildlife Service team. Here too last spring and summer's heat wave has had an impact. This was probably exacerbated by two cyclones that crossed over St Bees in the same season. We found koalas and Galina was able complete her research project looking at koala responses to disturbance. The census data, however, revealed a 30% decline in koala numbers. There was no indication of successful rearing of young, and we encountered only one sub-adult animal.
However, not all koala populations have been impacted by this drought, so far that is! A property inspection near Nebo revealed a widespread, vibrant koala population. All females had advanced backyoung. The vegetation appeared healthy. Further south, near Esk, we visited Dr Bill Ellis's site at Mt Byron. Here again, the koalas were widespread and relatively abundant. There may have been some signs of stress in some eucalypt trees, but this was very limited. We wait and see what the developing el nino brings. Our next trip to St Bees Island is in mid 2015. Later that year we'll head to Hughenden to see how the population there is dealing with the drought conditions. Alistair Melzer
Mission
CQ Koala Volunteers seek the conservation of the koala and other tree living mammals in Central Queensland by
* Developing public awareness of the needs of koalas, tree living mammals and their habitat requirements generally;
* Supporting research into koalas, other arboreal mammals and their habitat through (a) providing volunteer support to research projects, and (b) assisting in the raising of funds for research and the volunteer teams;
* Fostering community support for koalas and tree living mammals generally;
* Supporting the rehabilitation and release of sick, injured or displaced koalas and tree living mammals.
* Encouraging and assisting with the development of habitat rehabilitation projects where necessary through the region;
The Central Queensland Koala Volunteers are not about stopping development. They seek to encourage planned development, which allows for the co-existence of koalas and other tree living mammals with human activity.
Funds are used to buy equipment for the researchers, to fund volunteer field teams and provide limited support for animal carers. Donations may also be made to the Koala Research Centre of Central Queensland and are tax deductible.
Office Bearers
Alistair Melzer, signatory, Chairperson
Carmen Drake, signatory, CQKV representative on
Koala Research Centre Board Shirley Hopkins, signatory, Treasurer Doreen Lovett, Editor: firstname.lastname@example.org Nick Quigley OAM, Web designer Web: www.cqkoala.org.au Direct correspondence to Central Queensland Koala Volunteers 6 Leeds Avenue North Rockhampton Qld 4701.
Email: email@example.com Winter Edition 2014 Central Queensland Koala Volunteers | <urn:uuid:792cf550-e673-4e14-bd16-47e3d3749b7b> | CC-MAIN-2020-40 | http://cqkoala.org.au/images/CQKVWINNEWS2014n3.pdf | 2020-09-20T11:24:08+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00063.warc.gz | 35,247,876 | 1,735 | eng_Latn | eng_Latn | 0.987952 | eng_Latn | 0.998436 | [
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New Jersey Department of Agriculture: The Power of Flowers
Life in New Jersey, in fact everywhere, has been fundamentally changed by the COVID-19 pandemic. As we adjust to this new reality, it has been immensely helpful to have proactive and effective leadership through Governor Murphy's Executive Orders on agriculture being an essential business and thus continued to be allowed to operate under prescribed practices as directed.
In this time of crisis, in which a very important step is to create social distance between ourselves and others, we are all sacrificing the daily routines and interactions that comfort us in normal times. This, of course, has massive impacts on businesses, even those agricultural businesses that have continued to operate, as consumers lead self-isolated lives.
The essential of food continues to be in demand, even though it gets to consumers in a much different way than they were before this pandemic. For example, restaurants have switched almost entirely to takeout/pickup and delivery service. Grocery stores, farms, supermarkets, and food distributors also have ramped up the ability for customers to call in orders and pick them up curbside or have at-home delivery.
Farmers who provide the essentials are reworking their planting, harvesting and business models to comply with the directives of health officials, especially as relates to gatherings of people.
In this time of solitude, it can be difficult to keep the struggles of others in mind, as we are faced with many hardships of our own. But this is the time to buy locally wherever it is safely possible.
Right now, as we enter the Easter season, greenhouses and growers across New Jersey are sitting with millions of dollars of plants, bulbs and flowers that would have been destined for church decorations and altars, business gatherings that are not happening, some weddings and other celebrations.
These flowers' schedules cannot be stopped. They are bursting to bloom right now, when spring normally pops with color, optimism and a fresh, magical reminder to all of us of gentle spring expressions of love, beauty, and caring for others.
These plants and flowers serve a meaningful and heartfelt purpose even in the midst of our isolation. As it becomes more important to support one another in whatever way possible – through a call to a neighbor or a smile when someone walks by our house – sending a plant or flower to someone you wish you could have regular interaction with becomes incredibly important.
These gestures of sending plants and flowers will help those people who are feeling lonely or cut off from the world due to the necessity of social distancing. Flowers bring color and radiance to their homes at a time when they need it most.
New Jersey agricultural businesses of all sorts value the trust given them as they have been deemed essential during this time, and they are committed to operating responsibly for their employees and you, the consumer. Please abide by any restrictions on the number of people they may have at their businesses at a given time, or other considerations to enhance social distancing, so that they may continue to serve you.
When you re-stock your pantry with necessities or go to appointments that can continue, please add a flower or plant from a responsible local business to your list, especially if you can help a local farming family. They truly and gratefully will appreciate your help.
Flowers and plants are not only those things that poets pine over. They are truly a necessity of everyday life. Why not bring a bit of joy into the worlds of people you miss or cannot visit?
Flowers are therapeutic and point the way to sunnier times.
Sincerely,
Secretary of Agriculture
Douglas H. Fisher | <urn:uuid:93537225-03fc-4c42-8654-49ae786dd316> | CC-MAIN-2020-40 | http://www.glplants.com/system/cms/files/files/000/000/995/original/NJ-flowerletter.pdf | 2020-09-20T10:30:42+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00063.warc.gz | 182,634,546 | 711 | eng_Latn | eng_Latn | 0.998142 | eng_Latn | 0.998553 | [
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MUHAMMAD ALI JAUHAR ACADEMY Syllabus for Class I
Term: FINAL TERM
Session: 2017-18
English Literature:
(Teacher: Ms. Kinza Khalid)
Unit # 03 : Outside and inside
Unit # 20 : The house of sand
Unit # 05 : At the farm
Unit # 14 : The naughty monkey
Page # 21, 22, 73, 74 in book
For Reading: Unit # 19 : Riddles
Dictation words from all units + Activities.
English Grammar:
Masculine / Feminine
Words / Antonyms
Singular / Plural {2 rules (ves-ies)}
Definitions of Verb, Adjective
Definition of Common and Proper noun (only for knowledge) their activity and exercise is included in syllabus.
Definition of Preposition (only for knowledge) activity is included in syllabus
Translation according to verb : Topic : Everyday
Essay : "My Pet" (05 lines)
Social Studies:
(Teacher: Ms. Mahnoor Zahir)
Unit # 05 : Work
Lesson # 11 : Work
Unit # 07 : Planets and Animals
Lesson # 16 : Animals
Unit # 08 : City and Village Life
Lesson # 20 : Transport
Unit # 09 : Earth and Sky
Lesson # 22 : In the sky
All copy and book work is included in syllabus
Science:
(Teacher: Ms. Mahnoor Zahir)
Part # 03 : Materials and matter
Unit # 10 : Floating and sinking
Part # 06 : Electricity and magnetism
Unit # 13 : We use electricity
Part # 07 : Machines, force and energy
Unit # 14 : Movement
Part # 08 : Sound / Light and colour
Unit # 17 : Light and shadow
All copy and book work is included in syllabus
Mathematics:
(Teacher: Ms. Durdana Nazir)
Counting in figure 701 – 1000
Multiplication and division word problems
Counting in words 71 – 100
Definition of triangle
Counting Backwards 50 – 1
Ascending and Descending order
Table of 2 – 10 (with dodging 2 – 8)
Symbols : < , > , =
Addition, subtraction, multiplication and division
Book pages : 57 – 90
Computer:
(Teacher: Ms. Kiran Qureshi)
Drawing:
(Teacher: Ms. Durdana Nazir)
Book Page : 11 – 20 Copy content : Orange, mug, house
-
/
/
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Natural Environments: Where All Children Belong
Children learn best in familiar environments and during daily routines. Your EI provider can help you use daily routines to enhance your child's development. Talk about some places where you spend time with your child. Talk about other places you would like to go, such as the grocery store, park, or library. How do you want to spend your time there? Your EI provider may go with you to these places. Your EI provider can help you come up with ideas that will help your child take part successfully in those settings.
At Home
At Child Care
* Taking a bath
* Enjoying a meal
* Picking up toys
* Playing with siblings
* Going to bed/nap
* Dressing
* Walking in the neighborhood
* Getting in or out of the car
* Riding the bus
* Shopping at the store
* Swinging or sliding at a playground
* Using elevator buttons
* Visiting the library
* Eating out at a restaurant
* Spending time at the Laundromat
* Exploring nature
* Playing in sand or dirt
* Climbing stairs
* Petting a dog or cat
* Tossing/rolling a ball
* Putting on or taking off a coat
* Greeting and departing
* Sharing toys
* Looking at books
* Playing with a friend
* Sitting in a chair
In the Community
For more information, visit the Illinois Early Intervention Clearinghouse at http://eiclearinghouse.org
Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the Illinois Department of Human Services, Bureau of Early Intervention. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the Illinois Department of Human Services, Bureau of Early Intervention.
Illinois
Early
Intervention
Clearinghouse
Illinois
Early
Intervention
Clearinghouse
Illinois Early Intervention Clearinghouse Early Childhood and Parenting Collaborative University of Illinois at Urbana-Champaign Children's Research Center Illinois Early Intervention Clearinghouse Early Childhood and Parenting Collaborative University of Illinois at Urbana-Champaign Children's Research Center
51 Gerty Dr. • Champaign, IL 61820-7469 51 Gerty Dr. • Champaign, IL 61820-7469
Telephone: (217) 333-1386 • E-mail: firstname.lastname@example.org Telephone: (217) 333-1386 • E-mail: email@example.com
Toll-free: (877) 275-3227
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We Empower Discovery
RULES OF CONDUCT POLICY Board Approved 2-20-20
The Community Library Network welcomes every member of the community to use and enjoy the libraries' facilities, collections, programs and services. Because libraries are public places designed to serve people of all ages with a wide range of interests, this policy defines expectations for behavior.
All members, regardless of age, are expected to follow the Rules of Conduct. It applies everywhere the Library provides service: on Library property, in the community, through our website or social media, and by phone, chat, or email. Parents and guardians are responsible for their child's personal safety and behavior at all times.
Library members are expected to:
* Be safe
* Be respectful of other members and library staff
* Be respectful of library property
* Obey the law
* Comply with requests from library staff
Library staff will intervene to stop prohibited activities and behaviors. Failure to comply with this and any other established Community Library Network policies could result in restriction of library privileges, immediate removal from the premises or exclusion from the library for a period of one day to one year, and/or an arrest or prosecution.
The complete Rules of Conduct Policy can be found on the webpage.
We Empower Discovery
RULES OF CONDUCT Policy Board Approved 2-20-20
The following observable behaviors and activities are not allowed:
1. Unsafe or disruptive
Any activity that unreasonably interferes with others' use and enjoyment of the library or with the functioning of library staff
Examples (including but not limited to):
1. Behavior likely to cause personal injury
2. Interfering with the free passage of staff or others
3. Use of hostile or aggressive language or gestures
4. Loud talking or disruptive physical behavior
5. Using electronic or communication devices in a manner that is disruptive
6. Wearing insufficient clothing
7. Bodily hygiene or scent so strong as to constitute a nuisance
8. Sales and solicitation
9. Bringing animals other than service animals into the library
10. Leaving personal property unattended or with staff
11. Using roller skates, roller blades, skateboards, bicycles, etc. in the library or on library walkways leading to library entrances.
2. Inappropriate use of library privileges or property
Using library privileges, materials, equipment, fixtures, furniture, buildings or grounds in any manner other than intended
Examples (including but not limited to):
1. Activities inconsistent with normal library uses
2. Actions that may result in damage to library property or the property of others
3. Using another person's library card to log on to a public computer
4. Camping or sleeping overnight on library grounds
5. Shaving, bathing or laundering clothes in the restrooms.
6. Photographing or recording for professional or commercial purposes without prior written permission.
7. Consuming food outside of designated areas. Covered beverages are allowed.
Rules of Conduct, approved 2-20-20
1
3. Illegal
Any observable behavior that is prohibited by law and may result in law enforcement being called
Examples (including but not limited to):
1. Threatening or harassing behavior towards staff or others
2. Assaulting staff or others
3. Sexual misconduct or harassment
4. Selling or using drugs
5. Consuming alcohol or possessing an open container of liquor
6. Theft of library materials or items belonging to staff or others
7. Viewing or printing child pornography
8. Smoking or vaping in the library or within 25 feet of the library
9. Loitering
4. Noncompliance with staff
Ignoring requests or disobeying the direction of a library staff member
Examples (including but not limited to):
1. Failing to stop a prohibited behavior when asked to do so by staff
2. If staff requests are not followed, you will be asked to leave the library and/or law enforcement will be called. You may be trespassed for up to one year.
Definitions (if applicable)
* Sales: Any wholesale, retail, service or similar activity that could result in the exchange of money or offer monetary gain to the person(s) distributing the product or service.
* Solicitation: The act of requesting money, credit, goods or merchandise for any purposes.
SEE ALSO…
* ADA Notification Policy
* ADA Service Animals
* Children in the Library
* Computer Use Policy
* Gathering of Public Signatures Policy
* Library Exhibit Space
Rules of Conduct, approved 2-20-20
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The Great Tit
During spring, one of the most strident bird songs to be heard is that of the Great Tit. It is a persistent and metallic 'teacher-teacher' sound which can even be heard above the sound of heavy traffic. This isn't the only sound it makes and it has been revealed that a single male Great Tit may have a repertoire of any number between one to eight different songs. It is said by birdwatchers that if you hear a song you don't recognise, then it is probably a Great Tit.
The Great Tit is a rather handsome and colourful bird, and is the largest member of the Tit family. Its back is green, turning blue-grey towards the rump and wings. The crown, nape and throat are black and the cheeks are white. The crown is quite glossy in the male of the species. The breast and belly are yellow with a black stripe running down the centre. Both sexes are similar but the black stripe of the male is broader than that of the female and reaches all the way down to the legs. It is believed the broader the stripe of the male, the better parent he will be and this, of course, makes him more attractive to prospective mates.
Primarily a woodland bird, this species has adapted well to gardens and parkland. It nests in the holes of trees or walls and will quite readily take to nest boxes. Only the female constructs the nest while the male will defend his territory from other males. The female incubates the eggs alone but the male will help by feeding her and the chicks.
Because of its size, the Great Tit can be a bit of a bully towards smaller birds and may dominate at bird feeders. Also, because of its larger size, it is more likely to forage on the ground than other members of the Tit family. In spring and summer it is principally an insectivorous bird, its main diet consisting of insects and spiders. However, it feeds its young on caterpillars which are higher in protein. It will also take seed, peanuts and suet from bird feeders especially during the winter months. The Great Tit is considered to be an intelligent bird and will learn tasks quite easily. Some of you may remember the time when milk was more regularly delivered to the door. The Great Tit was one species which soon recognised this was an excellent food source and consequently it learnt to peck the foil cap and sip the cream from the top of the bottle. It is also known to follow Coal Tits and steal seed from their caches. There is obviously more to this bird than we think.
Jean Parrott
Jean is a voluntary British Trust for Ornithology (BTO) Garden BirdWatch Ambassador for Nott's. If you would like to help the BTO by recording birds and other wildlife which visit your garden, please contact Jean at email@example.com
Great Tit photo by John Harding | <urn:uuid:9d6b2c73-c818-48b9-8169-dc34b80d56da> | CC-MAIN-2020-40 | https://www.bto.org/sites/default/files/u23/images/Ambassadors/jean_parrott_articles/The%20Great%20Tit.pdf | 2020-09-20T12:03:24+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00066.warc.gz | 787,354,394 | 591 | eng_Latn | eng_Latn | 0.99929 | eng_Latn | 0.99929 | [
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A CRITICAL AND COMPARATIVE ANALYSIS OF MENTAL HEALTHCARE ACT, 2017
-HIMANSHU KUMAR VIPLAVA & SHAGUN GOYAL
1
Abstract
The term 'mental health' has been defined by Merriam Webster as "the condition of being sound mentally and emotionally that is characterized by the absence of mental illness and by adequate adjustment especially as reflected in feeling comfortable about oneself, positive feelings about others, and the ability to meet the demands of daily life" 2 . The authors through this paper have tried to analyze the history of developments in the sphere of mental health with respect to the recent, Mental Healthcare Act, 2017 in India.
Keywords- Mental Health, mental illness, Mental Healthcare Act, life.
Introduction
India ranks 2 nd largest country with respect to the global population. Thus, challenges experienced in delivering of the proper healthcare services to 1.3 billion people of India becomes quite a herculean task. As per a report published in 2019 by World Economic Forum, India ranks at 150 th place globally in terms of healthcare. 3 And it still continues to underperform when compared to other countries on the same plane.
Particularly, when it comes to mental healthcare in India, the picture is really pitiful and depressing at the same point, as only about 1% of the total healthcare budget is devoted to mental health in India.
1
Both Student of 2nd Year, B.A.LLB, New Law College, Bharati Vidyapeeth Deemed University, Pune 411038.
2Definition of Mental Health, MERRIAM-WEBSTER (May 14, 2020, 2:15 PM), https://www.merriamwebster.com/dictionary/mental%20health.
3 Medical Dialogues Bureau, India Slips To 150th Rank In Healthcare, MEDICAL DIALOGUES (May 14, 2020, 2:20 PM), https://medicaldialogues.in/india-slips-to-150th-rank-in-healthcare-world-economic-forum.
History of Legislations relating to Mental Healthcare in India
The history clearly states that there was a prevailing notion regarding the mentally ill persons, that they were considered an outcaste in the society or in some conditions, they were even subjected to inhumane tortures. But this notion has undergone through a considerable change in recent times.
The Mental Healthcare Act, 2017 replaces the existing act of 1987. It has now widened the scope of mental healthcare in India with some tremendous alterations in the legislation.
Critical Analysis of the Mental Healthcare Act, 2017
The foremost visible change that we can perceive is in its definition of the mental disorder. The word, 'Mental Retardation' have been dropped off. The definition, now primarily focuses on the person's inability to develop its mind to the full potential.
Secondly, it ensures the basic right to avail best of the medical facilities without any discrimination and gives them the right to pave the way for the manner of their treatment.
The Act further states that every district must acquire affordable and easy to access mental healthcare services. The Act, moreover decriminalizes suicide 4 , as the presumption is made that whoever commits such an act would be considered to be under severe stress.
It also paves the way for mental health insurance too as it is the in case of the physical illnesses. The said act also proposes for the formation of Mental Health Review Boards and Commissions in order to take effective and speedy actions.
Now, coming to the shortcomings of this Act, firstly, it does not provide any clause for the advance directive to minors and secondly, it has no provision relating to the sharing of funds between the Centre and the states.
International approach towards providing Mental Health care
Mental and neurological disorders are affecting the people's lives. Worldwide, at this moment around 450 million people are anguishing from ill health because of mental disorders. 5 An
4
The Indian Penal Code, 1860, No. 45, Acts of Parliament, 1860.
estimation of the study of 2017, 792 million people lived with a mental disorder which is globally more than one in ten people. 6 Concentration on mental health is an important area of worry whether it is a student or an employee it is necessary to take care of their mental health. Indeed, mental health is the need of an hour, people who are working overtime and the intimate pressure on the employees puts them on high risk of mental disorder and to free our society from stigmatization it is important for everyone to aim at the very grass root levels of these diseases and importantly generate the awareness among the people is necessary.
The steps of the government are also considerable in the de – stigmatization process. For instance, the "Total Wellness Program" has been employed by a telecommunication firm in Finland which targets at promoting better health conditions and the rehabilitation of the employees. Also, the Indian government included mental health into the National Youth Policy 2017 and made the Mental Healthcare act, 2017 into which it emphasis not only physical but equally on mental health. 'Mental Health Review Commission', established under the Mental Healthcare Act, 2017 is an endeavor to simplify mental healthcare delivery.
However, due to the lack of attention given to the employees and children, mental disability is increasing and leading worldwide. Poor mental health causes defection and further the issues like bullying, harassment, unhealthy workplace, consumption of drugs, alcohol, etc. plays unfortunate roles in mental disorders.
Conclusion
Mental Healthcare act regards to provide services to the person who suffers from mental illness. It decriminalizes suicide and prohibits electro convulsive therapy. It is, however, out of bounds for minors. If some of the past years' reports are seen, suicides are committed by students of schools and colleges. The former is higher in number, maybe due to peer pressure, or academics.
5 Mental disorders affect one in four people, WORLD HEALTH ORGANIZATION (May 14, 2020, 2:30 PM), https://www.who.int/whr/2001/media_centre/press_release/en.
6 Hannah Ritchie and Max Roser, Mental Health, OUR WORLD IN DATA (May 14, 2020, 2:34 PM), https://ourworldindata.org/mental-health
Mental childcare homes need to be cautious while giving treatment; advance directive should be provided to the children, or to their guardians. The challenge needs to be met.
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THURSDAY 2 ND APRIL
9AM – 9.30: PE
[x]Log onto Joe Wicks (YouTube) at 9am for your live workout to start the day.
[x] Remember to have a glass of water after you finish.
KEY QUESTIONS: VOCABULARY (ANSWERS)
1) Find and copy a word that means 'sadness.'
sorrow
2) What does the magpie rhyme 'one for sorrow, two for joy' mean?
One magpie = sadness. Two magpies = happiness.
Better not to be alone.
3) What does the phrase 'must be off' mean?
Need to go/leave.
4) What does the author mean by a 'fleeting smile?'
The smile didn't last long.
5) 'Return customers are very rare.' What does the man mean by this?
It is not often that customers come back. Rare means – it hardly happens at all.
6) What was the colour when Daniel looked out of the window?
Sepia – the colour of an old photograph.
PREDICTION: What was the sound that Daniel could hear do you think?
A fluttering sound suggests it might be a bird. Because Daniel said his favourite bird was a magpie, I think it might be a magpie (or tow).
He edged forward, his heart racing. When he was close enough, he reached out a trembling hand and slowly…gently…touched the material.
They were magpies. But they were like no magpies Daniel had ever seen.
A burst of red velvet, the sound of flapping wings, and two silver birds exploded from behind the curtain. Daniel ducked and spun, and the birds flew across the store and landed on a column of stacked books.
They were made of brilliant, gleaming silver.
The silver magpies fixed him with shining ruby eyes, twitched their heads to one side.
Every feather, delicate as a shaving of ice, reflected the flames of the coal fire.
"How?" whispered Daniel, treading softly towards them, though they did not shy away as he advanced.
His fingers touched upon the cool silver of one of the magpie's wings. The bird let out an indignant call and flapped away, leading its twin back towards the curtain. But when they reached the rich, red velvet. Instead they exploded with a flash and a shower of rubies rained down on the shop floor. Daniel's mouth was hung open.
When he was close enough, he reached out a hand. "Are you real?"
"What's going on out there?" came the shop owner's voice from behind the curtain. "What was that sound? Nothing had better be damaged!"
Suddenly unsure of exactly what he had seen, or what kind of place he had stumbled upon, Daniel made for the door. A little bell sang as he dashed out into the rain and down the street.
KEY QUESTIONS:
1) How was Daniel feeling in the first two sentences? How do you know?
2) Why has the author used ellipsis (…) in the second sentence?
3) What verb shows how the birds appear from behind the curtain?
4) Here is a picture of a magpie. Sketch the magpie from the story to show how it is different. Label the magpie, using the text.
5) What happened to the birds when they reached the red velvet curtain?
6) Can you find an example of personification in the text?
10.00 – 10.30: BREAK TIME
Well done for all of your hard work so far this morning.
Wash your hands, eat your HEALTHY snack.
10.30 – 11.15. MATHS
SEE THE SEPARATE PPT FOR MATHS.
REMEMBER TO CLICK ON THE CORRECT YEAR GROUP.
ENGLISH: 11.15 – 12.00
Task 1: Watch the animation La Luna from 1.41 – 2.20. Here is a link:
https://www.bing.com/videos/search?q=la+luna+animation+video&&view=detail& mid=4C7C5ED1D8F4229485D44C7C5ED1D8F4229485D4&&FORM=VRDGAR&ru =%2Fvideos%2Fsearch%3Fq%3Dla%2Bluna%2Banimation%2Bvideo%26%26FOR M%3DVDVVXX
INDEPENDENT WRITE:
- Today we are going to write the fourth chunk of the film clip. I will provide a model still, and a success criteria, but I'd like you to have the freedom to put your own spin on it.
- See the next slide for the model.
INDEPENDENT WRITE: MODEL
Before Luca had even had time to gaze at the moon, Papa passed him the boat's anchor. He was about to throw it overboard when his Papa stopped him, pulling a long ladder from beneath his seat. Luca's eyes widened. Dumbstruck, Luca strapped the heavy anchor to his back and started to climb. '
"Where am I going and why do I need this anchor?" the bewildered boy whispered to himself.
Glancing down at his family, the dazzling reflection on the water comforted him as he climbed higher and higher. When he reached the top, he gulped and stared in amazement, at the surface of the moon: golden, gleaming, glittering.
SUCCESS CRITERIA
-Time adverbials Recap: Speech punctuation Feelings Ing clause
Deepen: List of 3 adjectives introduced by a colon. Modelled Could you personify the water? Not modelled.
REREAD YOUR WORK TO ENSURE THAT IT MAKES SENSE.
Edit:
- Basic spelling and punctuation errors
-Make sure it makes sense
-Against success criteria, making sure you add in the features that you are trying to include, if they are not already there.
12.00 -1.00. LUNCHTIME
Enjoy your healthy lunch
Try your best to get some fresh air.
1.00 – 1.15. WORD OF THE DAY
STEP 1. RECAP: Begin by recapping one or two words that you are still not secure on. Practise these every day in this recap section until you know them inside out! My group – think how long we recapped 'believe' and 'exercise' until we cracked these…
STEP 2. WEEKLY RECALL: Recap previous day's word
STEP 3: LEARN NEW WORD
My group: Revise words with a ch (making a ck sound). E.g. stomach, character, echo
If you want to, you could make a wordsearch for these words.
See following slides for example and blank wordsearch template)
STEP 4: APPLY NEW WORD TO A SENTENCE
Can you find the 5 hidden 'ch' as 'ck' words in the wordsearch?
1.15 – 2.45. TOPIC (DT)
Today we are going to MAKE THE PURSE, using the material and thread in your pack.
STEP 1: Look over your plans, and draw out your shapes on the material (remember to check the sizes from your plan).
STEP 2: Cut out your shapes carefully.
STEP 3: Sew your design onto the material first
STEP 4: Sew your shapes together.
NOTE: If you don't want your stitches to show, you can sew then turn the purse/wallet inside out. However, if you do this, then your design will need to be facing inside before you sew your shapes together.
STEP 5: Sew on a button, if you like, to finish it off.
2.45 – 3.00. TIMES TABLE ROCKSTARS
Have a go on Studio and see how many you can get right in the time set.
Can you reach the following levels?
LEVEL 1: Bronze (10+correct)
LEVEL 2: Silver (20+correct)
LEVEL 3: Gold (30+correct)
LEVEL 4: Platinum (40+ correct)
LEVEL 5: Beat Miss Holland level! Beat my top score of 47!
3:00 – 3:15 KENSUKE'S KINGDOM!
Vocabulary:
Find out the meaning of these words.
- Tanker
- Rudder
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Executive Summary:
West Mountain Wildlife Management Area Long-Range Management Plan Update
Project Background
Sixteen years ago, Vermont began perhaps the most ambitious conservation project in its history.
In 1998, Champion International sold 132,000 acres of land in northeastern Vermont. Through a complex partnership, these lands were divided into three parcels. The most ecologically significant areas became public lands, while the largest areas continued as private working forest:
- The State of Vermont acquired 22,000 acres for the West Mountain Wildlife Management Area (WMA).
- The US Fish and Wildlife Service acquired 26,000 acres for the Silvio O. Conte National Wildlife Refuge.
- Essex Timber Company acquired 84,000 acres for working forestry, with easements protecting certain natural resources and guaranteeing perpetual public access. This land was subsequently purchased by the Plum Creek Timber Company.
The most important part of this project has been its focus on complementary management across the three ownerships to achieve three equally important goals: Working forests, ecological protection, and public access.
Sixteen years after acquisition, calling these parcels "the former Champion lands" does little to recognize their unique and historical values for the people of Vermont. As a result, this document will refer to these lands as the Kingdom Heritage Lands.
The Planning Process
The Vermont Agency of Natural Resources (ANR) uses management plans to administer its land, and relies heavily on public involvement in planning.
The original planning process for the Kingdom Heritage Lands was unprecedented—after more than 35 public meetings, participation from the Vermont Legislature, and hundreds of written comments, ANR and its legal partners for these lands produced two guiding plans in 2002, a Long Range Management Plan for the West Mountain Wildlife Management Area and a Public Access Plan to manage the public access easement on the Private Timberlands.
In 2013 and 2014, ANR began the process to update these plans by soliciting input from user groups, local residents, and organizations. While numerous legal constraints and directives determine much of the management direction for these properties, this plan update was created by integrating this legal framework with comments from the public, the goals for these ownerships, updated scientific assessments, and a decade of management experience with these lands.
Long-Range Management Plan Update
The primary purposes of the West Mountain WMA are ecological protection and dispersed public access.
ANR's experience managing this land over the last decade has been very positive, largely, due to the thoroughness of the original management plan.
Public comment on updates to the management plan included the importance of the remote character of these lands and the public access opportunities they provide. People also expressed both desires to maintain intensive recreational uses (like snowmobiling and biking) and concerns over their effects on wildlife, desires for increased active management for game species, and a range of opinions about planned road closures in the Core Area.
This updated management plan follows the original plan closely, by
- Prescribing new wildlife habitat management activities for a variety of game and nongame species.
- Maintaining the original vision of a passively managed Core Area on the WMA to complement widespread active management on the Private Timberlands and public lands.
- Emphasizing dispersed pedestrian access across the ownership (for uses like hunting, fishing, bushwhacking, photography, and berry-picking).
- Maintaining intensive uses in designated corridors and sites, presently including:
o Snowmobile (30 miles), equestrian (25 miles), and biking corridors (70 miles)
o Two designated camping areas and one ADA-compliant moose viewing platform
In addition, it describes some new management strategies, including
- Management for Endangered Canada lynx and American marten.
- Prompt control of an increasing number of nonnative invasive plants.
- Adapting to impacts from a changing climate.
- Replacing culverts which impair water quality, flood resilience, and fish passage.
Finally, it describes new strategies to maintain and increase public access in the West Mountain WMA area, while also honoring the ecological vision of a roadless Core Area, including:
- Permanently maintaining all main roads on the WMA.
- Opening the single previously gated road on the WMA.
- Maintaining all roads used for leased camps and VAST trails during their use.
- Discussing agreements with Plum Creek and another neighboring landowner to increase and ensure public access to roads around the WMA.
- Constructing a bridge over Paul Stream to increase public access to the Core Area, and allow increased active management on the WMA.
- Maintaining closed roads as footpaths to increase pedestrian access to the Core Area.
Overall, this updated plan hopes to guide a second decade as successful as the first for the West Mountain WMA—providing public access and ecological protection, and ensuring public voices are heard in the process of crafting management decisions. | <urn:uuid:809808c9-8359-4aef-882a-645b39d19768> | CC-MAIN-2020-40 | https://legislature.vermont.gov/Documents/2014/WorkGroups/House%20Fish%20and%20Wildlife/West%20Mountain%20Wildlife%20Mgmt%20Area/W~Doug%20Morin~West%20Mountain%20Wildlife%20Mgmt%20Area%20Long%20Range%20Mgmt%20Plan%20Update~4-3-2014.pdf | 2020-09-20T11:46:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00065.warc.gz | 494,273,139 | 979 | eng_Latn | eng_Latn | 0.995148 | eng_Latn | 0.995571 | [
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• 17g of carbohydrates per 1 Tablespoon of HONEY.
• 5g of sugars per 1 Tablespoon HONEY.
• Bees are the only insects that provide us with food. (HONEY)
• HONEY was the first sweetener used by man.
• It takes 12 bees a lifetime to produce 1 teaspoon of HONEY.
Salmon with Pecan-HONEY Sauce
6 salmon fillets (6 ounces each)
1/4 tsp. salt
1/4 tsp. pepper
1/4 cup canola oil
3/4 cup butter, divided
1 cup coarsely chopped pecans, toasted
1 cup HONEY
Sprinkle the salmon with salt and pepper. In a large skillet, cook the salmon in oil and 6 tablespoons butter for 10-12 minutes or until fish flakes easily with a fork.
Meanwhile, in a small saucepan, cook the pecans and honey in remaining butter over medium-low heat for 8-10 minutes or until bubbly. Serve with salmon. Yield: 6 servings.
Taste of Home
American Honey Queen
Lisa Schluttenhofer is the daughter of Mike and Roberta Schluttenhofer of Thorntown, Ind. She is a sophomore at Purdue University, where she is studying Natural Resources and Environmental Science. At Purdue, Lisa is involved in the College of Agriculture, Dean's Scholars Program, Purdue Chapter of Heifer International and activities at St. Thomas Aquinus Church. She has been keeping bees for eight years and also enjoys hiking, being outdoors, cooking, speaking Spanish and volunteering.
American Honey Princess
Amy Roden is the daughter of Bob and Cindy Roden of West Bend, Wisc. One of five children, she grew up on a large dairy farm. Amy is a senior at the University of Wisconsin-Green Bay, where she is pursuing a Bachelor's Degree in Organizational Communications. In her spare time, Amy enjoys beekeeping, singing, serving as a county 4-H leader and working with the Wisconsin 4-H Showcase Singers.
Helpful Hint: Use HONEY on everything that needs sweetened. It is so good and so good for you. HONEY does not spoil... HONEY is simple sugars that supply quick energy... Keep sweet...Use HONEY everyday.
To arrange for the Honey Queen to visit your area, contact
Anna Kettlewell
10432 W. Norwich Avenue, Greenfield, WI 53228 Phone: 414-545-5514 e-mail: email@example.com
To receive the HONEY recipe brochure to use in your honey promotions, please contact
Carol Shaw 10910 Anderson Rd., Granger, IN 46530 Ph: 574-674-9327 e-mail: firstname.lastname@example.org
A program of American Beekeeping Federation, Inc. 3525 Piedmont Road, Building 5, Suite 300 Atlanta, GA 30305 Ph: 404-760-2875 http://www.abfnet.org
Honey Recipes
American
Honey Queen
Lisa Schluttenhofer
American
Honey Princess
Amy Roden
2 0 1 0
American Beekeeping Federation
HONEY Crepes
Crepes:
Filling:
1 egg
1 Tbsp. HONEY
1/4 cup milk
1 cup cream cheese
3 Tbsp. HONEY
1/2 cup raisins
1/3 cup flour
Queen's Recipe
Heat a large nonstick skillet, and spray with non-stick cooking spray. In a small bowl, whisk together egg, milk, and HONEY until smooth. Add flour and whisk until blended. Spoon a small amount of batter onto the heated skillet. Quickly rotate the skillet so the batter creates an extremely thin layer over the entire surface. Turn once so it is golden on both sides. Repeat until all the batter is used. For the filling, combine cream cheese, HONEY, and raisins. Mix well. Spread filling over one side of crepe, then fold pastry in half. Drizzle with honey and serve.
American Honey Queen Lisa Schluttenhofer
Taffy Apple Salad
1 egg
1/3 cup HONEY
1 Tbsp. flour
1-3/4 Tbsp. cider vinegar
1 (8 oz.) can crushed pineapple, drained (save juice)
4 large apples (cut and unpeeled)
1 (8 oz.) container whipped topping
1-1/2 cup peanuts (crushed)
Princess's Recipe
Beat egg in small saucepan. Add flour, HONEY, pineapple juice (as needed) and vinegar. Stir and cook over low heat until it looks like pudding. Refrigerate until cold. Fold whipped topping into pudding mixture. Mix together pineapple, apples and 1 cup of the peanuts. Pour into serving dish. Sprinkle with remaining peanuts. Refrigerate before serving.
American Honey Princess Amy Roden
Overnight Honey-wheat Rolls
1 pkg. (¼ oz) active dry yeast
1-1/4 cups warm water (110˚ to 115˚ F) divided
2 egg whites
1/3 cup HONEY
1/4 cup canola oil
1 tsp. salt
1-1/2 cups whole wheat flour
2-1/2 cups all-purpose flour
Melted butter, optional
In a small bowl, dissolve the yeast in 1/4 cup warm water. In a large bowl, beat egg whites until foamy. Add yeast mixture, honey, oil, salt, whole wheat flour and remaining water. Beat on medium speed for 3 minutes or until smooth. Stir in enough all-purpose flour to form a soft dough (dough will be sticky). Cover and refrigerate overnight.
Punch dough down. Turn onto a well-floured surface; divide in half. Shape each portion into nine balls. To form knots, roll each ball into a 10-in. rope; tie into a knot. Tuck ends under. Place rolls 2 in. apart on greased baking sheets.
Cover and let rise until doubled, about 50 minutes. Bake at 375˚ for 10-12 minutes or until golden brown. Brush with melted butter if desired.
Taste of Home
HONEY-Pineapple Sweet Potatoes
3 pounds sweet potatoes, peeled and cut into ¾ in. cubes
1 cup water
1 can (8 ounces) crushed pineapple
1 can (8 ounces) pineapple chunks, drained
1/4 cup HONEY
1/2 cup coarsely chopped pecans, optional
Place the sweet potatoes and water in a 2 qt. microwavesafe dish. Cover and microwave on high for 8-10 minutes or until potatoes are tender; drain.
Drain crushed pineapple reserving juice. In a large bowl, combine the crushed pineapple, pineapple chunks and sweet potatoes. Transfer to a 2-½ qt. baking dish coated with cooking spray. In a small bowl, combine the HONEY and reserved juice; pour over sweet potatoes.
Bake, uncovered, at 350˚ for 10 minutes. Stir; sprinkle with pecans if desired. Bake 15-20 minutes longer or until heated through.
Taste of Home
Holiday Punch
1-1/2 cup HONEY
2 cups boiling water
2 cups orange juice
1 cup lemon juice
4 cups cranberry juice cocktail
1 qt. ginger ale
Dissolve HONEY in boiling water. Chill. Combine all ingredients, except ginger ale. Chill. Before serving, add ginger ale. Makes 20 punch glass servings.
Janice Shenefield,
La Fontaine, IN.
Hoosier Honey's Cookbook
Gourmet Honey Mint Chocolate Fudge
2 (10 oz.) bags Hershey's Mint Chocolate chips
1 (14 oz.) can sweetened condensed milk 1/3 cup HONEY 1 tsp. vanilla
Line a 8" x 8" or 9" x 9" pan with foil. Lightly butter foil. Melt chips, sweetened condensed milk, and HONEY in a sauce pan over medium heat. Stir constantly. When melted and smooth, remove from heat and stir in vanilla.
Spread into foil lined pan. Cool and cut into squares. Store in a cool place. On hot days cover pan with waxed paper and cool in refrigerator.
Best of Show Award - Cooking with Honey Contest
ABF Convention 2010
Carol Shaw | <urn:uuid:7ae2f0fb-25cb-4569-8656-696da0b60488> | CC-MAIN-2020-40 | https://cdn.ymaws.com/www.abfnet.org/resource/resmgr/Honey_Queens/2010_HoneyRecipes_Brochure.pdf | 2020-09-20T11:09:58+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00065.warc.gz | 323,875,122 | 1,760 | eng_Latn | eng_Latn | 0.99185 | eng_Latn | 0.993102 | [
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Project Athena 07-24
Multi-year project
Members:
Joel Cheang 4P202 (L)
Pierson Loh 4A320
Reynard Toh 4P227
Regis Ong 4O221
Alpha Hong 4S102
Section 1: Project Overview
1.1 Area of Concern
An OECD study of 5800 Singaporean students showed that those from poor families were 4 times more likely to perform worse academically as compared to their more affluent peers.
Due to their lower financial ability, these students are unable to afford additional expenditure in the form of tuition, causing them to fall further behind their more affluent peers .
Additionally, with the COVID-19 situation, home-based learning has now been implemented. As such, these differences and disparities have become even more apparent, especially for those who faced poverty, jobless parents and domestic violence (David . S, 2020).
The teachers at KidsLEAP were mainly elderly retirees, and thus employed less digital learning platforms, which could be used to increase the engagement of the lessons. Furthermore, with the challenges posed by COVID-19, these volunteers faced difficulties in transitioning these classes online, as they are less tech-savvy. Thus, this is where we had to step in to take over, and conduct the lessons as a group via Zoom.
1.2 Challenges identified
After the first few visits, we found out that most of the children, aged 9 - 10, came from disadvantaged backgrounds, lack a role model and as a result, being weak in English
"I wouldn't say they have much family support in terms of studies, especially for English, as they usually speak their mother tongue at home, Chinese or Malay, etc."
- Ms Rachel Lee, Director of FaithActs KidsLEAP
Programme
To make matters worse, the sudden Covid-19 pandemic, has aggravated the problems children faced at home aforementioned and digital divide, thus how might we help them navigate out of this pandemic and teach them English at the same time.
1.3 Underlying Problem
Given that disadvantaged students lack familiarity with technology and that their mode of learning has been affected by COVID-19, how might we supplement their learning both in and out of the syllabus to better help them adapt to the new normal and ever-evolving world, while acting as a form of peer support for these disadvantaged individuals?
1.4 Plan of action
In order to meet the concerns mentioned in our underlying purpose, we focused on two main aspects. Firstly, we will provide academic assistance and enhance their digital skills. Secondly, we will impart vital skills and values that will allow them to become more readily equipped for the future.
Section 2: Implementation of action plan
2.1 Actions and Outcomes to Date
1
1 In light of the COVID-19 situation, we are unable to carry out weekly physical interactive sessions at FaithAct Methodist Church and any physical excursions. Therefore, the following action plan is all tweaked to comply with safe distancing measures and done via an online platform, Zoom.
Section 3: Project Outcomes
3.1 Accomplishments
In total, we taught 13 disadvantaged students (all from New Town Primary School) throughout the span of 40 sessions. With the advice of an ex-MOE teacher volunteer, we covered 6 major English topics, over a total of 40 online sessions.
To assess the impact of the activities in resolving our underlying problem, the students who we had taught were surveyed.
As can be seen from Annex 1, 2 and 3, the majority of disadvantaged students became more familiar with online lessons and online learning tools through our lessons, and have overall seen an improvement in their English standard.
Furthermore, Annex 4 highlights some of the takeaways students had during our supplementary lesson.
3.2 Reflections on Outcomes
As individuals, prior to this project, we assumed that the students were rowdy and inattentive, as the students initially seemed to not appreciate our lessons since they were easily distracted, which made us disgruntled and unmotivated to carry on with the project. However, as we carried out more lessons, we realised that they were inquisitive learners who put in their best effort.
As a group, we felt that throughout our KidsLEAP volunteering process, our biggest takeaway was not how we have impacted the kids, both academically and holistically, but rather the bond we forged throughout the lessons. Previously, due to the lack of familiarity between both parties, it was extremely hard for us to maintain a conversation throughout the online sessions. Now, they participate actively during lessons and share with us the problems they faced in school. Thus, we felt that such a bond is essential, as these children from challenging backgrounds will be more inclined to open up and express their deep-seeded issues, enabling us to act as a form of emotional and social support for the students.
In the broader community, there are many others who are not as fortunate as we are, and we should always lend a helping hand, no matter how small the gesture may seem.
3.3 Sustainability
In our initial plan, we did not intend on continuing this project after Final evaluation. However, after the concerns raised by the judges about the sudden abruption of the special bond we forged with the students, we realised that it would be of best interest to maintain this bond with them. Hence, here are our plans:
* Resume KidsLEAP sessions after EOYs
* Find a suitable group of juniors to carry on Project Athena
* Graduation party for the graduating P4s
* Greater emphasis on forging interpersonal relationships with students, rather than purely a tutor-student relationship
* Greater emphasis on extracurricular lessons
3.4 Scope of Project
Community Impact: The wider school community in primary school would benefit, as disadvantaged students would become more accustomed to making use of online platforms to participate in lessons, allowing them to learn effectively during this pandemic and in the future where digital learning becomes more and more prevalent. This allows students to be more engaged in online lessons and fare better in their studies, no longer creating a segregated learning environment in which more well-off students equipped with better equipment are way ahead of their peers
Resolution of UP: Given that disadvantaged students lack familiarity with technology and that their pace of learning has been affected by the COVID-19 pandemic, we have engaged around 13 disadvantaged students in learning through online lessons and workshops. These students have shown improvement in making use of technology to facilitate their learning, as well as grown holistically, hence preparing them for the future.
Word count (excluding headings, footnotes and annexes): 996
References (appendix)
Davie, S. (2020, May 28). Covid-19 pandemic shows children's well-being and success depend on more than just what happens in school. Retrieved from https://www.straitstimes.com/opinion/pandemic-shows-inequality-begins-at-home-f or-students-learning
Teng, A. (2017, November 24). Poorer kids more likely to underperform, but Singapore has many resilient students, global test finds. Retrieved from https://www.straitstimes.com/singapore/education/poorer-kids-more-likely-to-under perform-but-singapore-has-many-resilient
Teng, A. (2018, October 23). Nearly half of low-income students in Singapore attend the same schools: OECD report. Retrieved from https://www.straitstimes.com/singapore/education/nearly-half-of-low-income-studen ts-in-singapore-attend-the-same-schools-oecd
Yip, C. (2020, April 30). Home-based learning blues: Life in a rental flat during the COVID-19 circuit breaker. Retrieved from https://www.channelnewsasia.com/news/cnainsider/home-based-learning-rental-flat-low-i ncome-covid19-12685142 | <urn:uuid:708c7260-7d5c-44d6-aa3a-0facdca0b9b7> | CC-MAIN-2020-40 | http://projectsday.hci.edu.sg/2020/Report/cat-07/7-24/index.pdf | 2020-09-20T10:42:56+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00066.warc.gz | 113,976,781 | 1,646 | eng_Latn | eng_Latn | 0.909354 | eng_Latn | 0.997385 | [
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"Les 2 Présents et les Futurs" : Exercices CORRIGE
1) We aren't working for school now, we are playing football in the garden.
2) You don't need ( to need -> toujours au présent simple) your raincoat; it isn't raining outside.
-> Tu n'as pas besoin de ton imperméable; il ne pleut pas dehors (sous-entendu: en ce moment)
3) – Do they go to the theatre every month - No, they don't.
?
4) Tomorrow it will rain in the North of the country. (Météo au Futur: toujours "Will")
5) I'm sure this top model will be rich and famous in five years' time.
6) You sometimes help your mum with the cooking but at the moment you are studying for your English test.
7) I think my cousin won't come to my father's party next Saturday.
8) – Does your little sister take the bus every afternoon after school ?
- No, she doesn't.
9) - Are ( to be-> toujours au présent simple) those flowers fresh ? - Yes, they are.
10) He doesn't want ( to want-> toujours au présent simple) a glass of coke now, he isn't ( to be-> toujours au présent simple) thirsty.
He wants a piece of chocolate cake because he is hungry.
11) Do you believe your little brother will pass his driving licence the day after tomorrow?
12) I listen to music every morning on my way to school.
13) Peter will be 15 next Wednesday.
-> Peter aura 15 ans mercredi prochain (= Certitude inevitable)
14) Do they often watch TV in the evening or do they surf the web?
15) We never get up early, we like ( to like-> toujours au présent simple) sleeping late.
16) I hope my best friend will come to the cinema with me next Friday.
17) The boss and his secretary go to London three times a year. They are very lucky!
18) My sister is helping my mum next weekend: she is doing the shopping and she is tidying up the house.
19) I usually finish work at 5.30 p.m. but today I'm working to 6.00 p.m.
20) I promise I won't tell your secret to anybody.
-> Je promets que je ne raconterai ton secret à personne (sous-entendu: dans le futur) | <urn:uuid:f7906b04-04e8-4343-8344-73b3b0c063ee> | CC-MAIN-2020-40 | http://flone.be/secondaire_crise/langues_di/labeye/II/2ANdoc39.pdf | 2020-09-20T10:16:35+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00065.warc.gz | 51,232,311 | 523 | eng_Latn | eng_Latn | 0.994425 | eng_Latn | 0.996062 | [
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VOICE
C a p t i o n e d M e d i a P r o g r a m
(800) 237-6213
TTY
(800) 237-6819
FAX
(800) 538-5636
E-MAIL
firstname.lastname@example.org
WEB
www.cfv.org
#10692 REPTILES, REVISED
AIMS MULTIMEDIA, 2003
Grade Level: K-3
11 Minutes
CAPTIONED MEDIA PROGRAM RELATED RESOURCES
#2438 THE TURTLE
#2549 ALLIGATOR SWAMP #10000 SPOOKY CREATURES AND FRIENDS #10677 AMPHIBIANS, REVISED
Funding for the Captioned Media Program is provided by the U.S. Department of Education
All About Animals: Reptiles, Revised
Objectives
To identify the unique characteristics of reptiles as a class within the animal kingdom
To connect the spelling of vocabulary words with their pronunciation and meaning
To observe and describe similarities and differences between reptiles and other types of animals
To use the vocabulary words in concrete ways.
All About Animals: Reptiles, Revised
Synopsis
Through clear narration, catchy songs, and colorful, detailed film footage we learn about the characteristics of reptiles as the words used to describe them appear on the screen. We observe their body structure (scales or a shell, legs or no legs) how reptiles move and protect themselves, as well as where they live (land, water, trees, underground) and how their babies are born (from eggs). Narration and song reinforce each other as the concepts are reviewed and the vocabulary words are repeated and summarized. Pictures of snakes' skin, iguanas' eyes, turtles' shells and alligators' legs vividly illustrate the uniqueness of reptiles.
Questions to ask before viewing
2. Show the class some pictures of a variety of reptiles. What animals are these? How are they alike? How different?
1. If possible obtain a snakeskin for the students to touch. (A high school or college science lab, a pet shop or someone who keeps snakes as pets are possible sources.) How does it feel? Does it feel the way you thought it would?
3. Where is your backbone? Why do we have backbones? Can you name some animals that have backbones? Can you name any that do not have a backbone?
Questions to ask after viewing
2. Where do reptiles live? (on land, in trees, in water)
1. What kind of skin do reptiles have? (tough, dry) What do they have on their skin? (scales or a shell) What do they NOT have on their skin? (hair)
3. What and how do they breathe? (air, with their lungs)
5. Why do reptiles often lie out in the sun? (because they are cold-blooded, that is, their body temperature changes with the air or water around it) What does "warm-blooded" mean? (NOT in the film, a creature whose body keeps its temperature the same even when the air or water temperature changes) Are you cold-blooded or warm-blooded?
4. How do reptiles move around? (on short legs and feet, or by slithering with their bodies)
6. How are reptiles born? (They hatch from eggs.) What other animals hatch from eggs? (birds, fish, insects)
7. The teacher may want to tie in dinosaurs (through pictures, models, or description) as reptiles that laid eggs.
The students may draw pictures of or make up and act out stories about dinosaurs or other reptiles using the vocabulary words from the program. They may invent imagumy reptiles with the characteristics they have learned about.
The teacher may write each of the vocabulary words on cards or slips of paper to put into a bowl or basket (legs, skin, scales, air, land, walk, teeth, water, shell). The students will take out a word and use it in a sentence (OR find a rhyme for it, or a word that begins or ends with the same sound, etc.).
If possible, the teacher may bring in a live reptile for the students to see. Have students point out the characteristics of reptiles. Introduce, demonstrate and practice "observation."
Encourage students to observe independently. Where and what kind of reptiles might you find near where you live? (Answers will vary.)
Annotation
Through clear narration, catchy songs, and colorful, detailed film footage we learn about the characteristics of reptiles as the words used to describe them appear on the screen. We observe their body structure, how reptiles move and protect themselves, as well as where they live and how their babies are born. Narration and song reinforce each other as the concepts are reviewed and the vocabulary words are repeated and summarized. Pictures of snakes' skin, iguanas' eyes, turtles' shells and alligators' legs vividly illustrate the uniqueness of reptiles.
Length
10 Minutes
Subject Areas
Science, Language Arts
Audience Level
Grades K-3
Catalog Number
#2886-EN-VID
Related titles in the AIMS collection
#28 85-EN-VID Amphibians #2888-EN-VID Birds #2887-EN-VID Fish #28 84-EN-VID Mammals #2546-EN-VID Nina's Strange Adventure #2548-EN-VID A Jungle for Joey
97 10 DeSoto Avenue Chatsworth, California 9131 1-4409 USA
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Learning Project WEEK 6 - Food
Age Range:
Y5/6
Weekly Maths Tasks (Aim to do 1 per day)
Weekly Reading Tasks (Aim to do 1 per day)
* Get your child to play on Times Table Rockstars. If your child works on Numbots in school they can access this with the same login.
* Get your child to play these games on identifying angles and measuring angles. ● Play on Hit the Button - focus on times
* Ask your child to show everything they know about angles on a piece of paper. This could be pictures, diagrams, explanations, methods etc. Get them to be as creative as they want to be.
tables, division facts and squared numbers.
* Arithmetic practise on Maths Frame.
* Look at a recipe with your child. Ask them how much of each ingredient would be needed if the amount of people it was cooked for was halved, doubled, tripled etc. Talk to them about what maths they might need to think about to do this.
* Get your child to work on their reasoning and problem solving by practising past SATs questions that are broken down into topic areas and have videos linked to them that can be watched if needed. As these are older papers these are suitable for both years 5 and 6. Click on one of the topic areas listed to gain access to the questions.
Weekly Spelling Tasks (Aim to do 1 per day)
* Encourage your child to practise the Year 5/ 6 Common Exception Words (see list)
* Practise spellings on Spelling Frame.
* Then ask your child to choose 5 Common Exception words. They can then write a synonym, antonym, the meaning and an example of how to use the word in a sentence.
* Most rap songs contain a rhyme scheme. Your child can create a word bank of rhyming words associated with food and its taste. They will then use this to help them with their rap writing task.
* Get your child to proofread their writing from the day. They can use a dictionary to check the spelling of any words that they found challenging. This will also enable them to check that the meaning of the word is suitable for the sentence.
* Ask your child to read a chapter from their home reading book or a book that they have borrowed from the library.
* Encourage your child to note down any unfamiliar words from the chapter they have read. Explore the meanings of these words by using a dictionary, reading around the sentence or using print conventions.
* Following this, ask your child to create a list of questions to interview the main character. They can test out the questions by answering in role as the character. Encourage your child to think about the traits of the character and how this will influence the answers.
* Why not ask your child to read to you. Get them to identify somewhere in the home that they don't usually read and listen to them read a chapter or two. Your child may wish to ask you questions about what was read.
* Your child can log on to Bug Club/Oxford Owl and read a book that matches their book band. After this, direct your child to review the text and justify their opinion with examples from the text.
Weekly Writing Tasks (Aim to do 1 per day)
* Ask your child to continue to write a diary entry/newspaper report summarising the events from the day/week.
* How does the human digestive system work? Get your child to write an explanation describing this and include diagrams to represent their explanations.
* Your child can write a recipe to make a healthier option for making a pizza. Think about which ingredients they could switch so that this delicious treat is better for them. Test the recipe out!
* There are lots of different types of food available for people to eat in the UK. Ask your child to write a rap about food. This could be about a particular food group or their favourite meal.
* Story Task: Your child may be coming towards the end of their story. Ask them to start to think about how to conclude their story. Will the problem be solved? How has their main character changed and how will
* Fast food establishments should not be within one mile of schools. Do you agree/disagree with the above statement? Your child will debate both sides of the argument.
they show this through their language choice?
Learning Project - to be done throughout the week
The project this week aims to provide opportunities for your child to learn more food. Learning may focus on where different foods originate from, what makes a healthy meal, opportunities to cook etc.
Which Foods Contain the Most Sugar? Your child must choose a selection of food items from the food cupboard, fridge and freezer. They will then identify the nutritional label and record the amount of sugar that each food contains. Once they have gathered the information, ask them to record the sugar contents on a pie chart and evaluate the data. How will their findings change what they eat?
Plough to Plate- Ask your child to choose a food from any of the 6 main food groups.They will then locate the country/countries of origin on a world map and work out how far the food item travels to get to their plate. Following this, ask them to sketch a diagram detailing the journey the food has taken and add captions and timeframes. What could we do to reduce how many miles our food travels?
Creative Creations- Cadburys are launching a new chocolate bar. Your child will create a criteria for Cadbury chocolate packaging by researching current Cadbury products. Once they have a criteria, they will use this to design their own packaging (they may want to do this on a computer if they have access to one). Finally, ask them to gather some feedback from the family about the design. They will use the feedback to adapt and refine the design. After creating the chocolate bar, your child can then compose a jingle that could be used in an advert. This could be created by using household items such as pots and pans or by using these virtual instruments.
Come Dine with Me - Your child is responsible for creating a three course meal for four family members. They need to create the recipes for a starter, main meal and dessert. Ask them to think about what ingredients they will need to make your recipe and write a shopping list of items. They will then research how much the ingredients will cost using a supermarket website of their choice. Where is the most cost effective place to buy the ingredients? They could then test out a recipe by making it for dinner that evening. Family members may even wish to score each course!
A Balanced Diet - Ask your child to think about the food a toddler might eat compared to an adult athlete. They will then choose five different types of people (e.g. a child, teenager, athlete, teacher etc.) and draw a plate of food that will ensure they are eating a healthy, balanced diet. Underneath each plate, they must justify why they have chosen these foods. Get them to think about the calorie intake each of these individuals might need. Can some people have more of one type of food group? If yes, why can they?
Additional learning resources parents may wish to engage with
Classroom Secrets Learning Packs - These packs are split into different year groups and include activities linked to reading, writing, maths and practical ideas you can do around the home.
Twinkl - to access these resources click on the link and sign up using your own email address and creating your own password. Use the offer code UKTWINKLHELPS. Headteacherchat - This is a blog that has links to various learning platforms. Lots of these are free to access.
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Information for parents re: Kanata North Mobile Bike Rodeo – Pedal Play, 04 June, 2017
Councillor Wilkinson invites parents and students (primary and secondary), to attend the second annual Kanata North Mobile Bike Rodeo – Pedal Play, being held on 04 June, 2017. Pedal Play is a great forum to learn safe cycling routes and practices in your community.
When:
Sunday, 04 June, 2017, from 1:00 pm - 4:00 pm Start and finish at W. Erskine Johnston Public School, 50 Varley Drive Adults and students (primary and secondary), in Kanata https://pedalplay.wordpress.com/
Where:
Who:
Registration required:
The purpose of the Mobile Bike Rodeo is to encourage children and parents to cycle in their community, and provide them with the tools to do it safely. We hope to target three demographics:
- Younger children; (primary school), to be capable of biking to school or their community park, safely with increased competence and confidence (Children must be accompanied by a parent or designated adult, also on a bike);
- Older children; (high school), to learn that they are a vehicle under the Highway Traffic Act, and gain the knowledge to cycle accordingly; and
- Parents; to become familiar with:
o the applicable portions of the Highway Traffic Act (incorporating the legislative changes to Bill 31; Transportation Statute Law Amendment Act (Making Ontario's Roads Safer), which came into effect 01 Sep, 2015, and are directed at encouraging cycling, promoting road safety, and sharing the road),
o and the set fines.
Participants will cycle through Kanata north, using both road ways and pathways, stopping at several activity stations along the way, to learn safe cycling practices, and how bicycles are regulated under the Highway Traffic Act.
The 5-7 km route is planned to demonstrate safe routes throughout the community, connecting schools and community centres. Participants will learn their hand signals, how to share multiuse paths, how to change their gears when climbing, how to safely navigate roundabouts, and busy crossovers. They will also learn how to confirm their helmet fit and how to do a basic bike maintenance check.
Pedal Play is FREE and is being sponsored by the Kanata Beaverbrook Community Association, with support and assistance from Councillor Wilkinson's advisory committee - Transportation Action Committee Kanata North (TACK), Safer Roads Ottawa, and EnviroCentre's Sustain Kanata North project.
For more information and to register, visit the Pedal Play website at https://pedalplay.wordpress.com/ See you there!
Councillor Marianne Wilkinson
Ward 4 – Kanata North
Phone: 613-580-2474
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Phil 347 – Aesthetics, Michigan State University, Philosophy Department Dr. Christian Lotz, Class Essay ‐ Topics
This particularpaper assignmentis designed to give you the opportunity to deepen your understanding of Kant and Hegel. First, go over your notes on Kant and Hegel, and recall what we discussed in class. Second, study (again) the main parts of the texts discussed. Keeping this in mind, choose one of the essay questions below and begin to organize your thoughts. It is very important that you first try to come up with an outline of what you have in mind, since an outline will help you structure what you want to say in your paper. Then, think about how to formulate appropriate answers to the question and decide which issues are connected to them. Finally, in the introduction to the paper, let your reader know how you intend to answer the main questions or how you intend to argue for your main points. I expect that you come up with a precise introductory part. Be aware that the brevity of this essay is challenging in several regards:
- it requires you to be very well organized and
- it requires you to make a selection (do not try write aboutallaspects of the question; rather, be clear about your aspect)
- it requires you to demonstrate how to explain a complex position/concept in a preciseand articulatemanner. Please check the class web site if you need more help on writing assignments.
- it requires you to include page references to Kant/Hegel.
- it should contain a list of references
Format:
Please type up your answer and turn in your brief paper by Dec 8 (slip it under my office door (507 South Kedzie). Clearly indicate your name!! No late papers will be accepted! The length of the paper should be around5 pages (no more than 1500 words), it should be double spaced with 1 inch margins, Times New Roman 12pt font should be used.
Reminder:
To be clear on 5 pages is more difficult than you might think. Accordingly, expect that you have to invest at leastone full day for the construction and preparation of this little essay. The introduction should be precise, but not be longer than a brief paragraph. Don't speculate; I would like to see how capable you are in applying selected concepts that we learned in class and how well you are able to analyze the material discussed.
Essay Questions (choose ONE)
1. Critically compare Kant's and Hegel's conception of aesthetics (make a selection of aspects!)
2. Explain how Hegel rejects the idea that art can be dealt with within a theory of taste
3. Explain the nature of art und our need for it, according to Hegel (especially study again pp.29‐ 32) | <urn:uuid:776ead4b-9bdb-4b66-95bb-ef739ab912d9> | CC-MAIN-2020-40 | https://christianlotz.files.wordpress.com/2009/11/final_essay_assignment_example.pdf | 2020-09-20T12:00:01+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00068.warc.gz | 319,977,120 | 996 | eng_Latn | eng_Latn | 0.996655 | eng_Latn | 0.996655 | [
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www.haitihealthinitiative.org
October 2011 Mission to Timo, Haiti Agriculture Report
INTRODUCTION
Haiti Health Initiative (HHI) invited Dawn Gatherum, professor of botany at Weber State University, to accompany them to Timo in October 2011 and address some of the unique agricultural issues the people of Timo face. While there, HHI planned to help the community set up drip irrigation systems, which would enable families to produce small amounts of fruits and vegetables during the dry season, increasing food production over the entire year instead of limiting it to the rainy season, as it was currently. In addition, the team hoped to introduce new, better quality seed varieties and demonstrate the art of composting. Dr. Gatherum also wanted to explore the possibility of solar cooking, which would help reduce the use of wood and charcoal as the people's main source of cooking materials, and would help combat the dangers involved with breathing the fumes from cooking fires. There is also extensive inbreeding among the livestock in Timo, to the point that little production of milk takes place among the population. The team have also explored possible solutions for this problem that will likely be implemented during later trips.
REVIEW OF ACTIVITIES/RESULTS
The team is preparing the ground before setting up a demonstration garden with a drip irrigation system.
We sent a total of seven drip irrigation systems to Haiti. Three of these were installed in locations that would act as demonstration gardens, and we taught three prominent locals how to set the systems up so that they could help others in the community implement the systems. We encouraged the people to keep the weeds out of the garden plots, and Rémy Charles, president of the local organization (Fond Paysans Fond'Oies) suggested
we fence the area so that free-ranging livestock and chickens would not destroy the plots. After some discussion, we agreed to supply funds for the cost of fencing and inorganic fertilizer in hopes that the people would have a good harvest.
However, it was clear that the compost pit they had prepared was way too large and deep to do what needed to be done. Dr. Gatherum suggested building a smaller pit or one above ground that they would more easily be able to get in and turn the compost on a periodic basic to hasten its decomposition. Additionally, he discussed implementing a system of layering compost and soil, which would provide the innoculum for the bacteria and fungi that would do the decomposing.
Dr. Gatherum also showed some of the citizens how to set up a solar cooking system, and on the two days, the second meal turned out very well. A number of youth were interested, and after teaching the group how to set up the system and watching them demonstrate back to him what they learned, he distributed nine cooking systems. One of the systems went to a student in the local school, who said he would teach his classmates how to use the system, too. HHI left a number of materials in Haiti so that the group could make more systems as needed.
FURTHER NEEDS
As previously stated, the livestock in Timo are all inbred to the point that little production takes place. Every male animal was considered a breeding animal, a problem that needs to be addressed should we hope to help increase milk production in the community. Additionally, the livestock feed among the hillsides, which has become highly deforested, which will cause severe erosion and possible mudslides. Finally, Dr. Gatherum noticed that much of the corn in the community is planted too far away from other corn plants that proper pollination could not occur. In his words, "If the corn is being used only as fodder for their livestock, then that is fine; but if the community is looking for corn ear production, a change will need to be made to plant corn much closer together so proper and full pollination of the corn can take place."
RECOMMENDATIONS FOR SOLUTIONS
To address the livestock problem, Dr. Gatherum suggested that some system be worked out to bring new breeding stock into the community. After some discussion, the idea of a micro-loan was presented, which would be made available to a member of the community with livestock experience. This micro-loan would be used to purchase new breeding stock that could be used throughout the community to increase the success of their livestock. A small fee might be charged for each service in hopes that the money would be used in the future to pay for more breeding stock. This introduction of new stock would greatly increase the genetic variability of the livestock population in Timo, thereby increasing the livestock's overall health and productivity.
Additionally, HHI hopes to set up a plant nursery in Timo, whose stock could be used to reforest the hillsides around the areas where the livestock feed. This would help retain moisture and prevent erosion. And orchards could be developed from this stock with various domesticated plants that the people of Timo use as food sources, like avocado, mango, banana, breadfruit, oranges, grapefruit, and others.
PERSONAL REFLECTIONS
Dawn Gatherum, Ph.D:
Corn is growing in Timo during the dry season.
"There were a number of great experiences I had in Haiti… like seeing the children dressed so well and happy. The coming together of everyone for a common purpose, and seeing the needs of the people and knowing that we can and did make a difference in their lives was fantastic. The acceptance and implementation of drip irrigation systems and the excitement resulting from the demonstration of solar cooking was rewarding. I thoroughly enjoyed my time in Timo. I appreciate the fact that I was well accepted by the medical group. I feel that my time was well spent and hope that what I did will make a difference in the lives of these good people… I am grateful to have been part of the team."
Dawn Gatherum, PhD, is a professor of Botany at Weber State University. He has served on the Faculty Senate and Executive committees, the Scholarship Department and College of Science committees, and the Chair College of Science Graduation committee, all at Weber State. He has also served as WSU Community Horticulture consultant, and the Chairman of the Weber County Weed Board and Weber River Cooperative Weed Management Area.
For more information, please visit our website:
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Wisconsin Christmas Tree Producers Association
W9833 Hogan Road Portage, WI 53901 http://www.christmastrees-wi.org email@example.com Ph/fax 608-742-8663
Interesting Facts About Wisconsin Christmas Trees
* Over 657,000 Christmas trees were sold in 2014 (2)
* Over 600,000 wreaths made each year in Wisconsin (estimated)
* 23,651 Acres of Christmas trees in Wisconsin (1)
* $16.2 million Annual Wisconsin Christmas tree sales (2)
* 383 Licensed Christmas tree farms in Wisconsin (DATCP license list, Nov. 2018)
* Principal trees grown in Wisconsin: Balsam Fir, Fraser Fir, Canaan Fir, Scotch Pine, White Pine and Spruce
* White House Christmas Tree for the Blue Room came from Wisconsin in 2017, 2016, 2011, 2003, 1998, 1988, 1976, 1970, 1966.
* Rank 5 th in Number of Trees Cut (1)
* Rank 5 th in Sales of Christmas Trees in the U.S. (2)
* Rank 5 th in Acres in Production (1)
* Size of farms (1) : 51% of farms (441) have less than 10 acres
* Rank 7 th in Farms in Production (1)
20% (176) have 10-19 acres
19% (167) have 20-49 acres
10% (84) have 50 or more acres
Christmas trees are grown as a crop for you, just like pumpkins and flowers, with the intention to cut them. They are grown in rows with six foot spacing between the trees.
Christmas tree farming is sustainable – 1 to 3 trees are planted for every one that is cut.
Trees are locally grown, providing jobs each and every year of growth (planting, digging, re-planting, shearing, picking cones, mowing, harvesting, delivery, sales, machine maintenance, wreath making, office personnel).
Tree farms provide green space and habitat for wildlife. These farms are maintained in an early succession forest with young trees and plenty of ground covers. This provides habitat for deer and bear, ground birds such as turkey and quail, rodents which bring in predators such as hawks, foxes, and bobcats, and flowering plants that help feed butterflies, bees and all manner of insects.
Real trees are good for us – they utilize carbon dioxide, produce oxygen, and are recyclable through decomposition.
Celebrating the holiday season with a real Christmas tree is a long-standing tradition. In 1856, Franklin Pierce, our 14 th President, brought the first Christmas Tree into the White House. | <urn:uuid:67172a37-fcde-4a0a-bfac-dcd631a2c72c> | CC-MAIN-2020-40 | https://www.christmastrees-wi.org/uploads/content_files/files/Facts_About_Wisconsin_Christmas_Trees.pdf | 2020-09-20T09:59:00+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00067.warc.gz | 802,306,321 | 579 | eng_Latn | eng_Latn | 0.986423 | eng_Latn | 0.986423 | [
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https://travelhealthpro.org.uk Printed:20 Sep 2020
Provided by NaTHNaC
01 Apr 2015
Yellow Fever: Brazil
A new case of yellow fever has been confirmed in Brazil
On 26 March 2015, a case of yellow fever (YF) was confirmed by the Government of Amapá State in a child, who did not contract YF in the state, but sought medical care in the state capital, Macapá. The individual is a resident of Gurupá [1], a municipality on the Amazon River in the adjoining state, Pará.
YF is endemic in both Amapá and Pará states; urban outbreaks have not been reported for many decades [1].
Urban areas are at risk of introduction of YF infection. Public health measures, including vaccination and enhanced surveillance for cases have been implemented in the areas through which the infected individual travelled [1].
Vaccination is the most important preventative measure against YF.
Yellow fever in the Americas
This new case, reported by authorities in Macapá, Amapá state, brings the total number of cases reported in Brazil during 2015 so far to three; two cases were also reported in Goiás State in January 2015 [2].
In South and Central America, 13 countries are considered endemic for YF. These are listed by the World Health Organization (WHO) as countries with risk of YF transmission [3]. Over the last three decades, the majority of cases of YF in the Americas have been reported from Peru (54% of all cases), Bolivia (18%), Brazil (16%), and Colombia (7%) [4].
In the Americas, the virus is usually transmitted in jungle areas via the bite of the Haemagogus spp. mosquito. The preferred biting/feeding time for this mosquito is unknown. The Aedes aegypti mosquito, also prevalent in the Americas, favours an urban environment and can also transmit YF. Urban areas are at risk of introduction of YF due to human traffic between jungle and urban locations. A. aegypti feeds predominantly during daylight hours.
Advice for health professionals
When undertaking YF risk assessment, health professionals should refer to the individual country information pages where detail relating to risk areas, recommendation for YF vaccination and certificate requirements are available. A map of the current areas where YF vaccine is recommended in the Americas has been produced by the WHO. This provides a useful guide for the consultation, and health professionals are also encouraged to access the Outbreak Surveillance tool, where verified and unverified outbreaks of YF are posted.
Under International Health Regulations (2005), countries are no longer required to automatically report YF outbreaks to the WHO [5]; surveillance and reporting of YF in YF risk countries can be poor.
Advice for travellers
page 1 / 2
Powered by TCPDF (www.tcpdf.org)
https://travelhealthpro.org.uk Printed:20 Sep 2020
Provided by NaTHNaC
YF is transmitted to humans via the bite of an infected mosquito. You should take mosquito bite avoidance measures day and night.
If you are travelling to or through areas of Brazil with risk of YF, including the states of Amapá and Pará or Goiás, vaccination is recommended for your personal protection.
Full details of YF vaccination recommendations can be found on the Country Information pages. Some travellers may require vaccination for certificate purposes. Details of the countries that require proof of YF vaccination as a condition of entry under the International Health Regulations (2005) are also provided.
References
1. Governodo Amapá. Agência Amapá de Notícas. Caso de febre amarela é confirmado no AP após 73 anos de erradicação no país 13 February 2015 [In Portuguese]. [Accessed 1 April 2015]
2. State Department of Health of Goiás. Febre amarela: 1.189 são vacinados em um único dia. 16 February 2015. [In Portuguese]. [Accessed 1 April 2015]
3. World Health Organization. International Health Regulations (2005). 2nd edition. Geneva. World Health Organization [Accessed 1 April 2015]
4. Pan American Health Organization. Yellow fever – key facts. [Accessed 1 April 2015]
5. World Health Organization. Yellow Fever – Factsheet. Updated March 2014. [Accessed 1 April 2015]
page 2 / 2 | <urn:uuid:918d4427-b631-4b18-923d-0cde39b51e7f> | CC-MAIN-2020-40 | https://travelhealthpro.org.uk/pdfs/generate/news.php?new=131 | 2020-09-20T10:46:05+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00068.warc.gz | 685,871,209 | 947 | eng_Latn | eng_Latn | 0.940364 | eng_Latn | 0.991033 | [
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https://travelhealthpro.org.uk Printed:20 Sep 2020
Provided by NaTHNaC
16 Apr 2015
Yellow fever: Peru
Cases of Yellow fever have been reported from Loreto, Pasco, Piura, Puno and San Martin
As of 28 March 2015, the Ministry of Health in Peru has confirmed a total of nine cases of yellow fever (YF), including three deaths, since the start of this year. Cases have been reported from the states of Loreto (two), Pasco (one), Piura (one) Puno (one) and San Martin (four) [1].
Areas below 2,300m in the states of Loreto, Pasco Puno, San Martin and eastern Piura are considered areas with risk of YF transmission. Puno city and Lake Titicaca destinations above 2,300m are not risk areas of YF transmission.
Vaccination is the most important preventive measure against YF.
Yellow fever in the Americas
In the first three months of 2015, two countries in the Americas with a risk of YF transmission, have reported human cases (Brazil and Peru) [1-3]. In addition, in early April 2015, the Ministry of Health in Argentina has reported unconfirmed cases of YF from a number of states; 19 of these possible cases are still under investigation [4].
In South and Central America, 13 countries are considered endemic for YF. These are listed by the World Health Organization (WHO) as countries with risk of YF transmission [5]. Over the last three decades, the majority of cases of YF in the Americas have been reported from Peru (54% of all cases), Bolivia (18%), Brazil (16%) and Colombia (7%) [6].
In the Americas, the YF virus is usually transmitted in jungle areas via the bite of the Haemagogus spp. mosquito. The preferred biting/feeding time for this mosquito is unknown. The Aedes aegypti mosquito, also prevalent in the Americas, favours an urban environment and can also transmit YF. Urban areas are at risk of introduction of YF due to human traffic between jungle and urban locations. A. aegypti feeds predominantly during daylight hours.
Advice for health professionals
When undertaking YF risk assessment, health professionals should refer to the individual country information pages where detail relating to risk areas, recommendation for YF vaccination and certificate requirements are available. A map of the current areas where YF vaccine is recommended in the Americas has been produced by the WHO. This provides a useful guide for the consultation, and health professionals are also encouraged to access the Outbreak Surveillance Database, where verified and some unverified outbreaks of YF are posted.
Under International Health Regulations (2005), countries are no longer required to automatically report YF outbreaks to the WHO; surveillance and reporting of YF in YF risk countries can be poor.
Advice for travellers
If you are travelling to or through areas of Peru or countries in the Americas with risk of YF, vaccination is recommended for your personal protection.
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YF is transmitted to humans via the bite of an infected mosquito. You should take insect bite avoidance measures, day and night, when visiting countries with a risk of any disease transmitted by insects.
Full details of YF vaccination recommendations can be found on the Country Information pages. Some travellers may require vaccination for certificate purposes. Details of the countries that require proof of YF vaccination as a condition of entry under the International Health Regulations (2005) are also provided.
References
1. Ministerio De Salud. Perú. Boletín Epidemiólogico (Lima). Dek 22 al 28 Mazo del 2015; Volumen 24, Semana Epidemiológica No.12. [In Spanish]. [Accessed 16 April 2015]
2. Governodo Amapá. Agência Amapá de Notícas. Caso de febre amarela é confirmado no AP após 73 anos de erradicação no país 13 February 2015 [In Portuguese]. [Accessed 16 April 2015]
3. State Department of Health of Goiás. Febre amarela: 1.189 são vacinados em um único dia. 16 February 2015. [In Portuguese]. [Accessed 16 April 2015]
4. Minesterio de Salud. Republica Argentina. Boletín de Vigilancia (Secretaría de Promoción y Programas Sanitarios) No. 253. SE 14. Abril de 2015. [In Spanish]. [Accessed 16 April 2015]
5. World Health Organization. International Travel and Health (ITH 2014 Updates). Geneva. World Health Organization [Accessed 16 April 2015]
6. Pan American Health Organization. Yellow fever – key facts. [Accessed 16 April 2015]
7. World Health Organization. Yellow Fever – Factsheet. Updated March 2014. [Accessed 16 April 2015]
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SYLLABUS FOR NSF JSC SCIENCE (GRADES 1, 2 AND 3)
(Adapted from SCIENCE – A CLOSER LOOK, Books 1, 2 and 3)
LIFE SCIENCES
I. Plants:
What are the different parts of a plant? How many kinds (deciduous, evergreen etc.) of plants do you know? How are plants alike and different? What do plants need to survive? Terms to understand: Plant Life Cycle, Germination, Photosynthesis, and Pollination.
II. Animals:
How are animals and animal groups identified? How are animals classified (mammals, reptiles, amphibians, fish, birds, insects etc)? How do animals grow and change? What tactics do animals use to stay alive and survive? Terms to understand: Herbivore, Omnivore, Carnivore, and Scavenger; Endangered species; Extinct Animals – dinosaurs, ammonites, Trilobites
III. Ecosystems:
What are different types of Ecosystems, Food Chains and Food Webs? How does weather impact plants and animals? How do plants and animals adapt (beak, wing etc.)? Terms to understand: Interaction with Environment, Predators, Prey, Camouflage and Mimicry, Energy Pyramid, Hibernation.
IV. Habitats
What are the various plant and animal habitats (Desert, Arctic, Pond, Woodland Forest, Wetlands, Coral Reef etc.)? How and why do habitats change?
V. Human Body and Health
Terms to understand: Permanent Teeth, Skeleton, Bones, Muscles, Heart, Lungs, Heart Rate, Digestion, Saliva, Stomach, Intestine, Brain, Nerves, Sensory, Body Care, Cleanliness, Exercise, Germs, Illness, Prevention
EARTH SCIENCES
I. Geology:
a. Rotation and Revolution: What are the concepts underlying Day, Night, Sunrise, Sunset, Seasons, Year? Terms to understand: Latitudes, Longitudes, Tilt
b. Landforms: Terms to understand: Plains, Islands, Barrier islands, Peninsula, Mountains, Valleys, Plateaus, Cliff, Bay, Canyon, Glaciers, Mesa, Bank, Coast, Delta, Estuary, Lake, Pond, River, Hill, Loess, Archipelago
c. Topography: Terms to understand: Core, Mantle, Crust, Volcanoes, Magma, Lava, Geysers, Earthquakes, Erosion and weathering, Types of rocks-Metamorphic, Igneous, Sedimentary; Types of soil – Sandy, Clay, Topsoil, Humus, Loam, Boulder, Bedrock; Role of earthworms;
d. Resources: What are Renewable and non renewable resources? How do we conserve: Air, Water, and Minerals? Terms to understand: The 3 Rs of Conservation – reuse, reduce and recycle
e. Fuels and fossils, Paleontologist
II. Weather:
Terms to understand: The Water Cycle , Changes in Weather, Atmosphere, Evaporation, Condensation, Precipitation, Water Vapor, Temperature, Clouds – stratus, cirrus, cumulus, cumulonimbus; Drought, Storms, Tsunamis, Wind, Meteorologist, Weather Instruments – thermometer, wind vane, anemometer
III. Space
Terms to understand: Planets, Moons, Stars, Natural Satellites, Asteroids, Comets, Constellations, Lunar eclipse, Solar eclipse, Phases of moon, Telescope
PHYSICAL SCIENCES
I. Matter
a. Physical properties: Mass, Solid, Liquid, Gas, Hardness, Mixtures, Reversible, Irreversible, Combustion, Physical change, Chemical Change
b. Composition: atoms, elements, molecules, compounds
c. Measurements: How are solids and liquids measured? Terms to understand: Ruler, Balance, Distance, Units (gram, kilogram, inches, centimeters, feet, meters, pounds, ounces, gallon, quarts), temperature (thermometer), Volume.
II. Force and Motion
a. Position, motion, gravity. How are motion, speed and work measured?
b. Simple Machines – Inclined Plane, Wheel and Axle, Lever, Screw, Wedge, Pulley
III. Energy
a. What are Potential and Kinetic Energy? What are different forms of Energy (Sound, Light, Thermal, Magnetic, Electrical)?
b. Electricity and Magnetism: What are magnets? Terms to understand: concept of North and South poles, Attraction and Repulsion; Compass, Circuit, Current, Battery, Switch, Light Bulb, Conductors, Insulators, Electrons, Electromagnet, Static Electricity – Wool, Balloon, Comb;
c. Sound: How does sound travel? How are sounds made and heard? Terms to understand: Vibration, Loudness, Pitch, Sonar, and Music.
d. Light: What is a mirror? Terms to understand: Reflection, Refraction, Absorption, Shadow, Transparent, Translucent, Opaque, Spectrum, and Prism.
e. Heat: Terms to understand: Evaporation, Condensation. What is Heat? How is it transferred through Conduction, Condensation, Convection, and Radiation?
SCIENTIFIC ENQUIRY
Terms to understand: Scientific Methods, Hypothesis, Experiment, Observation, Bar Graph, Line Graph, Data Table, Conclusion, Fact Vs Opinion, Evidence, Measuring, Organize Data, Mass, Length, Temperature, Weight, Bar Graph, Pictograph; Personalities - Thomas Edison, Louis Pasteur, Rachel Carson, Edward Jenner, Isaac Newton, Galileo Galilei | <urn:uuid:18041e73-ce13-474c-9595-7eb6c3e85b83> | CC-MAIN-2020-40 | http://www.northsouth.org/public/docs/indiacontests/science/docs/JSC_Bee_Syllabus.pdf | 2020-09-20T11:42:24+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00068.warc.gz | 196,600,851 | 1,228 | eng_Latn | eng_Latn | 0.771855 | eng_Latn | 0.889813 | [
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LabralTear
Introduction
Since orthopedic surgeons began using the arthroscope to diagnose and treat shoulder problems, several conditions that were not known to exist have recently been discovered. One of these is an injury to a small structure in the shoulder called the labrum. A tear of labrum can cause a very difficult to diagnose problem of pain and a catching sensation with movement of the shoulder. Let's learn some more about the labrum order to better understand how this problem can be treated.
Anatomy
The shoulder is made up of three bones: the scapula (shoulder blade), the humerus (upper arm bone) and the clavicle (collarbone). A part of the scapula, called the glenoid, makes up the socket of the shoulder. This socket is very shallow and flat. To make the socket more like a cup, there is a rim of soft tissue called the labrum. The labrum acts sort of like a gasket, turning the flat surface of the glenoid into a deeper socket that molds to the head of the humerus for a better fit.
This tissue can be caught between the socket and the humerus and be torn. This flap of tissue can move in and out of the joint, getting caught between the humeral head and glenoid socket, and cause pain and catching. The labrum is also the area for attachment of several of the tendons and ligaments of the shoulder. The ligaments that attach to the labrum help with maintaining the stability of the shoulder. (You may want to review the document on shoulder instability as well.)
Causes
Most labral tears are probably the result of an injury to the shoulder, such as falling on an outstretched hand. Labral tears are commonly seen in shoulders that are unstable. There is reason to believe that the excess motion of the humerus moving around on the glenoid may cause damage to the labrum over time. An unstable shoulder may also cause injury to the labrum, if it repeatedly dislocates out of the glenoid.
Symptoms
The main symptom caused by a labral tear is usually a sharp catching type sensation in the shoulder with certain movements. This may be followed by a vague aching for several hours. This catching feeling may occur only with certain movements of the shoulder and the shoulder is otherwise painless.
Diagnosis
The diagnosis of a labral tear may be suggested by the history and the physical examination. There are several specific movements that may reproduce the symptoms. With the arm overhead, there may be pain, and the catching sensation may be felt as the arm is raised. If the arm is raised in front of the body, with the palm of the hand facing upward, pain may be felt when your physician tries to push down on the arm.
The tear is sometimes visible on the MRI scan, or in a CAT scan with special dye injected in the shoulder. An MRI scan is a special radiological test where magnetic waves are used to create pictures that look like slices of the shoulder. The MRI scan shows more than the bones of the shoulder. It can show the tendons and ligaments as well. A CAT scan is an older test that uses computer enhanced X-rays to show slices of the shoulder as well. Because the CAT scan uses Xrays, the soft tissues do not show up. The special dye is necessary to show the outline of the labrum, and if there is a tear the dye may leak into the tear and show up on the CAT scan. These two tests are not real accurate in detecting this problem.
The diagnosis of a labral tear can be extremely difficult and the diagnosis may finally rely on looking into the shoulder with the arthroscope. The arthroscope is a small TV camera that can be inserted into the shoulder joint and pictures can be viewed by the surgeon on a TV as he moves the camera around inside the shoulder joint. This allows the surgeon to look directly at the labrum and see if it is torn.
Treatment
Since there is some evidence that the symptoms of a labral tear may be made worse by instability, a rehabilitation program to strengthen the rotator cuff muscles may be started. A physical therapist will help instruct you in the exercises. Anti-inflammatory medications, such as aspirin or ibuprofen, may help the pain. If the problem persists, you may need to have surgery to confirm the diagnosis and attempt to treat the problem.
Surgical treatment for this condition is still evolving. The arthroscope can be used to treat the torn labrum is most cases. If the tear is small and is primarily getting caught as you move the shoulder, simply removing the loose part of the labrum may help your symptoms.
If the tear is larger, the shoulder may also have a problem with instability, meaning that the shoulder is too loose. If this is the case, the labral tear may need to be repaired instead of simply removed. There are several new techniques that allow the surgeon to place small staples into the labrum through the arthroscope, and attach the labrum to the bone of the shoulder socket (glenoid). If the tear is too large to repair through the arthroscope, an incision may have to be made in the front of the shoulder to repair the torn labrum. | <urn:uuid:1090cade-bee8-4b81-bd23-34f4f19b26ed> | CC-MAIN-2020-40 | https://www.back-pain-online.com/wp-content/uploads/2020/07/293.pdf | 2020-09-20T11:14:50+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00069.warc.gz | 775,754,420 | 1,081 | eng_Latn | eng_Latn | 0.999346 | eng_Latn | 0.999368 | [
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"The Children's Museum Stands on Community Shoulders" by Marlene B. Brown, July 25, 2009
A comment by Ben Stein in the NY Times read: "We are more than our investments. We are what we do for charity and our community". Which raises the question, how do children's museums survive in a difficult economy? When updating Future Visions, museums look at ways to earn the trust of the community who gives of their time, talents, funds- developing relationships to form collaborative opportunities.
It means conducting visitor surveys, readjusting hours open, asking for letters of appreciation, and support from elected officials. It means being proud of histories. Organized in October of 1963 by the Junior League, and permanently chartered by the Board of Regents of New York State, The Children's Museum of History, Science & Technology boosts 4 floors of interactive exhibits which provide an enjoyable educational experience for kids from 1 to 101 to learn, experience, create. Constructed at the turn of the century, the five story brick building's Romanesque Revival exterior remains imposing, and the charm of the period remains inside with its decoratively paneled central oak staircase, fourteen foot high ceiling sheathed in fancy pressed tin, and loft windows. As we renovate, we keep the historic look.
It means being unique in how museum's serve diverse communities. What do we offer? 1st Floor: life size Wooden Train, Interactive Robot, Exploration Station; Playspace, Restrooms with Changing Tables, Eating area; 2nd Floor: PlayDance Floor, Iroquois Longhouse, Interactive Dinorama & Fossil Center, Interactive History Diorama; 3rd Floor: Touchscreen exhibits, Living Science Center; Lionel & Thomas Train Centers, Weather Station, Int'l Halls of Fame: BRCK; 4th Floor: Lunar Lander, Mars Rover, Columbia Shuttle, Hot Wheels Hall, Interactive Science / Space Scale /Flight Timeline exhibits, a real Airplane to take a ride in.
It means continuing to improve their building aesthetics. What have we done? In 2002 we opened the fourth floor and were adopted by NASA and the Office of Science. In 2003, we installed new Heating/Air Conditioning and became headquarters for the Int'l Halls of Fame. In 2004, we installed a new oak front door and entranceway. In 2005, we installed new energy-efficient windows. In 2006 we started our commemorative brick sidewalk. In 2007 our building was declared a NYS & Federal historic building.
Why is this important? Cathy Jimenez, NYS Office of Parks, Recreation, and Historic Preservation, said "the museum is a great example of adaptive reuse of a building, balancing historic preservation with economic development." Constructed in the 1890's, our five story brick building's Romanesque Revival exterior remains imposing, the period's charm inside features a decoratively paneled central oak staircase, fourteen foot high ceilings sheathed in fancy pressed tin, and loft windows.
It means continuing to add new exhibits. In 2008, we installed new energy efficient lighting and new roof signs. In 2009, we installed an LED interactive Play Dance Floor and two TouchScreen history exhibits, and an interactive Lionel Train Table. In 2010-2011, we plan to finish our Surround Sound Theatre, add bathrooms on the 3 rd floor, install an LEED green roof, build an eco-system, and a 5 th floor planetarium.
It means being as affordable as possible. Our admission fees are comparable with other local family offerings, even though we currently receive no outside operations funding, as the original founders never expected their vision to grow as it has! Our group rates and membership offerings are a worthy best bang for the buck. Year-round we offer different activities commensurate with that season of the year. Planning is already underway for our November Holiday Gala/Festival of Trees extravaganza.
Thus the importance of our Children's Museum, and all children's museums, building on the shoulders of those who've gone before, inviting others to join as they move into the future. As a valuable Community Treasure, we will keep providing excellent resources of value to the tourism efforts and the quality of life for the residents of the Mohawk Valley, Central NYS and beyond. That means not just surviving, but thriving, even in difficult times. Come be a part of it. You will be proud of your investment in our children.
– Marlene B. Brown, Children's Museum Executive Director www.museum4kids.net
- The Board of Directors: Michael Pilawa, John Stephenson, Matt Chmielewski, John Nogas, Dr. Joanne Palumbo-Mozloom, Ed Waszkiewicz, Brad Zacek. CPA – Vincent Gilroy Jr. | <urn:uuid:36f9fdee-6dc5-4ccb-9cb8-148451ab3208> | CC-MAIN-2017-43 | http://museum4kids.net/CM-articles/7-09CM-article_revL.pdf | 2017-10-24T09:27:29Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00077.warc.gz | 235,798,041 | 997 | eng_Latn | eng_Latn | 0.994284 | eng_Latn | 0.994284 | [
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Campesinos Hacia El Progreso, a cooperative in the Dominican Republic, will join them. This will give students the opportunity to compare Mesoamerican and Caribbean dialects of Spanish.
PROGRAM HIGHLIGHTS
* Understand the steps of making coffee from cultivation to cup
* Learn about the roots of cooperativism in Latin America
* Visit an old-style Finca, (El Sendero el mas Bellaco), to understand traditional modes of Panamanian agriculture
* Natural phenomena: hiking through rainforests, visiting a waterfall, optional tubing down Rio Mulaba
* Visit to Guabal, an Indigenous community in the Ngabe-Bugle Comarca (equivalent to an Indigenous reserve)
* Learn about small-scale organic rice and sugar production
* Optional trip to climb Cerro Tuté, a local mountain landmark
* Free day in Panama City to explore Casco Viejo (the old colonial city) or the Panama Canal, or whatever catches your interest!
________________________________________
Register through PAWS or for more information call 306-966-8900
SPANISH
SPAN OFFERINGS AT ST. THOMAS MORE COLLEGE
SPAN 114.3 — 1/2(3L-1T)
Elementary Spanish I
Introduction to the study of the Spanish language, both oral and written, vocabulary building, essential structures, and basic grammar. The course also provides insight into Hispanic culture through a variety of activities such as readings, music, and videos. Formerly: SPAN 115.
Note: Students who have completed Spanish 20 (Grade 11 Spanish) or have completed Spanish 30 (Grade 12 Spanish), may not take this course for credit. Students who have some background in Spanish or who have taken any other courses in Spanish and native speakers of Spanish are not allowed to register in this course. Students with credit for SPAN 115 may not take this course for credit.
________________________________________
SPAN 117.3 — 1/2(3L-1T)
Elementary Spanish II
A Spanish language course that builds on skills acquired in SPAN 114, completing the study of basic Spanish grammar, with emphasis on oral and written communication. The course aims to develop an appreciation of Hispanic culture.
Formerly: SPAN 115.
Prerequisite(s): SPAN 114.
Note: Students who have completed Spanish 30 may not take this course for credit. Students who have taken high school Spanish courses or any other Spanish courses and native speakers of Spanish are not allowed to register in this course. Students with credit for SPAN 115 may not take this course for credit.
________________________________________
SPAN 250.3 — 1/2(3L)
Historical Trends of the Spanish Language
Have you ever wondered where Spanish came from? What is the relationship between Spanish and other Romance languages? Why are some Spanish words similar to their French, Italian and Portuguese counterparts while others are completely different? Why does the Spanish accent vary so greatly across geographic boundaries? This course answers those questions by examining the evolution of Spanish from its Latinate origins to the contemporary language we speak today. Special attention will be paid to the watershed political and historical events and social movements in Spain from the XIII century onwards, so as to illustrate how such factors are mirrored in the phonological, morphological, syntactic and semantic constructions of modern Spanish.
Permission of the Department.
Prerequisite(s): Completion of 18 credit units of university courses
Note: SPAN 114 is recommended. This course is taught in English.
Register through PAWS
SPAN 251.3 — 1/2(3L)
The Spanish of Latin Americans
What is the difference between the Spanish spoken in Spain and the mother tongue of more than 193 million speakers in Latin and South America? Are the distinctions merely an accent change due to geography or are there other social factors at play? The Spanish of Latin Americans provides an overview of the linguistic variation found in Latin American Spanish. Core topics include the concept of language variation, the fundamental dissimilarities between Peninsular and American Spanish (including the use of usted, voseo, seseo and yeísmo), the indigenous and African contributions and social variation within the continent. Permission of the Department.
Prerequisite(s): Completion of 18 credit units of university courses.
Note: SPAN 114 is recommended. This course is taught in English.
________________________________________
PANAMA FIELD SCHOOL
Credit Course: SPAN 251.3 – The Spanish of Latin Americans
OVERVIEW
There is no better way to understand the Spanish of Latin Americans than by traveling to Latin America yourself! This St. Thomas More College study abroad offers students the unique opportunity to learn about Latin American Spanish by traveling to communities in and around la Cordillera de Talamanca, the interior mountain range in Panama.
We invite students to live with host families in Santa Fe, Veraguas, Panama, and learn about the unique revolutionary history of Cooperativa la Esperanza de los Campesinos, one of the largest non-capitalist cooperatives in Central America. Students will meet with some of the cooperative's founders, observe small-scale sustainable sugar, coffee, and rice production, and drink coffee that was grown and roasted within walking distance of the house in which they are staying.
Using an experiential learning model, this 3 credit unit course will help students understand the colonial history and contemporary reality of the Spanish language in Latin America. Rather than working in a classroom in Panama, students take the majority of this course's instruction in Saskatoon for 3 weeks with Dr. Allison Smith. Students then immerse themselves in the language and culture of interior Panama for 2 weeks, living with families in the town of Santa Fe. There, representatives of La Federacion de
Visit stmcollege.ca
or call 306-966-8900 for information | <urn:uuid:28aec4b5-f5a2-4ca2-96db-8fda17be54ba> | CC-MAIN-2020-40 | https://stmcollege.ca/documents/study-here/department-brochures/spanish-aug2020.pdf | 2020-09-20T10:31:08+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00069.warc.gz | 670,987,871 | 1,198 | eng_Latn | eng_Latn | 0.992976 | eng_Latn | 0.996602 | [
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Shakespeare and More Spelling Scheme
What does the scheme consist of?
There are 32 lists of words for children to learn. The words are taken from the 2014 National Curriculum. The lists get progressively more challenging, matching the content of the new NC. It is likely that the school will choose to use the lists flexibly, but the table below shows how the lists align to the demands of different year groups drawn from the 2014 National Curriculum.
The demands for spelling in the 2014 National Curriculum are challenging and it may take a number of years for children to 'catch up' with the programme. Across each year group, the word list contain a mixture of new words and words previously learnt. This should give children the opportunity to revise words they know already, ensuring children do not simply learn them for the test and then forget them.
How should it be used?
Children move through the lists, with a new list each half term or when they have mastered the spelling rules/sounds on the list.
Spelling, especially in KS1, is taught through a phonetic approach. Schools may wish to rearrange the order of word lists so they match the phonics scheme of work followed by the school. This moves to learning words organised by specific spelling rules. In addition, there are common exception words that do not fit with spelling patterns on each list. This means children would benefit from spelling being explicitly taught, as well as children taking lists home to learn. It should be noted that apart from the common exception words and statutory spelling words, children are learning the letter string, sound or spelling rule, not the specific word.
Teachers should give regular spelling tests (the number of words and frequency depends on the age of the children). Where spellings are built around a particular sound or letter string, children should be given one or two words that are not on the list but fit with the rule or sound to see if there are able to generalise. For example, when learning words with the -ay letter string (and they are given day, play, say, way, stay) the teacher might also test to see if can they also spell may and bay.
In addition to teaching the rule/sound, children will benefit from being taught the meanings of words and how they can be used, supporting the development of their vocabulary. Spelling should also be corrected in children's writing.
Where does the scheme start?
The scheme begins at the start of Y1. Before children can begin on the first sheet, they need to be familiar with:
* all letters of the alphabet and the sounds which they most commonly represent
* consonant digraphs and the sounds which they represent
* vowel digraphs which have been taught through the phonics scheme and the sounds which they represent
* words with adjacent consonants
* the process of segmenting words into sounds before choosing graphemes to represent the sounds
Where does the scheme end?
If children work at the rate of one wordlist per half term they should finish the scheme at the end of term 1 of Y6. This would give two terms to return to any areas of that still need development. | <urn:uuid:152984fd-f35e-4ee5-ae5b-c802f55e91d9> | CC-MAIN-2020-40 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/266792/user/zSvHAV2UQj?response-content-disposition=attachment%3Bfilename=Shakespeare_and_More_Spelling_Overview.pdf&AWSAccessKeyId=AKIAXSFB2UMTNFUBN2F7&Expires=1600642253&Signature=AEXF%2BZgauAnIWM1IVBabFiL%2FBTQ%3D | 2020-09-20T10:50:54+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00069.warc.gz | 635,534,148 | 640 | eng_Latn | eng_Latn | 0.998586 | eng_Latn | 0.998607 | [
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The Greenfinch
The Greenfinch is a familiar bird seen in both rural and urban gardens. The male is a dull olive-green colour with a yellowish breast, grey cheeks and distinctive yellow wing flashes. Females are duller with less yellow and juveniles are paler and streakier. Females and juveniles are often confused with female House Sparrows. The Greenfinch is a gregarious species which tends to nest in loose flocks, especially in conifers. It is, however, often aggressive towards its own kind and other birds at feeding stations.
Once settled on a feeder, it will nibble away contentedly for ages. Having a thick bill, it can eat most types of seed and peanuts, but it favours black sunflower seeds and sunflower hearts.
Over the past few decades the Greenfinch has experienced a few peaks and troughs in its population. Research has shown that in the 1970's and 1980's the species declined but then dramatically increased during the 1990's. Unfortunately, it is now in decline again and this is mainly due to a parasitic disease called Trichomonosis.
It was in 2005 that people began reporting that Greenfinches were being found sick or dead. The disease is also found in other species such as pigeons, doves, House Sparrows and Chaffinches but Greenfinches seem particularly prone. The disease affects the upper digestive tract and causes lesions at the back of the throat. As they worsen, the throat becomes blocked and the bird is then unable to eat or drink, eventually dying of starvation or dehydration.
Symptoms of Trichomonosis: It is easy to recognise the symptoms, which incidentally are similar to salmonellosis, as the bird behaves in a lethargic manner and will sit in one spot for a long time. Its plumage is fluffed up and it has difficulty swallowing. The disease is spread through regurgitated food and saliva, possibly during the breeding season, when breeding birds pass food to each other or at feeding stations from infected birds. If you happen to find a dead Greenfinch, visit www.gardenwildlifehealth.org which explains how you can help in the research of disease in wild birds by sending a record plus the carcass to them for a post mortem. It should be noted that Trichomonosis does not affect humans or domestic animals.
Preventative measures: You should maintain a good standard of hygiene around feeding stations and bird baths, and if possible, rotate feeders to different parts of the garden. Feeders should be cleaned with a specially-designed commercial product or a weak solution of bleach, then thoroughly rinsed and left to dry before re-using. If you find many birds are affected, you may have to stop putting food out for two to four weeks. The birds will move on and hopefully disperse thus avoiding crowded feeders. If you follow this advice, you will have done all you can to keep Greenfinches and other garden birds healthy.
Jean Parrott
Jean is a voluntary Ambassador for the British Trust for Ornithology's (BTO) Garden BirdWatch scheme in Nottinghamshire. If you enjoy watching birds and other wildlife which visit your garden, Garden BirdWatch may be perfect for you. If you would like a free information pack about the scheme, contact Jean at email@example.com or visit www.bto.org/gbw | <urn:uuid:52d16ab7-7122-4208-89de-39d7a0dc5438> | CC-MAIN-2020-40 | https://www.bto.org/sites/default/files/jan_greenfinch.pdf | 2020-09-20T11:47:36+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00069.warc.gz | 798,309,798 | 702 | eng_Latn | eng_Latn | 0.997251 | eng_Latn | 0.998428 | [
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Mathematics Grade 4 Summary
In Grade 4, instructional time should focus on four critical areas: (1) developing understanding and fluency with multi‐digit multiplication including familiarity with patterns, factors and multiples, and developing understanding of dividing to find quotients involving multi‐digit dividends; (2) developing an understanding of fraction/ decimal equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry; and (4) solving problems involving length, weight, liquid, mass, volume, time, area, and perimeter.
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Algebraic Concepts
- Represent verbal statements of multiplicative comparisons as multiplication equations (e.g. 42 = 6 × 7 means that 42 is 6 times as many as 7).
- Multiply or divide to solve word problems involving multiplicative comparison (e.g. Diego has 3 times as many marbles as Stacy. Stacy has 17 marbles. How many marbles does Diego have?).
- Solve multi‐step word problems posed with whole numbers using the four operations.
- Identify the missing symbol that makes a number sentence true.
- Find all factor pairs for a whole number in the interval 1 through 100.
- Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself (e.g. given the rule "add 5" and the starting number 1, generate terms and observe that the ones digit will always be 1 or 6).
- Determine the missing element in a function table.
- Determine the rule for a function table.
Geometry
- Draw and identify points, lines, line segments, rays, angles, perpendicular lines, and parallel lines.
- Classify two‐dimensional figures based on the presence or absence of parallel lines, perpendicular lines, or angles of a specified size.
- Recognize and draw lines of symmetry in two‐dimensional figures.
Measurement, Data, and Probability
- Know relative sizes of measurement units within one system and express measurements in a larger unit in terms of a smaller unit.
- Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.
- Apply the area and perimeter formulas for rectangles.
- Identify time as the amount of minutes before or after the hour.
- Make a line plot to display a data set of measurements in fractions of a unit and use these line plots to solve problems.
- Translate information from one type of display to another.
- Measure angles with a protractor and use angle measures to solve addition and subtraction problems.
Diagnos stic Category Sk kills List
Number rs and Operatio ons
- Conv form (8,07 seven vert between nu (8 × 1,000 + 7 × 70), and word fo nty). umbers in expan × 10), standard f orm (eight thous nded form sand,
- Use p numb 604,0 place value to co bers. For examp 000 < 630,000. ompare whole ple,
- Use p the n 100,0 place value to ro nearest 10, 100, 000. ound numbers t 1,000, 10,000, to or
- Quick whol 1,000 kly and accurate e numbers up t 0,000. ely add or subtr o a sum of act
- Mult a 1‐d 9,870 neces iply and divide a igit number, su 0÷ 4. Use rema ssary. a 4‐digit numbe ch as 9,870 × 4 inders when er by or
- Mult 2‐dig iply a 2‐digit nu git number, such mber by anothe h as 32 × 51. er
- Findequivalent fract tions.
- Comp nume Add t deno pare fractions w erators and diff two fractions w ominators 10 an with different erent denomina ith respective d 100. ators.
- Use d deno decimal notatio ominators 10 or n for fractions w 100. with
- Comp place pare two decim e using the symb als to the hund bols >, =, <. redths
Materials&
Resources
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Schools
Student
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Standards
Instruction
Assessment
Curriculum
Framework
Additional M can be foun Materials and R nd at: esources http: ://www.pdesas s.org/
or https: ://pa.drcedirect t.com/
July 2014
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The M descr that s demo mathe that s grade Diagn descr expec Diagn Classr Math includ may e provid diagn mathe addre incorp mathe integr Mathematics sum ibes the perform students in grade onstrate. The stan ematical practice students should d es in their study o nostic Category Sk iptions of skills th cted to demonstr nostic Category w room Diagnostic T ematics. While th de every possible encounter within de a representati ostic category. A ematics instructio ess these as discre porate them with ematical practice rated curriculum. mmary for grade 4 ance in mathema 4 are expected t ndards for e describe practic develop across of mathematics. T kills List provides hat students can rate within each while taking the Tools for his list does not skill that student the CDT, it does ive sample for ea dditionally, on should not ete skills but rath h the standards fo e as a part of an . 4 atics to ces The be ts ch her or | <urn:uuid:db33e609-95f5-4bbc-acd7-9c71d11d5a93> | CC-MAIN-2020-40 | https://static.pdesas.org/content/documents/CDT_DiagnosticCategorySkillsList_Mathematics_G4.pdf | 2020-09-20T11:05:06+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00070.warc.gz | 652,298,130 | 1,919 | eng_Latn | eng_Latn | 0.955881 | eng_Latn | 0.982734 | [
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Did Young People Already Expect a Pandemic? Surprising Insights from IEA Data
New analysis by IEA has given a fascinating insight into the proportion of young people who thought that an infectious disease, like COVID-19, was a threat to humanity, and how students in some parts of the world were far more concerned than others. These new findings come from the latest round of the International Civic and Citizenship Study (ICCS 2016), the only international study dedicated to assessing civic and citizenship education.
Commenting on the discovery, IEA Executive Director, Dr Dirk Hastedt said,
"As with all IEA studies, ICCS doesn't just measure student's knowledge, it also collects data about attitudes and engagement, including student views on what they see as the main threats to humanity.
"When we asked the 13/14 year old students in 2016, whether they thought that infectious disease was a threat to the world's future, almost 60% of students said that they thought it was "to a large extent", with an additional 26% saying that they thought it was "to a moderate extent". Surprisingly, the study shows that students were more concerned about infectious disease than about climate change.
"What I find particularly fascinating are the differences between regions, with an average of 67% expressing a fear of infectious disease across Latin American countries, versus just 39% in Nordic counties. Other researchers may well be interested in exploring any links between these findings, and attitudes towards health and healthcare in different parts of the world; this is of great importance at a time when the world grapples to find a global response to the coronavirus crisis.
"A unique quality of ICCS is that it highlights the importance of civic and citizenship education; a cross-curricular subject that sometimes gets forgotten about. Between the 2009 and 2016 cycles we saw an increase in young people reporting that they took part in activities to help their communities. I hope that when we see the ICCS 2022 cycle results, this trend has continued, boosted by people, young and old, pulling together during this crisis. "
ENDS
Notes to Editors
59% of students viewed Infectious Diseases as a threat to the world's future. (Standard error = 0.2) 55% of students viewed Climate Change as a threat the world's future. (Standard error = 0.2)
ICCS 2016 Countries
Belgium (Flemish), Bulgaria, Chile, Chinese Taipei, Colombia, Croatia, Denmark, Dominican Republic, Estonia, Finland, Germany (North Rhine-Westphalia), Hong Kong SAR, Italy, Republic of Korea, Latvia, Lithuania, Malta, Mexico, Netherlands, Norway, Peru, Russian Federation, Slovenia, and Sweden.
More information about trend results between ICCS 2009 and 2016 can be found in the ICCS 2016 International Report here.
For further information, or to arrange interviews, please contact:
Tel. +31 (0) 20 625 36 25 | Fax +31 (0) 20 420 7136 | www.iea.nl IEA Amsterdam | Keizersgracht 311 | 1016 EE Amsterdam | The Netherlands
2 | <urn:uuid:083c755a-e056-44b4-8fa6-defbd15a7cee> | CC-MAIN-2020-40 | https://www.iea.nl/sites/default/files/2020-05/IEA%20press%20release%20ICCS%20Expecting%20a%20Pandemic.pdf | 2020-09-20T12:09:26+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00069.warc.gz | 923,575,269 | 660 | eng_Latn | eng_Latn | 0.49923 | eng_Latn | 0.996741 | [
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Hunter Radiation Laboratory 6
Yale University renovated the 6th floor of the Hunter Radiation Laboratory in alignment with the U.S. Green Building Council's leed (Leadership in Energy and Environmental Design) rating system at the Gold certification level for Commercial Interiors.
energy efficiency
According to the Environmental Information Administration, buildings consume about 40% of the energy and 72% of the electricity produced in the United States. The Hunter 6 renovation utilizes energy-conserving technologies that also lower the annual operating cost. Occupancy sensors in o∞ces, equipment rooms, and lavatories provide automatic o≠-switching when these areas are not occupied. During unoccupied hours, temperature set points are expanded to reduce energy consumption. A heat recovery system recaptures energy from the main exhaust system and uses it to preheat or pre-cool the outdoor supply air seasonally. Ventilation fans have variable frequency drives that allow fan motors to reduce speed in response to lower airflow requirements, thereby reducing energy loads.
indoor environmental quality
On average, Americans spend 90% of their time indoors. Pollutant levels inside can exceed outdoor levels by two to five times. In this renovation, ventilation rates, temperature and lighting control, and ample views to the outdoors were carefully designed to promote occupant well-being. Carbon dioxide sensors ensure that fresh air is supplied when CO2 concentration levels are high. Finishes, such as interior paints, sealants, and adhesives, as well as the o∞ce system furniture, have low volatile organic compound
62.47% of the wood used in the project was certified by the Forest Stewardship Council
97.6% of construction debris was diverted from landfills
13.16% of materials and products installed in the project were manufactured from recycled materials
20.3% of construction material came from within 500 miles of the project site, reducing pollution from delivery fuel and lowering overall transportation costs
36.3% reduction in annual potable water use is anticipated
(VOC) content to reduce toxicity and noxious odors. Post-construction, new air filters were installed to ensure a dust-free environment during occupancy. In addition, the laboratory was air-tested to ensure that VOC, particulate, and carbon monoxide levels were well below acceptable thresholds.
materials
Reducing energy consumption and demand for natural resources, saving disposal space and costs, and lowering pollution risks are all benefits of waste reduction. This project diverted a large portion of its construction waste from landfills through a rigorous recycling program. To reduce the environmental impact created from the processing and distribution of virgin materials, care was taken to specify locally manufactured materials with high recycled content. Such materials include steel, concrete, and FSC-certified wood used for the laboratory casework. In addition, the furniture in the o∞ces is GREENGUARD-certified and has met the low-emitting products test requirements. Built-in recycling centers throughout the laboratory encourage recycling of daily waste materials such as plastics, metal, o∞ce paper, equipment, and corrugated cardboard.
water efficiency
In the United States, more than 340 billion gallons of fresh water are withdrawn daily from rivers, reservoirs, and streams to support industrial, commercial, residential, and agricultural needs. After use, this water is discharged back into these water bodies. In an e≠ort to conserve water, ultra-low-flow lavatories and urinals and dual-flush toilets were used in this renovation. With these water-saving measures, a 36.3% annual reduction in potable water use is anticipated. There is also an anticipated 22.1% annual reduction in process-related water use as a result of the installation of water-saving fixtures at laboratory and janitor sinks.
transportation
Yale University strives to reduce automobile use by providing alternative solutions such as easy access to public transportation and car/van-pooling throughout the campus. The Hunter Radiation Laboratory is regularly serviced by both the Yale Shuttle and CT Transit bus lines, which also connect the facility to New Haven's Union Station for those who commute by train. In addition, its central location is within walking distance of many local amenities. Yale's parking policy incentivizes carpooling, with discounted rates for two-person carpools and free parking for carpools of more than three persons. To further discourage individual automobile use, no new parking spaces were added for this project.
innovation in design
Design innovations in the Hunter 6 renovation include the use of low-flow laboratory sink faucets and the installation of an educational display showcasing the project's sustainable features. In addition, the project achieved innovative levels of construction waste reuse and recycling, with more than 97% of construction waste diverted from landfills.
Y
Architect
JCJ Architecture
Total floor area
8,800 sq ft
Opening date
December 2009 | <urn:uuid:6bf13e55-e5c8-4fec-831d-93d8c53c99cc> | CC-MAIN-2017-43 | http://sustainability.yale.edu/sites/default/files/hunter.pdf | 2017-10-24T09:19:32Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00077.warc.gz | 332,199,398 | 986 | eng_Latn | eng_Latn | 0.996048 | eng_Latn | 0.996352 | [
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CASE STUDY
Condominiums
Residential Buildings
High-Rise Condo Avoids High Energy Costs
As energy costs increase, proper precautions must be taken to ensure that residential buildings maintain low costs while still providing adequate cooling for their residents. As one of the tallest residential buildings west of the Mississippi River, it was a tall task to provide comfortable indoor air without being wasteful. It was vital for the team of Austin, TX engineers to be on the cutting edge of technology when designing this monumental building. An effective way to provide outside air to the building is the use of Dedicated Outside Air Systems (DOAS).
THE PROBLEM
By separating outside air units from the recirculating air units, dehumidification is achieved in a better, more efficient way. Moreover, by raising the temperature of the supply air to the equal that of the space, neutral air is obtained and overcooling the space is avoided, resulting in better indoor air quality (IAQ). Heat Pipe Technology's Dehumidification Heat Pipe Systems help these DOAS units turn supply air into neutral air without the high costs typically associated with achieving neutral air.
THE SOLUTION
Dehumidification Heat Pipe Systems
Heat Pipe Technology's wrap-around Dehumidification Heat Pipes (DHPs) utilize the phase change of the working fluid to precool the outside air before entering the cooling coil and reheat the air after the cooling coil. This method has no moving parts and requires no maintenance. DHPs also reduce the load on the cooling coil and provide adequate reheat to meet neutral air requirements without the high cost typically associated with this approach.
THE RESULTS
Four large dedicated outside air systems were designed to provide the building's outside air requirements. Heat Pipe Technology's DHPs allow these units to supply air at 70°F at peak load conditions. This air is introduced to the common areas so that the zones with high moisture loads would not receive any excess cooling. This method also allowed the separate air handling units in each corridor to provide adequate moisture removal to the rest of the building, yielding higher efficiency, lower relative humidity, and decreased costs. The precool effect lowered the design cooling load by 28 tons and the reheat effect reduced the hot water reheat by over 400,000 BTUh!
Total annual savings for all four systems is estimated at over $120,000, resulting in a quick ROI for the installation.
For more information, visit www.heatpipe.com | <urn:uuid:8e28b154-d851-4b3c-ade0-36fc272d4cc4> | CC-MAIN-2017-43 | http://heatpipe.com/case-summaries/Cases/CS-RESIDENTIAL.pdf | 2017-10-24T09:17:37Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00078.warc.gz | 148,046,338 | 531 | eng_Latn | eng_Latn | 0.998222 | eng_Latn | 0.998222 | [
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http://www.dawn.net/wps/wcm/connect/Dawn%20Content%20Library/dawn/news/pakistan/si ndh/calamitous+decline+of+birds+at+keenjhar
Calamitous decline of birds at Keenjhar Lake
By M. Iqbal Khwaja Saturday, 24 Jan, 2009
THATTA: The number of birds in and around Keenjhar Lake has dropped to a mere 1,750 from 50,000-150,000 in 1970, according to a recent survey. Authorities point to unabated hunting as the major cause of the decline.
According to surveys conducted by the WWF, there were 13,000 birds residing in the area during the winter of 2007. In January 2008, the figure dropped to 7,000, in November and December the figure declined further to 4,000 and 2,200 birds, respectively and the latest figure of January 2009 was 1,750, said the survey.
The survey stated that unabated hunting, particularly through hanging nets and shooting, loss of habitat, loss of feeding grounds, an increase in the water level, unrestricted boat traffic and unsustainable fishing practices were behind the problem.
'If not addressed immediately, the situation will lead us to a point when we will be searching for catching a glimpse of beautiful birds in the area but will not find any,' said the programme coordinator of the Indus for All Programme, Nasir Ali Panhwar.
Dr Ghulam Akbar, Regional Director of WWF said the KeenjharLake was an important breeding, wintering and staging area for a wide variety of terrestrial and migratory birds.
Around 65 species of waterfowl besides many other species, including night heron, cotton teal, pheasant tailed jacana, purple moor hen and some passerines were found on the lake, he said.
The lake which once used to be famous for birds had lost this status. The cotton teal had disappeared in recent years and had not been seen on the lake for a few years while the population of many other birds was on fast decline for the past many years due to a number of reasons, he said.
'Gone are the days when there used to be hundreds of thousands of birds in the lake during winter,' said Jehangir Durrani who is working in the area with Indus for All Programme as natural resource management officer.
He emphasised that the situation could be improved with collective efforts by concerned government departments and non-governmental organisations.
Keenjhar Lake, situated at a distance of 113km from Karachi and about 20km to the north and north-east of Thatta, is a freshwater lake, spread over 145 square km.
The lake was formed by the union of two lakes, Sonehri and Keenjhar, through construction of an embankment on their eastern side in 1950.
The lake, a wetland area of great ecological, biological and economic significance, was declared a Wildlife Sanctuary in 1977 under the Sindh Wildlife Protection Ordinance 1972 and designated as Ramsar site in 1976. | <urn:uuid:4bae29b8-bfd7-4451-820c-97df2f9ddb2f> | CC-MAIN-2017-43 | http://foreverindus.org/pdf/newsnevents/inpress/dawn240108.pdf | 2017-10-24T09:59:12Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00078.warc.gz | 121,462,770 | 660 | eng_Latn | eng_Latn | 0.998034 | eng_Latn | 0.998034 | [
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What the Auto Industry means to Greater Toronto
Direct jobs: 35,600
Every day in 2015 GTA autoworkers:
* Built 2,301 vehicles
* Produced $71 million worth of products
* Paid $1.9 million in income, payroll, sales and property tax
The Industry
* The Greater Toronto metropolitan area (GTA) is home to four auto assembly plants, more than 250 auto parts facilities and the country's largest concentration of auto jobs.
* Vehicles assembled in the GTA:
- Fiat Chrysler: Chrysler 300, Dodge Challenger and Dodge Charger
- Ford: Edge, Flex, Lincoln MKX and Lincoln MKT
- Honda: Civic and CR-V
* 839,863 vehicles were built in the GTA in 2015 (or 2,301 per day).
* The industry produced vehicles and parts worth $26 billion in 2015, (or $71 million per day).
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Jobs and the Economy
* The auto industry directly employs 35,600 people in the GTA, more than any other region in the country.
* Autoworkers' paycheques contributed $2.2 billion to the GTA economy in 2015 (or $6 million per day).
* The major original equipment manufacturing operations in the region are estimated to stimulate 71,300 additional jobs throughout the economy.
Supporting Our Community
* In 2015, GTA autoworkers contributed $540 million in income, payroll and sales taxes (or $1.5 million per day) – money that supports services that we all depend upon, such as health care, education and social services.
* Most autoworkers own their own homes, and GTA autoworker households supported $141 million in municipal taxes in 2015 (or $385,000 per day) helping to pay for local services.
* Autoworkers' fundraising efforts also directly support community organizations such as the United Way, women's shelters and food banks.
and facebook.com/AutoTalks16
SOURCES:
Vehicle Production: Ward's Automotive, Reference Center.
Engine and Transmission Production: Company sources.
Employment: Statistics Canada, Labour Force Survey, custom data for selected Census Metropolitan Areas; Unifor estimates for St. Catharines-Niagara, as well as Ingersoll and Woodstock; Statistics Canada, Survey of Employment, Payrolls and Hours, CANSIM table 281-0023.
Production Value: Statistics Canada, Monthly Survey of Manufacturing, CANSIM table 304-0014.
Spin-off Employment: Hill, Kim, Debra Maranger Menk, Joshua Cregger and Michael Shultz. (2015). Contribution of the Automotive Industry to the Economies of all Fifty States and the United States. Ann Arbor: Center for Automotive Research.
Earnings: Statistics Canada, Survey of Employment, Payrolls and Hours, CANSIM table 281-0026.
.
Exports: Statistics Canada, Industry Canada, Strategis Trade Data Online
Income Tax: Unifor calculations, average personal income tax at selected income levels: Canadian Tax Foundation. The Finances of the Nation. Selected years.
Sales Tax: Unifor calculations: Statistics Canada, Census of Population; Statistics Canada, Survey of Household Spending, CANSIM table 203-0021; Statistics Canada, Government finance statistics, statement of government operations and balance sheet, CANSIM table 385-0032.
Payroll Tax: Employee contributions to the Canada Pension Plan and Employment Insurance, 2015 rates.
Property Tax: The Fraser Institute, Canadian Tax Simulator, 2015.
Follow the talks:
twitter.com/AutoTalks16
and facebook.com/AutoTalks16 | <urn:uuid:a5ed31c3-956e-4c81-a8d6-9e29820ec40c> | CC-MAIN-2017-43 | http://www.unifor.org/sites/default/files/attachments/977-auto_in_the_gta_0.pdf | 2017-10-24T09:26:38Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00081.warc.gz | 590,599,773 | 771 | eng_Latn | eng_Latn | 0.842583 | eng_Latn | 0.959778 | [
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2) I can explain what a numerator is
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Steps to Success:
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2
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2) I can explain what a numerator is 4) I can order mixed fractions
Numerators
How many parts do we have?
2) I can explain what a numerator is 4) I can order mixed fractions
Numerators and Denominators
7
2) I can explain what a numerator is
4) I can order mixed fractions
Numerators and Denominators
2) I can explain what a numerator is 4) I can order mixed fractions
Mixed Fractions
A mixed fraction is when we have a whole number and a fraction.
2) I can explain what a numerator is 4) I can order mixed fractions
Mixed Fractions
A mixed fraction is when we have a whole number and a fraction.
2) I can explain what a numerator is 4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
4
7
2
2) I can explain what a numerator is 4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
2) I can explain what a numerator is 4) I can order mixed fractions
Ordering Fractions With your partner, put these fractions in order.
2) I can explain what a numerator is 4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
2) I can explain what a numerator is
4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
16
3
2) I can explain what a numerator is
4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
16
3
2) I can explain what a numerator is
4) I can order mixed fractions
Ordering Fractions
1
2
1
2) I can explain what a numerator is
4) I can order mixed fractions
5/1/09: To put fractions in order
Steps to Success:
1) I can explain what a denominator is 3) I can order proper fractions
2) I can explain what a numerator is
4) I can order mixed fractions
7
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South Central Elementary Parent Post
December 2, 2016
812-969-2973
http:// sces.shcsc.k12.in.us
This institution is an equal opportunity provider.
Calendar at a Glance
December 6—6:00 pm 5th/6th Grade Boys Basketball game @ New Middletown Elementary
SPELL BOWL
December 6—7:30 pm SHCSC meeting of the Board of School Trustees @ Corydon Elementary School
December 8—7:30 pm 5th/6th Grade Boys Basketball game @ Corydon Intermediate School
December 10 Shoppers Extravaganza Cookies with Santa Christmas Concert Cookie Reception
The SCES Spell Bowl team competed at Bradie Shrum Elementary in Salem. They practiced hard through the month of November and were excited to compete. The team placed 3rd in their division. Way to go! Team members this year were Kayla Russel Carroll, Trinity Howard, Rebecca Seewer, John Davis, Jaydon Layer, Kenzie Hutt, and Radia Coffman. Thanks to Trinity Howard for keeping score for the team. Special thanks to Coach Tostaine and sponsor, Mrs. Yates for her help!
THE DICTIONARY PROJECT
December 13—7:30 pm 5th/6th Grade Boys Basketball game @ Heth Washington Elementary School
Special thanks to The Harrison County Community Foundation for providing third grade students with a new dictionary through The Dictionary Project. The Dictionary Project is designed to aid third grade teachers in their goal to see all their students leave at the end of the school year as good writers, active readers, and creative thinkers. The dictionary is for the children to keep, so they can use it throughout their school careers. While your child is in this very important development stage, we hope you will encourage them to "look it up" in the dictionary when they need to know how to spell, how to pronounce, or what a word means.
January 18—5:30 PM PTO meeting in Cafeteria. Students of parents that attend the meeting are invited to a Pajama Party in the Library for a story and craft.
SHOPPERS EXTRAVAGANZA/COOKIES WITH SANTA/CHRISTMAS CONCERT/COOKIE RECEPTION SATURDAY, DECEMBER 10, 2016
Shoppers Extravaganza
10:00-2:30
Chili Luncheon
10:00-2:30
Cookies with Santa Christmas Concert & Reception
3:00
For more information, please contact Raneigh Kincaid, Chairperson, at 812-969-2973 or firstname.lastname@example.org.
CHRISTMAS BASKETS
As the holiday season approaches, volunteers at the South Harrison Community Center will be collecting toiletries for Christmas Baskets for people in need in our community. SCES would like to join in this effort. Grade levels have been assigned an item to donate. We will be collecting donations through Thursday, December 8. Any donation will be greatly appreciated.
Preschool
Combs/Brushes
Kindergarten
Toothbrushes
Grade 1 Grade 2
Deodorant
Soap
Grade 3
Toothpaste
Grade 4
Shampoo Toilet Paper
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Close the Loophole, Invest in Local Communities
Right here in California, millionaires, billionaires, and big corporations pocket over $9 billion dollars every year through a commercial property tax loophole — money that should be going to education, health care and all the other community services. With the world's 6th largest economy, California's big corporations make more money than ever. California can no longer afford this loophole. Big corporations and the wealthy can afford to pay their fair share.
THE SOLUTION
Make It Fair closes the $9 billion commercial property tax loophole by assessing under-valued commercial properties at their actual value. This creates a level playing field among businesses and ends the unfair advantage given to big corporations. Make It Fair guarantees Prop 13 remains in effect with no changes for homeowners, residential renters and farmers. This is only about changing the commercial property tax loophole.
Closing the loophole allows California to invest in schools, health clinics, trauma care and emergency rooms, parks, libraries and public safety.
OUR PROPOSAL
Make It Fair is a constitutional amendment to reform commercial property taxes, while guaranteeing existing protections for residential property and agricultural land.
Make It Fair will close the millionaire, billionaire, and big corporation tax loophole by requiring all commercial and industrial properties to be assessed at fair market value, putting California on par with how the vast majority of the country assesses these properties. California's commercial property taxes will still be among the lowest in the country because of Proposition 13's limits on property tax rates, which Make It Fair does not change.
Make It Fair will restore over $9 billion a year for services that all Californians rely on. Roughly half of the new revenues, $3.6 billion, will support schools and community colleges. The remainder will be shared by counties, cities and special districts to support community services, including health clinics, trauma care and emergency rooms, parks, libraries and public safety.
Make It Fair mandates full transparency and accountability for all revenue restored to California from closing the commercial property tax loophole.
Make It Fair also benefits small businesses in three ways: it exempts owner operated small businesses from reassessment until they are sold, it levels the playing field so small businesses can compete more fairly with big corporations, and it reduces their taxes by eliminating the property tax on fixtures and equipment (the business personal property tax) for all small businesses.
Make It Fair is a common-sense reform – it puts California on par with how the vast majority of states treat commercial property by assessing them at fair market value. Make It Fair only affects undervalued commercial properties, creating a level playing field for those businesses that already pay their fair share. And California's commercial property taxes will still be among the lowest in the country because of Proposition 13's cap on tax rates, which Make It Fair does not change.
MakeItFair_FactSheet_8.5x11_r17.indd 1
8/30/17 10:53 AM
THE SUPPORTERS
Make It Fair is supported by a broad and growing coalition of tens of thousands of Californians along with over 250 organizations, including:
TAKE ACTION NOW: Text MakeItFair to 97779 to get involved
makeitfairca.com https://www.facebook.com/MakeItFairCA/
https://twitter.com/makeitfair_ca
MakeItFair_FactSheet_8.5x11_r17.indd 2
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WELLNESS POLICY
POLICY INTENT/RATIONALE
Acushnet Public Schools promotes healthy schools by supporting wellness, good nutrition, and regular physical activity as part of the total learning environment where children learn and participate in positive dietary and lifestyle practices.
Schools contribute to the basic health status of children by facilitating learning through the support and promotion of good nutrition and physical activity. Improved health optimizes student performance potential and ensures that no child is left behind.
GUIDELINES FOR FOODS AND BEVERAGES SERVED, OFFERED, OR SOLD
The school lunch program will continue to follow the USDA requirements for Federal School Meals Programs. In addition, all competitive foods and beverages sold or provided in the public schools shall comply with the Massachusetts School Nutrition Standards for Competitive Foods and Beverages. Competitive foods are defined as foods and beverages provided in:
a) school cafeterias offered as a la carte items;
b) school buildings, including classrooms and hallways;
c) school stores;
d) school snack bars;
e) vending machines
f) concession stands
g) booster sales;
h) fundraising activities;
i) school-sponsored or school-related events; and
j) any other location on school property.
The regulations apply to foods and beverages sold or provided to students at least 30 minutes before the beginning of the school day or until 30 minutes after the end of the school day.
The regulations do not apply to food or beverages sold or provided on school grounds up to 30 minutes before the beginning of the school day or 30 minutes after the end of the school day. In addition, the regulations do not apply to competitive foods or beverages sold or provided at booster sales, concession stands, and other school-sponsored or school-related fundraisers and events. However, the school committee encourages these standards to be followed during these time periods and activities. It is important to note that the approval of all fundraising and the sale of goods must comply with policies KHA Solicitations/Selling and Fundraising and KG Use of Facilities.
Only milk (8 oz.) and 100% juice (4 oz.) or water will be offered. Milk is offered for all lunches. 100% juice (4 oz.) or water may be offered for sale on an a la carte basis.
Soda and sports drinks shall not be sold to students during the instructional day. The consumption of soda and sports drinks by students is discouraged during the instructional day. Students are prohibited from consuming high caffeine energy drinks such as Red Bull, Amp, 5Hour Energy, etc.
JLB
Sales of candy will not be permitted on school grounds during the instructional day with the exception of approved fundraisers. Candy used in the classroom as a reward or incentive is prohibited.
Food will not be used as a teaching aide unless food is integral to the concept being taught.
Classroom celebrations and/or birthday parties shall be limited to once per month. If food is provided at these parties, then it must be pre-packaged with the nutrition label clearly evident for the health and safety of all students and staff, especially those with food allergies. Healthy food or non-food options are preferable.
For further information on the state nutritional standards, one should access the "Healthy Students, Healthy Schools" document at:
http://www.mass.gov/eohhs/docs/dph/mass-in-motion/school-nutrition-guide.pdf
CAFETERIA ENVIRONMENT
The cafeteria environment shall provide students with a relaxed, enjoyable climate. The cafeteria shall have adequate space to eat, clean, pleasant surroundings; adequate time to eat meals, and convenient access to hand washing or hand sanitizing facilities before meals.
Children will be encouraged to make healthy food choices during snack and lunchtime. Parents are encouraged to send foods that are healthy and nutritious. Children should not share their food or beverage with one another during meal or snack times.
STUDENT NUTRITION EDUCATION GOAL
The school district will provide to students health and wellness education aligned with the curriculum standards established by the Massachusetts Department of Elementary and Secondary Education.
The Wellness Committee will ensure this goal is met by mapping out the district health curriculum so it is aligned to the curriculum standards.
STUDENT & PARENT NUTRITION PROMOTION & EDUCATION GOAL
Nutrition education will promote nutrition through the provision of at least four informational newsletters or postings to the District website.
STAFF NUTRITION & PHYSICAL ACTIVITY EDUCATION
Nutrition and physical activity education opportunities may be provided to all school staff. These educational opportunities may include, but are not limited to, the distribution of educational and informational materials, the scheduling of presentations and workshops that focus on nutritional value and healthy lifestyles, health assessments, fitness activities, and other appropriate nutrition and physical activity-related topics.
STUDENT PHYSICAL ACTIVITY GOAL
The District's Wellness Committee will provide an opportunity for each student to engage in physical activity for at least one hour per week at the middle school and, on average, 30 minutes per day for elementary school students.
STUDENT PHYSICAL ACTIVITY
Acushnet Public Schools shall provide physical activity and physical education opportunities aligned with the Massachusetts Education Framework that provides students with the knowledge and skill to lead a physically active lifestyle.
Acushnet Public Schools shall utilize the following Implementation Strategies:
1. Physical education classes and physical activity opportunities will be available for all students.
2. As recommended by the National Association of Sport and Physical Education (NASPE), school leaders of physical activity and physical education shall guide students through a process that will enable them to achieve and maintain a high level of personal fitness through the following:
- Expose youngsters to a wide variety of physical activities
- Teach physical skills to help maintain a lifetime of health and fitness
- Encourage appropriate intensity of activity and individual goal setting so students can monitor their progress
- Focus feedback on effort and improvement
3. Students will engage in recess or short physical breaks as scheduled or as agreed to by school administration.
ESTABLISH AND MAINTAIN A DISTRICT-WIDE WELLNESS COMMITTEE
The Wellness Committee shall develop guidance to explicate this policy, monitor the implementation of this policy, evaluate policy progress, serve as a resource to school sites, and offer revisions to the policy as necessary. In accordance with the Reauthorization Act of 2004 and the Healthy, Hunger-Free Kids Act of 2010, this policy shall be reviewed annually by the Wellness Committee. By the end of each school year, the Wellness Committee will provide an evaluation report to the Superintendent describing the implementation of this policy. The report will include, but is not limited to:
*A review of membership participation over the past school year
*An evaluation of the progress made in reaching the annual goals (which are included in this document)
*Specific actions taken for improving nutrition and wellness over the past school year
*Successes and challenges of implementing the policy
*Recommendations for revisions to this policy
*Goals and objectives for the subsequent school year
*Available statistics about the health and wellness status of students (such information may include results of BMI screening data, food consumption patterns or lunch program participation, the amount of time and the quality of the opportunities provided for physical activity, status of school health and behavioral health services and health education programs, etc.)
The Superintendent and/or Wellness Committee shall present the findings in the report to the School Committee and the general public. Per 105 CMR 215.100 this report, along with minutes of meetings (including the names of the attendees), shall be provided to the Department of Public Health or Department of Elementary and Secondary Education upon request.
Responsibilities of the Wellness Committee may include, but are not limited to, oversight of the implementation of district nutrition and physical activity standards, integration of nutrition and physical activity in the overall curriculum, assurance that staff professional development includes nutrition and physical activity issues, assurance that students receive nutrition education and engage in vigorous physical activity, pursuance of contracts with outside vendors that encourage healthful eating and reduction of school / district dependence on profits from foods of minimal nutritional value, and consistent healthful choices among all school venues that involve the sale of food.
The Wellness Committee will meet no less than quarterly to keep abreast of changing events. The Wellness Committee shall consist of at least one of the following: Food Service Director, Business Manager, assistant principal/principal, physical education or health teacher, guidance counselor, school nurse, parent, School Committee member.
LEGAL REFS: 105 CMR 215 and 105 CMR 225
Section 204 of the Healthy, Hunger-Free Kids Act of 2010 Child Nutrition and Special Supplemental Nutrition Program for Women, Infants, and Children Reauthorization Act of 2004
CROSS REFS: KG Use of Facilities; KHA Solicitations/Selling and Fundraising
RESOURCES
USDA:
www.fns.usda.gov/fns/nutrition.htm
MASS Action for Healthy Kids:
www.actionforhealthykids.org/
MA Education Framework:
www.doe.ma.edu/frameworks/health/1999
NASPE:
www.aahperd.org/naspe
Fuel Up to Play 60:
www.fueluptoplay60.com
Adopted:
6/6/06
Revised:
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9-12 On Stage Questions * Girls draw their questions form a bowl at their last X on stage.
1. What is your favorite thing to do with your family
2. What is your favorite movie and why
3.
4. Who is your favorite Disney character of all time
5. If you could make up a new princess for Disney World, what would her name be
6. What's your favorite thing about school
7. What's your favorite subject and why
8. Who has been your favorite teacher so far, and why
9. What's your favorite sport and why
10.Who is your best friend and what makes them special
11.What is your favorite song and why
12.If you could go anywhere in the whole world where would you go
13.What is the best gift you ever received
14.If you could be anyone in the world who would you want to be
15.What is something nice you have done for someone else lately
16.What is your favorite food or meal
17.What is your favorite restaurant
18.If you could be any animal which would you choose and why
19.If you could have a magic power what would it be
20.If you were a superhero , which one would you want to be
21.What do you like most about pageants
22.What is your favorite book and why
23.What do you want for Christmas this year
24.If you could have any magic power, what would it be
25.What makes your best friend – your best friend ?
26.What do you love most about your state?
27.If you met someone who didn't know anything about America, what would you tell them
28.If you were to invent a desert, name 3 ingredients it would have
29.What do you want to be when you grow up
30.What can you do to be a positive role model to girls younger than you
31.Why is community service or volunteering important to you
32.What is an embarrassing moment that has happened to you
33.If you wrote a book about your life , what would it be called
34.Who is someone you look up to and why 35.If you could invent something to make school easier , what would it be 36.If you could be your principal for a day, what is the first thing you would do -why did you enter this pageant ? -what are the five most important things to you? -what's your favorite thing or place about your home state? -which Disney princess would you be and why? -what do you want to be when you grow up? -if you could meet anyone who would it be and why? -who is a celebrity that's a good role for young girls today? -why do you want this title? -what would be the first thing you'd do if you won this title? -what did you do to prepare for this pageant ? -what's the strangest food you ever ate? -what's the craziest/funniest thing you've ever done ? -if you could be an animal, what would it be? -what's your favorite slang word? | <urn:uuid:814e9f91-892c-4e18-a741-6c287975fe31> | CC-MAIN-2017-43 | http://nebula.wsimg.com/f62793e8258cb50f5edca3b138f215a2?AccessKeyId=2A763EE8FF15C6710FBB&disposition=0&alloworigin=1 | 2017-10-24T09:17:44Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00087.warc.gz | 237,615,828 | 640 | eng_Latn | eng_Latn | 0.984556 | eng_Latn | 0.988741 | [
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Illinois
Contraband camps took different forms in different places. For instance, while in Memphis camps were created, often from the ground up, along or in the Mississippi River, in South Carolina many camps existed on the same plantations where blacks had been slaves. Still other camps simply consisted of a number of blacks resident at Union encampments. Especially in the case of newly-built camps, the populations were ever-changing since fugitives arrived daily, men were recruited into service, and women were often sent to work on abandoned farms or plantations. Some of what is known about these makeshift communities comes from official record while important details have been provided through the writings of various people—often associated with religious groups or benevolent organizations--who visited them. The most remarkable of these first-hand accounts is provided by Quaker Levi Coffin, who transitioned from his work on the Underground Railroad directly to fundraising for the contraband. Two other witnesses to camp life were Michigan Quaker and Underground Railroad operative Laura Haviland and John Eaton, Jr. General Superintendent of Freedmen.
Cairo
One of the most well-known camps was located in Cairo, Illinois, in the southern-most part of the state. By June of 1861, the Union controlled this important area located at the confluence of the Ohio and Mississippi rivers. One contraband camp existed at Fort Defiance, also a Union base under Grant's command. 1 Some contraband who found themselves at Cairo had been for a time living in Ohio, taken there, with Grant's approval, by the Chaplain of the 7 th Illinois. According to Coffin, some blacks were taken to and nearly abandoned in Cincinnati. 2 Some, but possibly not all, of these fugitives were sent (back) to Cairo by order of the Secretary of War (reversing Grant's approval). In Cairo, contraband were under the superintendence of J.B. Rogers, Chaplain of the 14 th Wisconsin Volunteers. When Eaton first toured the camp in the winter of 1862, he visited blacks housed in "the old barracks." Coffin described the contraband as destitute, having inadequate shelter and clothing, and suffering from various illnesses including small pox. Food was offered at a merely subsistence level. In spite of these horrible conditions, the contraband had organized religious services, which Coffin attended. A school also was opened, by a Mr. and Mrs. Job Hadley of Indiana, acquaintances of Coffin.
According to a member of the 35 th Ohio, stationed for a time at Cairo, the contraband camp was to be moved to Island No. 10 (Missouri). 3 Coffin confirmed this as he commented on his second visit, adding that at the new location, blacks were farming. According to General Superintendent of Contraband John Eaton, Jr. Cairo also became a refuge for poor whites. 4
1 This was separate from the Fort Defiance constructed at Clarksville, Tennessee.
2 Levi Coffin, Reminiscences, (http://books.google.com/books
3 Ichabody Frisbie to his wife, April 6, 1863. Ichabod Frisbie Papers, 1862-1865, Marbl Collection (http://marbl.library.emory.edu/findingaids/content.php?id=frisbie396_100191)
4 John Eaton, Jr., Grant, Lincoln, and the Freedmen, Reminiscences of the Civil War, Longman, Green, and Co., New York, 1907.
Mound City
Quaker Laura Haviland refers to a freedmen camp near the hospital at Mound City, a few miles up the Ohio River from Cairo. She wrote that freedmen there were encouraged to go to Island No. 10; however, they resisted, preferring to remain in the free state of Illinois. 5
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THE ART OF UNDERSTANDING
Active listening, or showing others that you understand them, is the most important step in the dance of communication. Generally, during an emotional moment, two people are desperately trying to get their points across to each other and neither is actually listening. Or one person is going on and the other is tuning him or her out. The way out of this dilemma is the listening paradox:
When you most want someone to hear you, it helps to listen first!
ACTIVE LISTENING TOOLS
True listening is a form of meditation in which you clear your mind of your own thoughts and put your attention entirely on another person. The following steps help build the concentration necessary for active listening:
* Make eye contact, nods of understanding, and listening noises: "Uh huh. . . . hmm. . . ." When you appear disinterested, people talk on and on, desperately trying to gain your attention. Focusing on the speaker shortens monologues by helping the speaker realize you are listening.
* Rephrase: "Are you saying . . . ?" It is better to restate in other words what has been said than to simply repeat. This helps clarify the other person's point. Ask questions if you don't fully understand what has been said: "What do you mean by . . . ?" Your paraphrases don't have to be 100% correct as long as you ask, "What percent of that did I understand?" Keep rephrasing until the other person feels completely understood. This is often signified by a nod.
* Label feelings: "Do you feel . . . ? You seem to feel. . . ." Until emotions are recognized, people tend to hang on to them. Once feelings are identified, people can let them go. Highly accurate responses can draw out tears. Releasing such emotions deepens the connection between two people and takes communication to an intimate level (especially when accompanied by a touch, pat, or hug). When people are mad, identify any hurt their anger may be masking. It is generally better to overstate distress than to minimize it.
* Validate feelings: "It makes sense that you feel . . . because. . . ." Validating the factors that contribute to a feeling requires curiosity. The more irrational an emotion seems, the more fascinating it is to discover the cause. When you understand the "emotional logic" behind a feeling, it starts to make sense: "I can see why you are disappointed in me, since you don't approve of women wearing short skirts." Feelings are not right or wrong, but are the result of helpful or harmful beliefs. Validating shows that you are not making judgments and helps others be less defensive or attacking.
It is far easier to make judgments and sneak in your own viewpoint than to listen. Examine the following comments carefully to find their hidden agenda: "You wanted to run away instead of trying"; "You think I can't ever change even though I'm listening now"; "You shouldn't feel so responsible."
The examples in the following table show that in an emotional moment either person can turn conflict into true communication:
Although these examples demonstrate the tremendous improvement that can take place in communication with active listening, they may bring up some concerns:
* Active listening sounds so artificial! This is true. Feeding back, labeling feelings, and validating are learned responses. Reassuring, explaining, and insulting come from animal instinct and do not have to be taught. They are generally the worst thing to do during an emotional moment.
* Am I supposed to start repeating everything I hear? You do not have to use active listening every time someone talks to you. Disagreeing and advising can make everyday banter fun and challenging. It is only during emotional moments, when you notice tension, that it is essential to switch gears and become an active listener.
* Will I ever get a chance to speak? When you carefully listen without inserting your views, other people become curious about where you stand. Surprisingly, you will remember your own issues even though you've just put them out of your mind. However, your concerns may diminish when you thoroughly understand others.
Trying to get your point across without thoroughly understanding other people is like venturing into enemy territory without first doing reconnaissance work. Your power comes from understanding others—not from being understood! | <urn:uuid:c77d42e1-03dc-4be4-aec3-61f67b65eb47> | CC-MAIN-2017-43 | http://www.achangeinthinking.com/PDF/artofunderstanding.pdf | 2017-10-24T09:21:53Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00085.warc.gz | 388,581,538 | 878 | eng_Latn | eng_Latn | 0.998193 | eng_Latn | 0.999088 | [
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PLACE ON SCHOOL/SCHOOL SYSTEM LETTERHEAD
(Date)
TO: The parents of children registered in the (School) or (School System)
On August 21, 2017 the moon will pass between the earth and the sun for the first coastto-coast total solar eclipse since 1918. Millions of Americans in 12 states will be able to watch this solar spectacle that will turn day into night for a couple of minutes. Tennessee is among the 12 states that have been declared to be a best place to experience this rare phenomenon.
The __(name of school/system)__ is planning now for its students participate in the event. Curriculum and lectures concerning the scientific relevance of the occurrence have been prepared and the students will be asked to participate in a safe viewing experience of the event. The __(school/system)__ has purchased (or will supply) ______________________________ to allow the students participate safely. Additionally, the curriculum has been designed to include instructions on methods of safe viewing of an eclipse complete with warnings regarding attempts to watch this event without protecting one's eyes.
The __(school/system)__ will exercise care and careful supervision for all students who participate in this event. However, to be sure that parents are well-informed regarding the activities, we ask that you sign the attached release. The release contains two provisions: (1) a general release for student participation; and (2) a release of liability covering the school system.
If you have questions concerning this correspondence, please do not hesitate to contact ______________________________.
Very truly yours,
RELEASE FOR PARTICIPATION IN SOLAR ECLIPSE ACTIVITIES
I/WE, as parent, guardian, or legal custodian of (name of student) __________________________ give permission for the above named student to participate in school activities related to viewing the solar eclipse on August 21, 2017.
I/We understand that the (school/system) will provide curriculum and instruction relative to the scientific relevance of a solar eclipse that includes safety warnings concerning proper methods of watching a solar eclipse. I/WE also understand that the (school/school system) will provide approved equipment or methods of watching the eclipse. I/WE further understand that the school system will provide proper supervision for the students who participate. Finally, I/We understand that there is risk associated with this activity if proper procedures for viewing a solar eclipse are not strictly followed.
Knowing the above, I/WE release (name of student) _______________________ to participate in the events activities associated with observing the solar eclipse on August 21, 2107 and agree that the (school/school system) will not be held liable for any injury that may occur as a result of event participation.
This release should be returned back to the school by (date).
____________________________________________
Parent Signature
____________________________________________
Parent Name Printed
____________________________________________
Date | <urn:uuid:cb0809a8-7b94-4d4f-bff2-a472a14d37c0> | CC-MAIN-2017-43 | http://www.tnrmt.com/forms/Letter_and_Release_Solar_Eclipse.pdf | 2017-10-24T09:12:57Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00085.warc.gz | 584,047,541 | 578 | eng_Latn | eng_Latn | 0.998883 | eng_Latn | 0.999172 | [
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Medicinal Use of Citrus 1
J.J. Ferguson and Timothy M. Spann 2
Introduction
The herbal and medicinal value of plants appears in all early records of human activity, from the Chinese 5000 years ago, to the herbalists, apothecaries, pharmacists, and physicians of all succeeding generations, to modern use of herbs, their extracts, and synthetic products to treat minor ailments and diseases today. It is not surprising that the taxonomic family to which citrus belongs, the Rutaceae, which includes approximately 160 genera and 1,700 species, has been used in herbal medicine.
Herbs are usually defined as garden plants used secondarily in cooking for flavoring, seasoning, and garnishes for food. Herbs and herbal products have also been used medicinally for curative, preventive, remedial, and therapeutic purposes, as foods and as dietary supplements. The distinctions between herbal use and medicinal use overlap and have become blurred and therefore have to be interpreted within context.
HS892
Ethnobotany Research
During the 1990s, university and corporate researchers from developed countries have been combing the world for herbal medicines and crops that could be a significant source of new pharmaceuticals. In some cases, they have been accused of pirating age-old herbal remedies from native cultures. Court cases have resulted and in some cases, patents have been revoked. From this renewed interest in herbal use of plants, the new academic discipline of ethnobotany has emerged. Ethnobotany can be generally defined as the study of how people of a particular culture and region make use of indigenous or native plants.
Using an ethnobotanical approach for her Master of Science thesis at the University of Florida, Alexandra Paul collected 1,100 medicinal uses of citrus and related species from ninety-one countries and cultural groups. Her theory was that citrus and related plants that appeared in many cultural groups were more likely to have biological activity and related uses than plants that appeared in fewer cultural groups. In other words, she used a statistical approach to demonstrate that different cultural groups used a number of citrus species for similar purposes
1. This document is HS892, one of a series of the Horticultural Sciences Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date October 2002 by James J. Ferguson. Reviewed April 2010 by Timothy M. Spann. Visit the EDIS Web Site at http://edis.ifas.ufl.edu.
2. J.J. Ferguson, professor emeritus, and Timothy M. Spann, assistant professor, Horticultural Sciences Department, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, 32611.
in different locations. She relied on observational reports as well as published biochemical, medical, and pharmacological research to establish and suggest that specific citrus species do, in fact, have specific medicinal uses. She also provided voluminous tables listing medicinal uses according to disease/use category, medicinal use, use location, and pharmacological/research summaries with supporting references.
She reported that the seven following disease categories had a statistically significant number of areas for reported uses: diseases of the blood and blood-forming organs; diseases of the musculoskeletal system and connective tissue; diseases of the respiratory system; diseases of the endocrine systems; nutritional, metabolic diseases and immunity disorders; infectious and parasitic diseases; injury and poisoning; symptoms, signs, and ill-defined conditions.
Recent research has focused on the biological activity of compounds found in citrus species, including compounds called flavanoids, carotenoids and limonoids, especially in terms of their effects on citrus palatability and anti-cancer activity.
Citrus flavonoids have potential antioxidant (prevents aging), anti-cancer, antiviral, anti-inflammatory activities, effects on capillarity, and cholesterol-lowering ability. The principal carotenoids in pink grapefruit are lycopene and beta-carotene. Lycopene-containing fruits and vegetables have been shown to contribute to a significant reduction in prostate and mammary cancer risk.
Recent studies have further shown that limonoids inhibit the development of cancer in laboratory animals and in human breast cancer cells as well as reducing cholesterol. Researchers have also suggested that, if ingested, limonoids may not be absorbed in the large intestine, and therefore could be distributed throughout the body, with beneficial effects. Since some limonoid compounds, called liminoid glycosides, are stable at high temperatures, new products incorporating these compounds could include juices, cosmetics, gums, breads, and cookies. Since mixed limonoid glucosides can be isolated in large quantities from citrus molasses, seeds, and other by-products from citrus processing plants, a supply of these compounds is readily available. Of possible interest to grapefruit growers, the concentration of these compounds varies with cultivar, harvest time, and plant tissue.
In citrus species, limonoids are produced in leaves and transported to fruit and seeds, with limonoid concentration highest in the earliest stages of growth of leaves and fruit and highest in seeds during fruit growth and maturation. In leaves and fruit, total limonoid content increases during growth and maturation and decreases after maturation. In contrast, limonoid concentration does not decrease in seeds after fruit maturity, indicating that seeds act as storage tissues for these compounds. Interestingly, grapefruit seeds have a higher limonoid concentration on a weight basis than orange and lemon seeds. Ironically, seedy white grapefruit cultivars like 'Duncan', that have been pushed out in favor of seedless pink and red grapefruit, may have greater medicinal value because of high limonoid glycosides in seeds than seedless pink and red cultivars.
Another interesting note is that concentrations of all three classes of compounds (flavonones, carotenoids, and limonoids) vary with the fruit of different grapefruit cultivar and harvest time, with pink and red cultivars generally having greater concentrations than white cultivars earlier in the season. In one report, the highest concentration of flavonoids was found in 'Thompson' grapefruit followed by 'Rio Red'. But the levels of other compounds like lycopene, a carotenoid, were highest in 'Rio Red' and 'Star Ruby' grapefruit during early harvest stages (August to October), declining in middle (November to January), and late season (February to June). However, carotene levels were higher at late season in both cultivars. If medicinal use of these compounds increases, grapefruit growers may manage some of their groves more to maximize production of these biologically active compounds rather than for boxes of mature fruit per acre.
This review was supported by the Florida Department of Citrus.
Selected References
Berhow, M.A., S. Hasegawa, and G.D. Manners (eds.). 2000. Citrus Limonoids: Functional Chemicals in Agriculture and Foods. American Chemical Society, Washington, D.C.
Paul, A. And P.A. Cox. 1995. An Ethnobotanical Survey of Uses for Citrus Aurantium (Rutaceae) in Haiti. Economic Botany 49:249-256.
Paul, A. 2000. The Medicinal Use of Citrus. M.S. Thesis. Botany Dept. Univ. Fla., Gainesville.
Waterman, P.G., and M.F. Grundon (eds.). 1983. Chemistry and Chemical Taxonomy of the Rutales. Academic Press, London. | <urn:uuid:fda0b634-1015-4b24-b2d6-5b98d2dc5d58> | CC-MAIN-2017-43 | http://ufdcimages.uflib.ufl.edu/IR/00/00/32/67/00001/CH19600.pdf | 2017-10-24T09:22:10Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00090.warc.gz | 350,226,350 | 1,563 | eng_Latn | eng_Latn | 0.701113 | eng_Latn | 0.991785 | [
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General Orchard Maintenance
SOIL TESTING
Taking a "Soil test" after harvest indicates the level of soil nutrients that may be available for the next cropping cycle. These levels can be enhanced through the addition of soil conditioners, fertilisers, trace elements and mulching.
Attention to nutrition prior to flowering is essential for all crops. Poor growth caused by lack of Phosphorus, Calcium and Boron during this period will lead to poor pollen quality, poor fruit set and small fruit.
Pollen quality is not often addressed. Earthlife contends that pH levels above 6.3 should be maintained to provide the optimum availability of nutrients required for good pollination. Soil pH between 5.0 – 5.5 induces the uptake of potentially toxic levels of Iron, Manganese and Aluminium for both tree and bees. Bees are affected by these toxins to the point where it may kill the hive. At these pH levels Calcium and Phosphorus uptake is also reduced further impairing pollination.
It is the ratios between nutrients in the soil that determines the status of availability of a particular nutrient to the plant. Certain elements have a positive influence on each other, this is called SYNERGISM. Other elements have a negative influence, this is called ANTAGONISM.
Not only does the effect of synergism and antagonism play an important role when interpreting soil analytical data, but even more important is this understanding when analysing tissue data (leaf testing). Earthlife' range of horticultural products have a proven record of reducing the effects of imbalances and toxicities in the soil.
Fruit quality is very dependant on the growers ability to manage nitrogen levels and other nutrient balances during fruit growth.
Foliar Sprays
It is important to determine whether any trace elements, particularly boron is required to enhance flower set. Previous fruit set, taking in to account weather conditions, leaf tests and soil levels are determining factors for this decision. Boron, calcium and phosphorus play major roles in determining the quality of flowering. This in turn provides the basis for fruit quality as the cell structure of fruit is determined at flowering.
Pruning
The pruning of trees is necessary from time to time to maintain the height of the tree to a manageable level and to allow traffic between the rows. The productivity of orchard can also be increased through selective pruning to allow light into the centre of the tree. Spraying Buddy over the internal branches at this time will encourage more sideways growth, resulting in more flowering points inside the tree and therefore more fruit set.
Disease Controls
Diseases such as Phytophthora is a constant threat to orchards. It is far more important to determine the correct timing for a particular remedy than which remedy should be employed. Stem injection and foliar treatments require the sap flow going towards the roots, while soil drenching requires the sap flow towards the leaf. One application of any treatment will rarely control Phytophthora.
Mulching
Most orchard trees will respond to the utilisation of mulch as this maintains a moist environment in which the roots will thrive. Their feeder roots are better insulated from the variances of temperature near the surface of the soil. It is important to maintain a reasonable depth of mulch over the root area
The use of Earthlife's minerals and Stubble Mate ensures additional nutrients from the mulch becomes plant available and is beneficial to the soil structure. Often, high organic matter levels in the soil can contribute to the acidification of the soil, as it is unable to break down to plant availability.
It should be noted that large amounts of carbon dioxide and nitrogen are utilised to convert organic matter to plant available humus. Therefore, it is most important to schedule mulch applications and it's breakdown to match specific stages of plant growth.
Organic matter is unable to convert to humus, where there is a lack of moisture, minerals, microbes and/or earthworms. The use of Stubble Mate at the correct stage of development of the crop ensures that the nitrogen production coincides with the plants requirements.
Irrigation
After harvest a thorough check and maintenance of all irrigation equipment including drippers, sprays, lines, filters and pumps should be carried out. Pressure testing of the pumps and comparing flow rates for each block will provide further information and allow better uniformity of irrigation to be undertaken through out the coming season.
Please contact Alex or Ian through our contact us page or phone 1800 819 003 to enable us assist you in your future endeavours. | <urn:uuid:f523eedf-cb91-4676-9e8b-f9a8203e404a> | CC-MAIN-2017-43 | http://earthlife.com.au/wp-content/uploads/2015/09/general-orchard-maintenance.pdf | 2017-10-24T09:12:35Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00093.warc.gz | 93,580,984 | 918 | eng_Latn | eng_Latn | 0.996678 | eng_Latn | 0.996596 | [
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Forum
: The United Nations Economic and Social Council
Issue:
Innovating infrastructure development and promoting sustainable industrialization
Student Officer:
Sam Groennou
Position:
President
Introduction
Infrastructure is the basis of the global economy, transport comes in contact every day with infrastructure. But also people travel on a daily basis to work on the roads or by train. And millions of people travel by plane every day. As long as infrastructure is not developing it can never offer what everyone needs, and that is why development is important for this particularly issue. The world of Industry is also changing, there is an increasing demand for products and many of the factories are bad for the environment. Sustainable industry can be the solution, in fact, it is good for the environment. But can sustainable industry handle the growing demand for products?
Definition of Key Terms
Infrastructure: Fundamental facilities and systems serving a area, including services and facilities necessary for its economy to function. Such as: roads, airports, railways, bridges, water supply, sewers but also Internet access.
Sustainable Industries: Industries in a sustainable way.
Innovation: application of better solutions that meet new requirements, unarticulated needs, or existing market needs.
Background Information
Infrastructure
Infrastructure is very important to the economy and development is needed but what is already done? And what is happening on this very moment? A few countries are already developing there infrastructure, mostly European Country's but also China and other Asian countries with a large industry are investing in there infrastructure. Other countries are not developing, mostly countries with a small industry. When a country does not develop its infrastructure it can seriously damage the economy and possible economic growth.
Sustainable Industrialization
The market is changing, people want more products for less money. These products are almost always made in Asian or African countries with a less developed economy. The products are made is factories with a lot of emission of co2, and that is bad for the environment. A solution for that problem is sustainable industry, but sustainable industry is expensive. And is it possible to change the industry into sustainable industry when the market is changing? A few factories are already changing into sustainable factories and they already feel the difference. But more promotion is needed to really change the industry.
Key Issues
The cost is the biggest issue when one wants to solve the issue. Sustainable Industry is good for the environment but it is not good for a company, because it is more expensive than regular industry. The same problem is there with infrastructure. Innovation of infrastructure is a very expensive solution and it is only profitable on the long term, countries who are not very rich can't afford to innovate there infrastructure and need to have financial support of more developed countries.
Major Parties Involved
Countries with the worst developed infrastructure: Angola, Chad, Sierra Leone, Guinea, Haiti, Burkina Faso, Burundi, Lebanon, Libya and Myanmar.
China: China is the country with the biggest industry in the word.
Development Assistance Committee: Australia, Austria, Belgium, Canada, Czech Republic, Denmark, EU, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Luxembourg, The Netherlands, New Zealand, Norway, Poland, Portugal, Slovakia, Slovenia, South Korea, Spain, Sweden, Switzerland, UK, USA
Possible Solutions
The biggest problem with this issue is the cost and that there are no international deals to solve this issue. The only way to solve this issue is when all countries work together and also support each other on a financial level. Countries also need to think on the long term and maybe even make a fund to help LEDC's to find a solution.
Appendix
The map is showing the development of infrastructure in every country.
Bibliography
https://www.un.org/ecosoc/en/events/2017/2017-special-meeting-ecosoc-"innovationsinfrastructure-development-and-promoting, United Nations, ECOSOC
https://en.wikipedia.org/wiki/Infrastructure, Wikipedia, Infrastructure https://en.wikipedia.org/wiki/Innovation, Wikipedia, Innovation
http://www.globalgoals.org/global-goals/innovation-and-infrastructure/, The global goals https://ec.europa.eu/sustainable-development/goal9_en, EU, Goal 9
https://media.licdn.com/mpr/mpr/AAEAAQAAAAAAAAfHAAAAJGVmZmQyNzdhLThhMzktN DM5NC1iMjNiLWRjOTBhN2VlNDkwOQ.jpg, Worst developed infrastructure https://www.un.org/development/desa/en/news/ecosoc/infrastructure-developmentindustrialization.html, Key trends for infrastructure and industrialization | <urn:uuid:2f804f23-cfe1-43a0-aa9d-b360f805b63b> | CC-MAIN-2017-43 | http://bonamun.org/research/downloads/ECO1.pdf | 2017-10-24T09:16:40Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00092.warc.gz | 51,946,882 | 955 | eng_Latn | eng_Latn | 0.840281 | eng_Latn | 0.994074 | [
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THE INSTRUMENTS OF SRAZHALYS
The triangular-shaped instrument played by the members of Srazhalys is called a balalaika (literally means: 'plaything'.) The round-shaped instrument is called a domra. The predecessors to both of these instruments are believed to have been brought to Russia by the Mongols in the 12 th or 13 th Century. They were popular village instruments in Russia for centuries, especially used by skomorokhi. The skomorokhi were wandering minstrels of sorts who were prone to criticize the Tsar, the Church and Russian society. This lead to the instruments being banned at different times. Even when not banned they were generally scorned by the Russian upper class as instruments of the peasant class until the late 1800's when a nobleman named Vassily Andreyev brought the instruments to popularity with concert-goers and the Court. The instruments can now by heard in classical orchestras as well as in folk ensembles.
The domra and balalaika used by Srazhalys are stamped Leningrad (now called St. Petersburg.) The instruments made a heroic trip from Russia to the U.S. by ship in 2002.
The Pilot House
Bar & Restaurant
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Berens Jewelers
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FREE Ring Refinishing
All work done in store
209 East 2 nd Street, Hastings
651-437-8982 firstname.lastname@example.org
A VERY HARD JOURNEY
(by Terry 'Turlough' Kennedy-Lares)
Triall Ro-Crua is about music, culture, tradition, friendship, spirituality and good fun. They bring modern notions in a creative manner into traditional Celtic music, and then return the favor by applying traditional sounds to standard rock, blues and country tunes. They believe that friendship is a big part of playing together, and it shows with their on-stage banter, and the ease with which they pick up on each other's improvisations. The fact that they are so laid back on stage is an indication of how comfortable they are with each other.
"Playing Traditional music together is a very spiritual experience for us. First, there is the transcendence of the whole act of creation. Every time we play a song it is new. It is being recreated. When you sing one of these songs it is like telling an old story to a new person. When we are in the midst of this process it takes us out of ourselves, and we are not the same. We also find it amazing how pertinent these songs and tunes, that were written many years ago, are to who we are today. They tell us a lot about who we are as people."
Prescott Insurance Agency, Inc.
Char Magee, C.I.C.
119 North Broad St., Prescott
715-262-3216 Metro: 651-437-8765
www.prescottinsurance.com
Spiral Pizza $1 Off
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5 th & Vermillion St., Hastings 651-437-5300 (This Coupon Not Valid With Any Other Offer)
Spiral Pizza
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(This Coupon Not Valid With Any Other Offer)
5 | <urn:uuid:ae1287f4-1754-49ca-b583-36af20eefe8e> | CC-MAIN-2017-43 | http://walkingboxes.com/GazetteNo4pg4.pdf | 2017-10-24T09:27:33Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00091.warc.gz | 374,680,682 | 805 | eng_Latn | eng_Latn | 0.99719 | eng_Latn | 0.99719 | [
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SYLLABUS
Course title:
In the Carpathians years ago. Anthropology faces historical sources.
Type: workshop.
Credit hours (ETCS): 5.
Level: A course for 1 st year students, 1 semester.
Classes: Tuesday, 16.30-18.00.
Olga Linkiewicz, MA
email@example.com
+48 501369201
DESCRIPTION
Our workshop will focus on the problem of revealing the images of the past using two main types of sources: guidebooks and memoirs. We will concentrate on experiences of tourists and
travellers who were exploring mountains or visiting health resorts in the 19
th and the first half
th of the 20
century in the Eastern Carpathian Mountains. During the classes we are going to analyse and compare these two different kinds of materials. At the beginning students will
gain general knowledge which makes the content understandable.
COURSE REQUIREMENTS
Students are graded on the quality of work. Grades are based on class participation and short texts (ca 5 pp) or 15-20 min. speeches.
COURSE SCHEDULE
1.
Introduction to the course. The aim of the workshop.
2.
The modernisation processes during the 19
th century and the interwar period. Changes
in the lifestyle. New areas of interest (the sciences and the humanities). Seeing and describing folklore and local tradition as a result of these changes.
3. Ethnography about the Eastern Carpathians (Kolberg, Fisher, Szuchewicz, Kubijowicz, Celewicz, Gąsiorowski, Falkowski, Kaindl, Schnaider and others). Ethnographic fieldwork.
4. Ten Hutsuls with axes. "Discovering" the Eastern Carpathians in the 19 th century. Visiting health resorts. First attempts to ascend. Travelogues, diaries and other descriptions: mountains as a wild region. Reports and their content: the images of nature and people.
5. Being a tourist in that period: the style of life and spending free time. Organising tourism – infrastructure, clubs and associations (Polskie Towarzystwo Tatrzańskie, Ukraińskie Towarzystwo Krajoznawczo-Turystyczne „Płaj‟). Mountaineering patterns. Journals and periodicals (Pamiętnik Towarzystwa Tatrzańskiego, Wierchy, Kłos, Wędrowiec, Nasza Batkiwszczyna, Ukrainśkij Beskid). Museums and different events in the interwar period.
6. Going on organized tours. The Eastern Carpathians in guidebooks. Mieczysław Orłowicz and others. What is the tourist supposed to see?
7. What I remember: the Eastern Carpathians in memoirs. The processes of reconstructing past. Working with the text.
8. Mythologize about the past. The Eastern Carpathians as a part of Kresy myth. Its main features in different sources.
9. Other useful materials (photographs, postcards and letters, novels and stories).
10. More theory: the ways to interpret materials (anthropology and history).
Most of the texts will be divided into few groups / persons according to their interests.
Selected bibliography:
Chciuk A.
2002 Atlantyda. Opowieść o Wielkim Księstwie Bałaku, chap. Góry, nasze góry…, Warszawa.
Franko I.
1892 Krajoznawstwo galicyjskie, „Kurjer lwowski", nr 212-226.
Gąsiorowski H.
1933 Ludność tubylcza, „Wierchy", t.4.
1933-35 Przewodnik po Beskidach Wschodnich, Lwów-Warszawa.
Hankiewicz W.
1879
Wycieczka na Czarnohorę, „Pamiętnik Towarzystwa Tatrzańskiego", t.4.
Hoffbauer H.
1897-8 Przewodnik na Czarnohorę i do Wschodnich Beskidów, Kołomyja.
Hupka J.
1931 Z wycieczki do Żabiego, „Polska Wschodnia", nr 7.
Iwaszkiewiczówna H.
1935
Jeden długi i piękny dzień, „Tygodnik kobiety", nr 1-2.
Kolberg O.
1962 Pokucie, Kraków.
Krygowski W.
1938 W zapachu gór i wojny, „Wierchy", t.16.
1987 Góry mojego życia, Kraków.
Lenkiewicz A.
1925 Historyja jednej wycieczki, „Wierchy", t.6.
Ossendowski F.A.
1936
Huculszczyzna. Gorgany i Czarnohora, „Cuda Polski", Lwów.
Orłowicz M.
1919
Ilustrowany Przewodnik po Galicyi, Lwów.
1970
Moje wspomnienia turystyczne, Wrocław.
Pol W.
1851
Rzut oka na północne stoki Karpat i przyległe im krainy, Kraków.
Smarzewski T.
1899 Wycieczka do kraju Hucułów, „Pamiętnik Towarzystwa Tatrzańskiego, t.20.
Szuchewicz W.
1902-8 Huculszczyzna, Kraków.
Zawadzki W.
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Module
Psychological and social support
6
01
02
04
03
05
03.
of psychology
03.
Concept and aims
The beliefs about this discipline
04. The hierarchy of needs according to Abraham Maslow
06. The physiological needs: 06. The need for security: 06. He need for love and belonging. 06. Esteem need
08. Personality 08. The concept of personality 08. Personality and emergency situations
06
08
10
00
07
07. Need for selfrealization. 07. Professional ethics of
Humanities practitioners
09
09. The theories of personality
00. Click the page you want to view
Etymologically, «Psychology» means the science of the soul. Like all other scientific disciplines, continued advancing, developing and diversifying psychology. The progress of the discipline are based on research carried out in laboratory and in clinical practice knowledge. Studies and psychological attention in people who have suffered extreme situations, such as a natural disaster, for example, have allowed to develop a body of knowledge about behavior, reaction, and the resulting trauma.
The objective of this chapter is the development of a certain knowledge of the psychological processes of the victims exposed to an extreme situation, the perspective that will allow to better adapt to the needs of these persons.
We start defining what it is psychology, basic aspects of the human psyche, the personality, the biological causes of behavior to models of behavior of people who face extreme situations. It is based on the assumption that the behavior of the victims is not abnormal in itself, but is a natural response and logic to an unacceptable situation, our job is to first understand what living in a context that overcomes them to then propose the appropriate assistance.
1. Concept and aims of psychology
Psychology is the scientific study of behavior and experience that is how humans feel, think, know and learn to adapt to their environment.
1.1. The beliefs about this discipline
To better understand what is psychology let's dismantle errors and myths on the subject of this science.
* Think that a psychologist is a person able to read our minds, or able to hypnotize and manipulate to his will.
* Think that psychologists focus exclusively to mental health problems and that individuals who come to consult them are "mad".
* Think that it is possible to classify individuals from a superficial observation of their behavior.
* Associate "to have psychology" with having common sense.
Psychology is a science that studies the behaviour and mental processes in order to decrypt and explain all aspects of thought, feelings, perceptions, and human actions. As it is a science it uses a scientific method. Psychology is a part of the human or social sciences who studies:
* The behaviour of individual organisms that interact with their environment.
* The mental processes of individuals.
* The process of communication of the individual against society.
2. The hierarchy of needs according to Abraham Maslow
Abraham Harold Maslow is a famous American psychologist, considered the father of the humanist and best known approach to explanation of the motivation by the hierarchy of needs.
Maslow argued that human needs are prioritized on a priority basis. A need reveals a new need of superior character and therefore a new motivation (Figure 1).
Can be divided into two broad categories needs: the need to have and need to be.
The need to have reference to anything humans can acquire and hold for his own survival. The need to be depends on willingness to exist as a human being and recognized as such.
Requirements are divided into 5 phases:
6
Basic human Needs
Self Esteem
Love and Belonging
Safe and Security
Basic Physioloyical
Self Actualization
Figure 1. The pyramid of Maslow.
2.1. The physiological needs:
Physiological needs are those relating to the survival of the organism. Are classified in this category needs is maintaining the health of the body (breathing, feeding, hydration, elimination of waste, balance acid-base (pH), temperature, rest, avoidance of pain, sex, etc.).
2.2. The need for security:
As the physiological needs are met, the individual looking for security that is a way to protect its achievements, to stabilise its situation, shelter... as for example: security of employment, the House, the family, morality, etc.
2.3. He need for love and belonging.
The need for love and belonging motivates individuals to develop relationships with others, through friendship or simply the need to belong to a community. At this level, we find the band's boyfriend, marriage, family, associations, etc.
2.4. Esteem need
As what a person is integrated into a group she sought recognition of its individuality. What translates into trademarks of self-respect, confidence that he carries other, recognition of its own competencies, the display of its participation in the achievements of the group, the independence, the freedom to act, etc. which can be summed up by the attention, appreciation, recognition, fame, status. At this level may arise questions and/or problems related to a feeling of inferiority and self-esteem.
2.5. Need for self-realization.
Search instinctive to go beyond itself, to be even better and use its qualities to fight and defend just causes. Here are a few examples of characters who have attained self-realization: Gandhi, Einstein, William James, etc.
Quote: "If the only tool you have is a hammer, you tend to see every problem as a nail" A. Maslow
3. Professional ethics of Humanities practitioners
The study of human will not without raising ethical issues. Ethics is a matter of "limit". What can we allow to do or not in order to help the man? Humanities practitioners share values, rules and standards:
With regard to men
* Respect and promote the development of human, its dignity and its fundamental values.
* Respect the rights of the individual to privacy, confidentiality, self-determination and autonomy.
Opposite of themselves as practitioners
* Maintain a high level of jurisdiction in its field of activity.
* Recognize the limits of his field of expertise.
* Provide assistance in the areas in which they are qualified by training or experience.
* Stay aware of their responsibilities towards patients, the community and the society in which they live and work.
4. Personality
Personality is defined as the integration testing and individualized set of behaviours, emotions and cognitions, based on reactions to the environment modes that characterize every individual (Cottraux and Blackburn, 2005)
4.1. The concept of personality
Personality comes from the word 'person' that is derived from the Greek «prosopon»for the mask wore the actors to the theatre. Personality is the set of feelings, thoughts and behaviors that characterize a distinctive and lasting the normal functioning of an individual. Each personality is distinguished by a large number of traits of personality or character traits. This is our behavioral signature making to tell others: 'well you!'. As an example, we could appoint the hysterial tendencies, impulsiveness, or even ambivalence.
Temperament represents the set of innate traits that characterize a person psychologically and physiologically. It is based on more biological aspect of behaviour and involves biochemistry, endocrinology, and the underlying structure of the neurological functioning. It is de facto hereditary. It is a provision general mood and the sensitivity of a subject in his relationship with himself and the external environment. Hippocrates in his theory on the «humours» already attempted a classification of temperaments and distinguished four: the nervous, the bilious, the blood and the lymphatic.
Personality includes both genetic temperament and character which results from learning and events in life of each one.
4.2. Personality and emergency situations
In an emergency situation, which in general is particularly stressful, it recognizes some traits of personality that promote management situation. For example, a person who has a high score of emotional stability will be
6
more resistant to difficult situations, will be able to control intense negative feelings and will quickly find new motivations against failures.
4.3. The theories of personality
4.3.1. Classical psychoanalysis according to Freud
Most people think they know why they do things. In fact, according to Freud, the most important reasons for our behaviors are not available to our conscious thought.
The author compares the human mind to an iceberg, the visible tip as the conscious mind, waterline the preconscious and finally the part always invisible, submerged under water: the unconscious. The water line is variable, sometimes the preconscious is submerged, sometimes emerging. This is the information to which we do not believe, but which can be recalled at any time. The largest part of the iceberg
Preconsciente
(accesible)
Inconsciente
(inaccesible)
Consciente
Figure 2. Tip of the iceberg. | <urn:uuid:8feeb775-4700-4c9f-b6db-80a7070aa364> | CC-MAIN-2017-43 | http://ambulanceservices.co.uk/NAPAS%20Training%20Files/Trans-Ambulance%20Final%20training/Psycholigical%20&%20Social%20Support%20M06.1.ENGLISH.pdf | 2017-10-24T09:22:49Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00090.warc.gz | 17,461,469 | 1,838 | eng_Latn | eng_Latn | 0.986587 | eng_Latn | 0.997199 | [
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Three steps can put you on a path toward earning a college degree.
The best time to apply to college is the fall of your senior year. Think about the kind of degree you want to earn and the type of school you need to attend.
Apply Missouri
Many high schools host Apply Missouri events in September and October to provide time during the school day to submit applications to colleges you are interested in attending.
Things to bring:
* A USB drive with essays or personal statements you have written.
* A completed Student Admissions Application Worksheet.
* Credit card information to pay college application fees (or request a fee waiver from your school counselor).
For more information, including the Application Worksheet, visit dhe.mo.gov/ppc/students/applymissouriforstudents.php.
College costs can vary depending on the school you attend and the type of degree you are seeking. Many students receive financial aid to help fund their education.
Be sure to fill out the FAFSA — the Free Application for Federal Student Aid. The FAFSA is required for most federal, state and college financial aid, including grants, scholarships, work study and student loans.
Seeking out other scholarships and part-time job opportunities also can help with college costs.
FAFSA Frenzy
You can receive free help filling out the FAFSA at a FAFSA Frenzy event near you. Events are held at high schools, colleges and other locations in Missouri October through January.
Things to bring:
* Student and parent federal income tax forms and W-2 forms from the prior year (2015 information for the 2017–18 FAFSA). Students classified as independent do not need parent information (see StudentAid.gov/dependency).
* Social Security Number or alien registration number or permanent resident card.
* Current bank statements and investment records.
* FSAID — students and parents should get their FSAID at FSAID.ed.gov before attending a FAFSA Frenzy event.
For more information about filling out the FAFSA, visit dhe.mo.gov/ppc/fafsafrenzyforstudents.php.
STEP 3 Decide
Choosing a college that is the best fit for you will help you succeed in earning a degree. Once you have been admitted, you are ready to enroll in classes, finalize funding, and arrange for housing and transportation.
Be sure to meet all deadlines set by your college so you are ready to go when the semester begins.
Decision Day
High schools throughout Missouri host Decision Day events on or near May 1 to celebrate seniors' plans for higher education or military service.
If you have not applied to college by the end of your senior year, it is not too late. Talk with your high school counselor about opportunities that are still available.
For more information about finalizing your college decisions, visit dhe.mo.gov/ppc/students/decisiondayforstudents.php.
LEARN MORE
Find more information about planning and paying for college at dhe.mo.gov/ppc/studentsparents.php.
Follow #Journey2college on Twitter and Facebook (JourneytoCollege) for college planning and student financial aid information. dhe.mo.gov • email@example.com | <urn:uuid:f88b27e6-ad5d-471a-9700-d21865756de8> | CC-MAIN-2017-43 | https://dhe.mo.gov/documents/J2C3-stepB2C.leaflet2016-17_final.pdf | 2017-10-24T09:16:48Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00091.warc.gz | 690,628,095 | 651 | eng_Latn | eng_Latn | 0.996407 | eng_Latn | 0.996339 | [
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GREEN NATURALASER
Green NaturaLaser is a red cold-laser light laser with proprietary Human Blueprint TM Frequencies infused into the light by ZeroPoint TM Technology. These frequencies bring the body into balance and energetic homeostasis.
HOW ZEROPOINT TM TECHNOLOGY IN THE VIBRANZ GREEN NATURALASER WORKS
It has been discovered that the cells in the body vibrate at various frequencies depending on their state of health. Vibranz has identified specific frequencies that match the optimum state of health for each of the body's organs and systems. These are called Human Blueprint TM Frequencies. When a person holds the Green NaturaLaser on the area of discomfort, or on the meridians as instructed below, their organs and systems begin to resonate with the frequencies that are in the programmed in the laser through a process called Biophotonic Entrainment. This is similar to a tuning fork that will pick up the frequency (sound) of another tuning fork in its vicinity. When they are close to one another, they will both begin to resonate at the same frequency. When the organs and systems of the body are attuned with the frequencies that are in the Green NaturaLaser, the body returns to a balanced state. The body is able to protect and heal itself when it is in balance.
GREEN NATURALASER BENEFITS
* Reduce Discomfort
* Bring Body into Balance
* Infuse Blueprint Energy into Food & Drinks
HOW TO USE GREEN NATURALASER
* Point directly at an area of the body for three minutes to reduce discomfort and bring that area into balance.
* Point directly into drinks and food for approximately 30 seconds to energize.
* Point the light at the specified area for approximately one minute in each specified area to bring a specific system into balance.
Below is a chart of the most effective areas to point the Green NaturaLaser
Specifications:
* Wave Length: 532 nm +/-5nm
* Laser Power: maximum < 5 mW
* Meets Laser Class II & III
* Type: Diode 111b laser product
* EN 60825-1:2001
* 2 AAA batteries included, with Carrying Case and Storage Box
This information has not been evaluated by the FDA and is not intended to treat disease, support human life, or to prevent impairment of human health. This information is for frequency, self-education and research purposes only. Please seek professional help with health issues. The products are not sold for these purposes. They are only sold to assist in bringing the energy field and centers into a greater sense of balance and coherence and any resulting physical results are anecdotal at best. V09132017 Visual OO n •
GREEN NATURALASER
GREEN NATURALASER TESTIMONIALS
"I had a raised patch of red itchy skin on my left calf that bothered me off and on for some time. I applied the Red NaturaLaser and Frequency Disc to relieve the itching each time it occurred. Last July, I had the opportunity to try the Green NaturaLaser on the spot. I shined the green laser light for about 2 minutes on the area. The itch was immediately relieved, and the red raised surface disappeared a few minutes later. It's been a year now and the red patch and itch have not returned." — Lorraine E., ME
"About a week ago, I awoke about 3 am. My right ear was in great pain, including my right jaw & right throat area. I quickly used the Red and Green NaturaLasers in my ear, on my jaw, & throat areas, directly in and around the ear, throat, & into my mouth for about 10 minutes. In 1 hour I repeated same. By 6 am, all pain was gone, except for a slight pain in throat area and that was gone by the end of the day." — Reuben S., NC
"I have had good results with ear infections. I was at my son's house over Thanksgiving and one of the neighbor's boys had an ear infection which the Chiropractor said it was milk allergies so they took him off milk for several days. He was better but she wanted me to test him and his ear was still testing weak. I loaned her a Green Laser to use for the weekend. She shined it in his ear for one minute twice a day for 3 days and brought it back. When I retested the boy, his ear was really strong." — Marva, FL
"Yesterday I had a canker sore come up on my lower lip and my tooth was catching it. I have the Green NaturaLaser which I used on it for a minute and watched the canker sore go from an open sore to being closed over and the swelling must have gone down as my tooth didn't catch it after that." — Jan, OR
"I recently was splattered by hot oil from the frypan. In moments, my hand became bright red, swelling rapidly. The stinging started and I knew I was in trouble. I used the Red NaturaLaser for about 10 minutes, alternating with the Green NaturaLaser for about an hour. I slept with the 3.5" Frequency Disc through the night. The next morning there was no redness, no sting, and no swelling. I didn't use any other products! Proof for me!" — Robin G., FL
"On Wednesday, I was involved in a home painting project and received an injury to my right foreman as a result of a ladder being dropped on my forearm. I immediately grabbed the Red and Green Naturalasers and cared for myself for about 10 minutes. I could feel the pain leaving my arm and my field. I continued painting for several more hours that day. I did treat myself with the Red NaturaLaser and Green NaturaLaser later in the evening one more time for about 15 minutes. On Thursday, I have minimal bruising, no swelling, and minimal tenderness today. I have painted for several more hours today with no limitations or pain. Again, I am amazed with Vibranz technology!!! I am so grateful." — Aria J., MN
"I was shocked to see the swelling in my sister's ankle and foot after 12 years of poor circulation caused by a car accident. Even worse, the skin on her foot was grey and the toes were closer to black. All toenails had fungus. As I massaged Citrus Silk into her ankle and foot, I felt how her skin had hardened. I then used the green laser on her lower leg, foot and toes. After 5 to 10 minutes she said she thought she could feel something changing. My husband and I looked down to her foot and we were amazed what we saw right before our eyes. Her feet weren't normal, but they were pinkish rather than black. I was so happy to see there was something to bring life back to her foot." — Pam, MD
"One of my favorite Vibranz tools is the Green NaturaLaser. It has a very profound effect on the body; it addresses organs and body systems through the meridians or pressure points. Over the past 10 years doctors have tried to get me to take blood pressure medication-they keep calling my blood pressure borderline and much to their dismay, I've been refusing. Last May my Chiropractor suggested I start using the Green NaturaLaser on the 9 heart meridians on my left arm. My acupuncturist suggested that I add two large intestine meridians and 2 liver meridians. So I used the Green NaturaLaser on each of these points for 30 seconds each three times a day and that's all it took to see a positive change in my blood pressure within 10 days. In August I had my annual physical and my doctor called my blood pressure 'perfect'. The meridians are HT for heart (1-9); LI for large intestine (4); LR for liver (3). Just want to say "thank you" Vibranz for keeping me chemical free." — Ted, NJ
Testimonials are not intended to diagnose, treat, cure or prevent any disease. Vibranz is not responsible for any of these testimonies. They are not the opinion of Vibranz, but are individual customer's personal experiences and product use. Individual results may vary.
This information has not been evaluated by the FDA and is not intended to treat disease, support human life, or to prevent impairment of human health. This information is for frequency, self-education and research purposes only. Please seek professional help with health issues. The products are not sold for these purposes. They are only sold to assist in bringing the energy field and centers into a greater sense of balance and coherence and any resulting physical results are anecdotal at best.
Please contact your referring Independent Consultant of Vibranz for further product information.
Name Phone, email GetVibranz/consultant
VIBRANZ
INDEPENDENT CONSULTANT
3111 South Valley View Blvd.
Suite Y102, Las Vegas, NV 89102 | <urn:uuid:82e4636c-f114-443a-bce0-4fa0a06e0108> | CC-MAIN-2017-43 | https://getvibranz.com/docx/V-GreenNaturaLaser6_9-13-17FF.pdf | 2017-10-24T09:35:00Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00089.warc.gz | 720,498,531 | 1,917 | eng_Latn | eng_Latn | 0.99755 | eng_Latn | 0.998936 | [
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A local community response regarding Communities and Ecology.
Thunder Bay Christian Life Communities collectively do the following and have taken on a project of Community Gardening and the distribution of Spring Water to members.
Environment and Ecology
After prayer and reflection the answer to Part 1 of Thunder Bay communities are as follows:
1) Collect and compost
2) Recycle and pick up garbage on the street
3) Limit bathing water or hand wash water
4) Gather almost all amounts of paper for recycle
5) Wash clothes in cold water and ¼ load for smaller amounts
6) Cook in the evening to limit electricity
7) Keep dishwater all day to wash dishes throughout the day by just adding a bit of water
8) Buy recycled clothes
9) Garden fresh vegetables
10) Try to help keep environment natural to bring the bees in the yard.
11) Use detergents and cleaning agents that are environmentally friendly
12) Do not use pesticides in the garden, Use natural fertilizers such as fish and compost
13) Keep furnace at a set temp: lower if possible:
14) Try to limit air conditioning to the few hottest days of summer
15) Help with Community Garden for St. Anne's Church and preparation of vegetables.
16) Try to buy local produce.
17) Educate myself more on Monsanto and what he proposes to do with our food and alternating the original dna or gno of wheat etc.
18) Educate myself on how pervasive this is in the world.
19) Disposing needles, batteries, Freon properly as dictated by government.
20) Don't fly
22) Air dry my clothes
21) Small car
23) Stick to speed limit (most of time)
24) Take used electronics to dealer
25) Take unused medications back to drugstore(3)
26) Bring own bags for groceries and recycle the ones I do use (plastic)
27) We compost food and vegetable waste and use Australian red worms to help break it down
28) We grow vegetables and lawn without using pesticides or fertilizers except compost
29) We do not use antibacterial dish detergent or hand soap
30) We grow milk weed for monarch butterfly reproduction
31) We have signed petitions against the use of nicitinoids which kill bees
32) I do not purchase any cosmetics, soap, etc that contain the little plastic beads
33) I watch for any thing that contains parabens to avoid purchasing
34) We do not use bottled water
36) Thunder Bay on the whole has gone green and programs involved is included in this link
35) We purchase much food from bulk stores
Part 11
Overall everyone felt they would continue to do what they are doing but felt they could do more:
Our failures:
Not paying attention to excessive packaging .
Not trying to buy environmentally friendly materials in clothing, etc
Not speaking up to those in government to promote the formulation and passing of laws that promote respect and care for creation.
Project as Community: Thunder Bay CLC: Joshua Tree and Oramus : Fr. Larry Kroker S.J.
Community Garden: As a Thunder Bay Community we would like to collaborate with Kateri Church, Fr. Larry Kroker s.j. to help maintain a garden at St. Anne's Parish. Fruits of garden would go to Kateri Church to feed the people, for soups on Sun. and Mon. and for special prayer days where the Native Peoples gather.
Fr. Larry Kroker s.j. has also offered to bring spring water from a spring for anyone who would like some to help stop buying bottled water and to avoid all additives in our own drinking water.
Respectfully: Penny Fitzpatrick – Thunder Bay CLC | <urn:uuid:5941760d-7fa1-4c09-bedd-8a065ff59ab1> | CC-MAIN-2017-43 | http://christianlifecommunity.ca/media/17029/A-local-community-response-Environment-and-Ecology.pdf | 2017-10-24T09:14:19Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00093.warc.gz | 65,406,712 | 758 | eng_Latn | eng_Latn | 0.993204 | eng_Latn | 0.99321 | [
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Introducing the Bedford Flag
on April 19, 1775, by Nathaniel Page, cornet of the Bedford, Massachusetts Minutemen. The flag remained in the Page family for many years and now resides in the Bedford Free Public Library in its own climate controlled case for preservation.
The Bedford Flag is probably the oldest existing flag in the United States. It dates to the early 1700s. Legend has it that this flag was carried into the Battle of Concord at the beginning of the Revolutionary War
Bedford Flag: The Bedford Flag is a red piece of silk damask approximately 27" by 29". It's square shape indicates it was a cavalry flag. A mail covered arm protrudes from a cloud holding a sword, while a banner with the Latin words "Vince aut Morire" (Conquer or Die) furls down the other side. Three cannon balls float in the air by the arm.
Bedford Flag Legend: The Bedford Flag was allegedly carried into the first battle of the American Revolution at Concord on April 19, 1775 by minuteman Nathaniel Page of Bedford, Massachusetts. Page was the Bedford Minutemen's elected cornet. The cornet in colonial militia carried the flag for the unit. This was an important position. The cornet would stand next to the captain at all times so he could accurately convey the captain's messages to the troops.
shouting, "Up, Mr. Page, the regulars are out!"
Fitch. The Minutemen gathered around the fireplace in the tap room and Lydia Fitch served them cold cornmeal mush and hot buttered rum. The men then marched toward Concord, joining with 50 others on their way.
Nathaniel Page and the other 25 members of the Bedford Minutemen gathered at Fitch Tavern, a tavern still located in the center of the town, that was owned by Bedford Militia Sergeant Jeremiah
According to Cyrus Page, Nathaniel's grandson, who is also the primary source for the legend, when the Bedford Minutemen arrived in Concord they assisted others in removing the remaining military supplies from their storage place to greater safety. Nathaniel said he laid the flag down to help in moving the supplies. Page then took the flag and the company marched to the Olde North Bridge to engage the British Regulars.
Some historians discount the story because of the lack of corroborating accounts. There are, however, some facts that at least indicate that the story might be true.
Early on the morning of April 19, 1775, before the first shots were fired at Lexington, Captain John Parker sent out couriers to towns around the area to call their minutemen to arms. Benjamin Todd and Nathaniel Monroe went into Bedford as couriers. They knocked on the door of Nathaniel Page early that morning
Shortly before his death, Cyrus Page gave the Bedford Flag to the Bedford Free Public Library and asked them to keep it as a "relic of by-gone days" to be "kept for the inspection of the public at all proper times."
Today you can visit the Bedford Free Public Library and see the original Bedford Flag in its climate controlled vault.
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Peace Makers: Living "The Dream"
BY MADELINE LACORE
BARRY LENOIR OF THE UNITED BLACK FUND SPEAKS WITH MLK WALK PARTICIPANTS
PHOTO CREDIT: TYRONE HARRIS
WASHINGTON, D.C. - As the late Dr. Martin Luther King Jr. advocated, the residents of the Anacostia neighborhood in South East Washington marked his birthday in solidarity, celebrating what they share, rather than what divides them. This year they were 200 plus strong and included members of the United Black Fund, Korean and Latino communities.
Reminiscent of the walks King led during his lifetime, this year's effort was titled, "Global Peacemaker." Keith Silver, one of the organizers, said "Dr. King said it best, he said everybody is great because everybody can serve. And that's what this organization is about, no big "I", no little "U" everybody's equal." Among the many participants were local leaders like, Merilyn Holmes, president and founder of the nonprofit Corporation, Total Sunshine. "Most people know me as Ms. Total Sunshine," said Holmes, who also hosts a TV Show of the same name. "Every year we have a ceremony where we give valedictorians and salutatorians from D.C. a laptop for college. They were not getting that support and it's much needed." Holmes said she wants to make a difference in the lives she serves as an EMT-paramedic in the District.
Meanwhile, for Robert Wright, vice president of the Progressive Fire Fighters Association of Washington, D.C., a part of the International Association of Black Firefighters, explained that, "We've been looking out for the community on the fire EMS side. And this is just an extension of what we do." "Dr. King talks about bringing all the races, all the creed, all the religions as God's children. And I'm here because of that," said Peter Cho who owns the Martin Luther King Grocery Store on MLK Ave. He is also the Vice President of the Korean-American Grocers Association. Eight of his 11 employees are African American, a testament to his belief of togetherness. "Because if you separate you lose, if you unite, you win." For Tyrone Parker, executive director of The Alliance of Concerned Men in D.C., the Peace Walk is about making a difference for all. "One of the reasons is that we demonstrate the spirit of Martin so that the world will be able to see that we come together under one spirit to make a difference for the greater good of people," he said. | <urn:uuid:5c79c882-8bc8-422f-8dd8-d429d18256bf> | CC-MAIN-2017-43 | http://totalsunshine.org/images/2014UDC-FreeVoiceArticleTS.pdf | 2017-10-24T09:24:47Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00089.warc.gz | 350,823,911 | 538 | eng_Latn | eng_Latn | 0.998153 | eng_Latn | 0.998153 | [
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Science 5/6 – Human Body / Hero In You
Curriculum Requirements
Core Competencies: Communication, Thinking, Personal & Social
Big Ideas:
- Grade 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment
- Grade 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment
Content:
- Grade 5: Students are expected to know the following – basic structures and functions of body systems (digestive, excretory, respiratory, circulatory)
- Grade 6: Students are expected to know the following – the basic structures and functions of body systems (musculoskeletal, reproductive, hormonal, nervous)
Learning Standards:
- Questioning and Predicting
o Make observations in familiar or unfamiliar contexts
o Identify questions to answer or problems to solve through scientific inquiry
o
Make predictions about the findings of their inquiry
- Planning and Conducting
o Explore and pose questions that lead to investigations
o Decide which variable should be changed and measured for a fair test
o Choose appropriate data to collect to answer their questions
o Observe, measure, and record data, using appropriate tools, including digital technologies
o Use equipment and materials safely, identifying potential risks
- Processing and analyzing data and information
o Identify patterns and connections in data
o Compare data with predictions and develop explanations for results
- Evaluating
o Evaluate whether their investigations were fair tests
o Identify possible sources of error
o Suggest improvements to their investigative methods
- Communicating
o Communicate ideas, explanations, and processes in a variety of ways
Schedule
Program Length: 2 hours
Tour Content – 30 Minutes
Tour will be question based, getting students to hypothesize based on their understanding of their own bodies what the difference would be for people with disabilities / athletes on professional teams / Olympians, and to communicate some of their ideas.
Tour content will focus on respiratory / circulatory system for grade 5s, musculoskeletal / nervous system for grade 6s when possible.
Possible topics of discussion, using artifacts to illustrate each point, include:
- Aerodynamics of clothing, such as speed skating race suit
- Diet / training regime for an Olympic athlete
- Temperature controlled suit in Rick Hansen Gallery
- Evolution of sports equipment to provide best support to athletes, including padding / aerodynamics / grips / preventing repetitive injuries / shock to the body at knees, wrists, etc.
- Diet / exercise / training program for a professional athlete in the Whitecaps, Lions, or Canucks
- Jim Peters marathon collapse in the 1954 British Empire Games Gallery
Participation Zone Activity Content – 30 Minutes
We are going to do an investigation regarding the change in heart rate before and after exercise.
Students will measure and record their pulse, play in the Participation Zone for 20 minutes, and then record a final pulse. This data will be used to calculate a change in pulse for each student and an average change in pulse for the class. This data will be sent back to the school with the teacher.
Guides will use follow up questions to determine what variables might account for differences amongst the students, whether the test was fair, and how the experiment could be done differently to achieve more accurate results.
*Break for lunch, snack, washroom, etc.*
Hero In You Presentation – 60 minutes
Many of our Honoured Members have a wealth of knowledge that they've amassed through years of intense physical training as to how the human body works. This presentation from one of our Honoured Members will focus on the lifestyle of athletes, and how they trained / overcame physical challenges to achieve success as an athlete.
Please note that we do our best to find an athlete guest speaker, but as their schedules and availability varies, we cannot make any guarantees as to whether we will be able to find a presenter for your group. Please book well in advance to give us the best shot of reaching out to our Honoured Members and finding someone who is available.
Questions that the athlete speaker may use to guide their talk:
- What made this individual interested in pursuing this particular sport?
- What are the physical challenges & risks associated with this sport?
- Did this athlete have any illnesses / injuries / genetic predispositions that altered the way that they were able to use their bodies?
- What modifications did they make to their diet / lifestyle / schedule / mentality when they decided to pursue their sport in a serious way? Was it a slow progression or did one day they just decide to go for it?
- What physical skills did they have to hone to participate in this sport competitively?
- As they trained, how did they keep track of their progress? Did they measure any variables? Did they time themselves? Track how much weight they could lift?
- What strategies did they use to achieve balance between their sport career and the rest of their life?
- What signals did their bodies give them that they needed to train more, or needed to rest?
- How did their training change between the sport season and the off season / leading up to a competition?
- What advice would they give people who are just starting out in a sport? | <urn:uuid:d46c8919-8fd7-4772-b519-62f5d1529c9b> | CC-MAIN-2017-43 | http://www.bcsportshalloffame.com/assets/558/Science_5_6_Program_Description.pdf | 2017-10-24T09:41:06Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00093.warc.gz | 377,643,151 | 1,057 | eng_Latn | eng_Latn | 0.979008 | eng_Latn | 0.995049 | [
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Dear Parents and Carers,
It has been another hard-working week in school with lots of exciting extras happening in every class.
Tuesday was European Language Day and our Reading café on Thursday was based on this. Do come along and join in with your children in future.
Tonight the FOALs have arranged a Movie Night and I know the children will really enjoy this social event. Thanks to our Friends for being so proactive in helping us provide exciting enrichment opportunities for our children.
The staff and governors are working very hard to plan extra opportunities for the children up to and after the half term holidays. One of the proposed sessions will be 'GOAL' work for our older children; this involves work with Simon Carson on helping our children to be sensible and caring citizens. it provides them with skills to face the outside world as they grow into young adults.
If you have a child due to start school in September 2018, or know anyone who has, please be aware of the Open Morning on Thursday 5th October 9.45-11.45. Staff will be available to discuss our school and your child's starter procedures.
Please call in anytime if you have any questions/comments. As my role is shared between the 2 schools I am not always on site but should you wish to speak to me please do not hesitate in contacting the office and Mrs Bentley will be happy to make an appointment at a time suitable for you.
Kind regards Maxine Price
September 29 th 2017
Tuesday, 26 th September is the European Day of Languages, and it was wonderful to celebrate it this week with so many contributions from our children – in Polish, Czech, Portuguese and even sign language! Eagles used it as the inspiration for their class assembly this week, and educated and entertained with their European quizzes, created as part of their travel fact files writing this week. From capital cities and currency to salted cod and Polish astronauts, everyone learned something new (including the teachers)! Georgina and Elijah made an excellent job of teaching Bears and Dragons a French song – why not see if your child can remember which one?! And the best reason we came up with for learning a new language? It's a great challenge!
Dragons Class Topic
Over the last few weeks Dragons have been investigating their senses as part of their 'All About Me' topic. They have made our own telescopes and binoculars to investigate sight; visited the ALBA area to see what they could hear; described the feel of a variety of objects and materials and created their own feely books and pictures; tasted a variety of fruit and vegetables and described them, and taken part in a smell test! The children have joined in enthusiastically and have learned a variety of new vocabulary by taking part in each activity.
2017
Ancient Greek Beautiful Bakes! | <urn:uuid:86596718-a453-40c2-9370-d5255c1c2fa3> | CC-MAIN-2017-43 | http://aiskewleemingbar.org/wp-content/uploads/2014/05/29.9.17.-Newsletter.pdf | 2017-10-24T09:16:24Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00095.warc.gz | 11,728,151 | 571 | eng_Latn | eng_Latn | 0.999238 | eng_Latn | 0.9992 | [
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Build
The Future City
Competition
Imagine
Design
In the Future City Competition, teams of middle school students work with an educator and engineer mentor to design a city of the future. They begin by conducting research and writing an essay on an annual theme. Then, using SimCity software, they build a virtual model of their imagined city and a scale model using recycled materials. They create a narrative about their city and present their ideas to judges at regional competitions; winners advance to national finals in Washington, DC. This year, 40,000 students from 1,350 schools participated in the competition. Here, three members of the winning team from St. John Lutheran School in Rochester, Michigan, share their experience.
Justin Judd
The Dremel Master
I joined the team in sixth grade. The theme that year was "Fuel Your Future: Imagine New Ways to Meet Our Energy Needs and Maintain a Healthy Planet." We developed our model city of Mahina Mana on the Hawaiian island of Molokai. Our engineer mentor, Dr. Gerhardt, and our teacher, Mr. Pfund, asked me to be a presenter, but I wasn't comfortable talking in front of large groups. My teammates, Paul and Rebecca, presented. We formatted our presentation like
8
imagine
a spelling bee, which helped them describe our model in an entertaining way. We won the Michigan competition and placed 13 th at nationals. Only presenters attend nationals, and when Paul and Rebecca described the fun they'd had, I signed up again the following year.
In seventh grade, we modeled Nouveau Pierre, the re-imagined city of St. Pierre on the island of Martinique, which was destroyed by a volcano in 1902. We selected this location because it had issues with rainwater runoff—that year's theme—and also because we wanted to build a volcano on our model. I became
May/Jun 2014
the go-to kid for power tools, especially the Dremel. I used it to carve a canal and cut circuit boards for our agricultural zone and sheets of carbon fiber for the engineered wetlands. This time when I was asked to present, I agreed. Using a travel show format, we won the Michigan competition and took sixth at nationals.
The theme this year was transportation. We modeled the Chinese city of GongPing (meaning "fair"). I Dremelled a lot of trophy pieces to make buildings, cut circuit boards to represent crops and farming in the agricultural zone, and mixed the ingredients for "flubber"—fake water—to create the river. Paul, Rebecca, and I used a game show format for our presentation. Playing a contestant who was an electrical engineer, I described our FAIR transportation system (Flexible, Accessible, Integrated, and Renewable) as a total solution for transportation pollution. Not only did we win the regional competition, but we also won first place at nationals!
Although participating in Future City was time consuming, it was a lot of fun. I recommend it to any student who's interested in building and engineer- ing. I also recommend that they try presenting, which
was both the most challenging part of the competition for me and my favorite part.
Paul Rosa
Simulation Specialist
All the team members help plan the city and build the model. Then, depending on their strengths, they work on the research essay, simulation, city narrative, presentation, or some combination of these.
I began participating in sixth grade. As simulation lead for our six-member team, I learned to use SimCity software to build a city from the ground up, terraforming and placing rivers, roads, and other features.
After building our simulated city, we also used SimCity to "run" it: We had to control development, taxes, crime, education, and traffic and balance industry with pollution levels. We earned points for the quality of each element, or metric. In total, there were 30 metrics.
In addition to being simulation lead, I painted the model's background and was a presenter. We made it to nationals, coming in 13 th out of 37 teams from around the country. That first year was a great learning experience. We figured out, for example, that we should spend more time on the essay and less on the narrative, since the essay is worth a lot more points.
The following year, I again worked on the simulation and presented. I focused on preparing for the Q&A portion of the judging, a three-hour session during which special awards judges ask us anything and everything about our city. It was challenging, but I loved it because I got to talk to the engineers and industry leaders who act as judges. We made it to nationals again, but www.cty.jhu.edu/imagine
missed being in the top five by only half a point—out of a possible 400!
This year, we decided to build on a larger scale to show greater detail. With Dr. Gerhardt's encouragement, I improved on each simulation element, receiving a nearly perfect score. The team made improvements in other areas, too. We had a great essay and narrative, and while in previous years I'd painted our models' background, this year, for a more custom look, I used Photoshop to blend several images from photos.
At nationals, when Nate Ball, the MC and host of PBS Kids' Design Squad, announced that we were in the top three, the whole world seemed to stand still. In the end, I couldn't believe we won. Future City is a fantastic way to learn about many things—including art, engineering, and public speaking—and have fun doing it.
Rebecca Oleskie
The Multitasker
I participated in Future City for the thrill of the competition and also for the learning experience. In sixth grade, my first year, we came in a disappointing 13 th at nationals. My mom said she could barely grasp the information we presented because it was like we were spitting out one fact after another. From that, we learned to communicate our ideas more clearly and simply so people could understand them. The following year, we came in sixth.
This year's theme was "Tomorrow's Transit: Design a Way to Move People In and Around Your City." Because we love a challenge, we modeled a city in China—the country with the greatest transportation needs. In addition to presenting, I helped write the narrative and essay, created the citation for our references, and made posters for the presentation. I made sure to include just enough information to get our point across so they wouldn't look too complicated or busy.
For the model, we constructed a wood base and added layers of foam from which we carved our city's landscape. After creating ridges, fissures, and sinkholes, we painted the foam and the river and added "grass" and buildings, which we fashioned from pieces of old trophies, inhaler parts, and SIM cards from phones.
My biggest challenge was finding time to participate, since I also play basketball. We each put in over 200 hours, working during the school day and after school. As the competition neared, we met on Saturdays and holidays, too. But participating in Future City allowed me to see a different side of science than I experience at school. I met people with similar interests, developed great friendships with my teammates, and learned about the different types of engineers it takes to run a city, which helped me decide that I want to be a civil engineer.
imagine
9 | <urn:uuid:a98e91ac-3bcd-49af-a3a7-b167f83068dc> | CC-MAIN-2017-43 | http://cty.jhu.edu/imagine/docs/Future_City.pdf | 2017-10-24T09:31:17Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00095.warc.gz | 71,000,542 | 1,528 | eng_Latn | eng_Latn | 0.998488 | eng_Latn | 0.999197 | [
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WHICH HEADSET IS SAFE FOR YOU?
Posted by EditorsChoice
Friday, 05 October 2007
There are millions of people across the globe who owns a but only few are aware about the danger of this new technology devices that can harm their body. It is the electromagnetic radiation (EMR) from cellphone which can damage cells and can cause cancer.
Nowadays, mobile devices are not only simple phone. They are also used as camera, video recorder and pocket computer as well. So people can't help not to take this thing away from themselves. But how can you continue using your phone and reduce the radiation?
There are also some alternative ways to avoid it but not everyone will agree, I believe. Using your cellphone on speakerphone is one option. You can also try to keep your phone away from your body as posible (this one is quite impossible for a busy person), limit your cellphone usage and turn it off when not in use (another thing that not everyone will agree) or use a headset with an airtube.
So you think that Bluetooth wireless headset is cool? Think again. In fact, it is even worst than the ordinary headset. Wanna know why? It's because the wire is replaced with a transmitter and receiver operating with low power at frequency levels between 900 MHz. to 2.4 GHz. The maximum frequencies for wireless products compliant with Bluetooth specifications are 2.497 GHz. So when getting a wireless headset for your gadgets, better think twice.
But there is an easiest way you can do to reduce the electromagnetic radiation coming from your cellphone. It is called the RF3 Headset with Aircom2 Technology. It has been developed to minimize the radiation. This headset can help you:
-Virtually eliminates your risk of dangerous cell phone radiation.
-Delivers state of the art, crystal clear sound, it's the only headset that offers AirCom2 Technology with an enhanced speaker and wiring system.
-Is ultra-lightweight on your head, with its lightweight AirCom2 Technology sound delivery tube and titanium ear hook design
-Will fit comfortably in your ear, with its specially molded lightweight earpiece
-Is easy and versatile to use, it offers unmatched ergonomic positioning, is fully adjustable and rotates 360 degrees to fit either your left or right ear
For more information and video explanation regarding RF3 Headset, Check out http://www.mercola.com/forms/rf3_headsets.htm
Article Source: http://www.articlesbase.com/wellness-articles/which-headset-is-safe-for-you-224575.html
About the Author:
Joan Candaza SEO Analyst www.mercola.com http://pr-gb.com/index.php?option=com_content&task=view&id=27009&Itemid=9 | <urn:uuid:6935bc5d-696a-40f0-9ede-2b4eedaa4624> | CC-MAIN-2017-43 | http://getpurepower.ca/Articles/Cell_Towers_Wireless/General_Info/EditorsChoice_Which_Headset_Safe.pdf | 2017-10-24T09:17:46Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00096.warc.gz | 137,443,107 | 559 | eng_Latn | eng_Latn | 0.99789 | eng_Latn | 0.99789 | [
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Materials needed for
Riverbend Middle School
7 th Grade
Items of Note:
o Parents are asked to replenish supplies as necessary.
o Supplies will also be needed throughout the year for exploratory classes.
o Student planners are no longer supplied by the school, so planners / agendas may be purchased if the student so chooses. We will utilize Google Calendar on student ChromeBooks for planning purposes.
o On-line registration will open on Wednesday, August 3, at www.ifacadets.net .
o Face-to-face registration, if preferred, will be held at Iowa Falls – Alden High School on Wednesday, August 10, from 4:30 – 7:00 p.m. and at Alden Elementary School on Thursday, August 11, from 4:30 – 7:00 p.m. If you complete the registration process online, you do not need to attend face-to-face registration.
o New Student Orientation is Wednesday, August 17, from 5:30 – 7:00 p.m., at Riverbend. An open house for all students will start at 6:00 p.m.
o We look forward to seeing you on the first day of school – Tuesday, August 23!
o Students who will be participating in athletics will need a sports physical. Official athletic practices will not start until after the first day of school.
o Enjoy the remainder of your summer…
(8 th Grade List on Back)
Materials needed for Riverbend Middle School 8 th Grade
1. Ear buds or headphones
2. Lead pencils (with extra lead)
3. Eraser
4. Ink pens (black or blue)
5. Red marking pen or pencil
6. Colored pencils
7. White board marker
8. Four pocket folders
9. Two different colored highlighters
10. Dry-erase markers
11. One 3- or 5-subject notebook (for American History)
12. Four single-subject notebooks (for reading, language arts, math and science)
13. Basic, four-function calculator
14. OPTIONAL: Student Planner / Agenda
Items of Note:
o Parents are asked to replenish supplies as necessary.
o Supplies will also be needed throughout the year for exploratory classes.
o Student planners are no longer supplied by the school, so planners / agendas may be purchased if the student so chooses. We will utilize Google Calendar on student ChromeBooks for planning purposes.
o On-line registration will open on Wednesday, August 3, at www.ifacadets.net.
o Face-to-face registration, if preferred, will be held at Iowa Falls – Alden High School on Wednesday, August 10, from 4:30 – 7:00 p.m., and at Alden Elementary School on Thursday, August 11, from 4:30 – 7:00 p.m. If you complete the registration process online, you do not need to attend face-to-face registration.
o New Student Orientation is Wednesday, August 17, from 5:30 – 7:00 p.m., at Riverbend. An open house for all students will start at 6:00 p.m.
o We look forward to seeing you on the first day of school – Tuesday, August 23!
o Students who will be participating in athletics will need a sports physical. Official athletic practices will not start until after the first day of school.
o Enjoy the remainder of your summer…
(7 th Grade List on Back) | <urn:uuid:6aaabe5e-331d-4020-bd9e-9785d3b8906e> | CC-MAIN-2017-43 | http://www.ifacadets.net/uploads/Editor/registration_forms/supply_list/Materials%20needed%20RMS%201617.pdf | 2017-10-24T09:35:47Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00097.warc.gz | 455,114,282 | 713 | eng_Latn | eng_Latn | 0.994108 | eng_Latn | 0.99346 | [
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Clarion Review
History
The Way it Was: Growing Up in Wartime Holland
Sid Baron Sid Baron, illustrator Exxel Publishing 978-0-9785582-0-8 Four Stars (out of Five)
"History is the ship carrying living memories to the future."
—Stephen Spender
The problem with the art of the memoir is perception. Readers must decide if they are being shown a true representation of the past or a facsimile created by the passage of time that taints the memoirist's observations with the jaded wisdom of life experience. Thus one never knows the truth and must take the memoirist's words at face value even while questioning their validity, like James Frey's discredited memoir, A Million Little Pieces.
Sid Baron's memoir, The Way It Was: Growing Up in Wartime Holland, is in the same vein as such books as The Diary of Anne Frank (new revised version, The Diary of a Young Girl ) and Corrie ten Boom's The Hiding Place. Like the aforementioned memoirs, Baron paints a picture of a semi-idyllic time of simple and undisturbed innocence in contrast to the sheer immensity of the evils committed in the name of the "The Final Solution" in Nazi-occupied Europe.
Baron' boyhood was a simple agrarian existence on the cusp of industrialization in rural Holland. Baron writes, "When I was seven years old, sitting at the kitchen table and drawing on a piece of paper with a pencil was a favorite activity of mine…I could stare out the window and watch the wind…I could lazily dream about all the things little boys dream about."
The idea of daydreaming during Nazi occupation seems ludicrous and any semblances of child-like wonder must have been buried down deep in the heart of survival. Such trivialities as maintaining the family farm, shopping, and going to school became more of a need to keep up the appearance of an accepted norm. Remaining inconspicuous to nosy neighbors as well as the enemy weighed heavily in importance. Baron continued to try to be a child even while his parents were part of the Holland resistance. Thrust into an insane situation, he was guilty by association. His chores became surreal: Hiding an unregistered illegal radio, carrying a pistol and barely avoiding being searched, denying to a known Nazi sympathizer that an ally soldier and his family were living in his home, and dodging machine gun bullets. Baron writes, "My few remaining steps to the house were interrupted by the sound of screaming fighter plane engines…Instantly, I dropped face down on the ground, clasping my hands around the back of my head to protect myself. Empty heavy-caliber machine gun shells rained down from the sky all around me and on the ribbed aluminum roof covering the pump house."
While reading Baron's lyrical prose, one cannot help but think how lucky he was to have come out World War II unscathed and able to tell his story. Some sixty year later, in 2007 there are countries on our planet where children must deal with enemy occupation and the stench of degradation and death everyday. How lucky our children are not to have to experience ethnic cleansing and war zones in their front and back yards.
Sid Baron is a successful business entrepreneur, sought-after public speaker, and author of the novel, Dawning of A New Day. | <urn:uuid:74ebf117-1609-428e-9589-5408eb5c215b> | CC-MAIN-2015-18 | https://www.forewordreviews.com/reviews/the-way-it-was/pdf/ | 2015-04-22T01:41:39Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00140-ip-10-235-10-82.ec2.internal.warc.gz | 380,723,130 | 690 | eng_Latn | eng_Latn | 0.998819 | eng_Latn | 0.998631 | [
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Sapindus Mukorossi, Ritha - Plant
It contains the compound of saponin, which has natural cleansing properties, and therefore the soapnut can be used as a cleanser for hair, skin, and clothing
Rating: Not Rated Yet
Price
Sales price R 413
Discount
Ask a question about this product
Description
Description for Sapindus Mukorossi, Ritha
Winter hardy to USDA Zones 6-9. Easily grown in dry to medium, well-drained soils in full sun to part shade. Tolerates high pH soils. Also tolerates sandy or rocky soils. Self seeds in optimum growing conditions.
Common name Reetha, Chinese Soapberry, North Indian soapnut, Washing nuts
Flower colours white
Bloom time
Height
Difficulty
May to June
20.00 to 50.00 feet
easy to grow
Planting and care
Plant bulbs in autumn. Plants do not thrive in Zones 9 to 10 without a period of refrigeration; they need a cold, dormant period. Select a site with soil that drains well. How can you tell? After a good rain, find a spot that is the first to dry out.
Sunlight Full sun to part shade
Soil
Water
Temperature
Fertilizer
well-drained soil
Dry to medium
20C to 30C
Apply any organic fertilizer
Caring for Sapindus Mukorossi
plant care is not difficult but does require vigilance.
You may use plant ties or just weave them through trellis sections.
The vines need to be trained early when they are young.
Fertilize the plant in spring just before new growth appears.
Pinch off the tips of the vines in the second year to promote branching which will fill the trellis with bushy growth.
1 / 2
Powered by TCPDF (www.tcpdf.org)
Typical uses of Sapindus Mukorossi
Special features: Lawn specimen, small shade tree, patio tree or screen where winter hardy.
Ornamental use: The plant is used for ornamental purpose.
Medicinal use: Treating migrane headaches, or for dermatological purposes such as using the seeds to remove skin impurities like pimples or eczema.
References
http://www.missouribotanicalgarden.org/
http://www.flowersofindia.net/
Reviews
Wednesday, 30 August 2017
Very nice plant. Got delivered with very good condition. Gonna order one more
Manoj
Saturday, 05 August 2017
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Friday, 30 June 2017
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More reviews
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www.miniHYDROGEN.com
Hydrogen – Facts Sheet
Basics
Hydrogen was discovered in 1766 by the English chemist and physicist H. Cavendish.
Hydrogen is the first element in the periodic table, consisting of one proton and one electron making it the smallest and lightest of all elements. Hydrogen reacts with many different materials and is one of the most abundant elements in the universe, 90% of the atoms in the known universe are hydrogen. Hydrogen therefore can be produced from a various types of sources. The most important source is water, which can be split into hydrogen and oxygen by electrolysis. These can be combined again in a fuel cell, creating power, heat and water as the only emission.
Physical and Chemical properties
Hydrogen density
Hydrogen Properties
Hydrogen density compared to other fuels
All numbers are at lower heating value and at atmospheric pressure and normal temperature.
Production
As the most abundant element in the universe hydrogen can be produced from a various types of sources.
Hydrogen sources and production methods
www.miniHYDROGEN.com
Storage
Hydrogen can be stored in three different ways, as a gas, as liquid, as a material.
Hydrogen volume of the energy content in 1 litre of gasoline
2
6
Data with great inaccuracy due to different data sources, calculations methods and storage technology.
All hydrogen data with lower heating value on 2,79 kWh/m3 at normal temperature and pressure.
Safety
Hydrogen is as dangerous as gasoline, but perhaps safer because of its safety characteristics.
* Hydrogen has a low density and thus a higher buoyancy
* Hydrogen is lighter than all other elements.
* Hydrogen diffuses faster through air than other gas fuels
* Hydrogen is odorless, tasteless, colorless and non toxically
* Hydrogen ignition interval covers large differences in concentration
* Hydrogen burning flame is invisible in day light
* Hydrogen ignition energy at certain concentrations are very low
* Hydrogen ignition temperature are quite higher than gasoline
* Hydrogen flame rate are quite higher than that of other fuels
* Hydrogen is explosive in a large concentration interval when concealed, but in open air difficult to explode
Hydrogen vs. Gasoline Safety properties
Hydrogen did not cause the Hindenburg to blow up. A study of the accident implicates the paint used on the skin of the airship, which contained the same component as rocket fuel. An electrical discharge ignited its skin, and a fire raced over the surface of the airship. The hydrogen burned quickly, upward and away from the people onboard the ship.
Reasons for hydrogen
* Hydrogen holds the potential for a zero emission energy system
* Hydrogen is as safe as gasoline and natural gas
* Hydrogen in long term can be produced competitive with fossil fuels
* Hydrogen can be produced by everybody with access to sun and wind
* Hydrogen can remove the dependency of foreign limited fossil fuels
* Hydrogen in combination with fuel cells can innovate our energy technology thus creating jobs
miniHYDROGEN and H2 Logic ApS , nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights, in this document.
The data will change over time due to research and development progress, the data in this document should therefore only be seen as overall guidelines. miniHYDROGEN and H2 Logic ApS do not necessarily endorse the viewpoint of this document or in no way guarantee its technical correctness. No compensation will be made for personal or company losses, injuries and accidents due to errors in this document. All materials, data and graphics in this document are copyright of miniHYDROGEN™. Any use of the materials is only allowed for noncommercial and educational purposes, when referring to miniHYDROGEN™. | <urn:uuid:73ceeffa-b4a9-4c64-adef-7741225f78a3> | CC-MAIN-2015-18 | http://www.fuelcelleducation.org/wp-content/themes/sandbox/pdf/Hydrogen%20Fact%20Sheet%20-%20mini%20HYDROGEN.com.pdf | 2015-04-22T02:24:16Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00153-ip-10-235-10-82.ec2.internal.warc.gz | 185,024,139 | 833 | eng_Latn | eng_Latn | 0.995167 | eng_Latn | 0.994781 | [
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Picture Books
Absolutely Not
Matthew McElligott 978-0-8027-8934-1 (March 11, 2006)
Two bugs, Frieda and Gloria, green and slightly grasshoppery in appearance, are about as opposite in personality as friends can be. Tall Gloria is brave and adventurous; short Frieda is afraid of everything, real and imagined. When Gloria suggests getting out of the house to take a walk on a lovely fall day, her little friend responds, "Absolutely not."
Frieda is afraid of the big snake she has seen out the window. Gloria says that it's nothing more than a river and urges Frieda to put on her glasses and go outside. Granny glasses perched on her ample nose, Frieda follows her bold buddy. Gloria, upper set of arms in the air, extols the beauty of the day. "Isn't this a perfect morning?" she asks. "Absolutely not!" is Frieda's refrain. She finds the morning frightening, and thinks they are being watched.
Readers can only speculate about what has the young bug worried. It could be anything from the clouds to the trees. No matter what Gloria sees as potentially fun or interesting, Frieda is fearful of it. Her imagination runs wild. She is afraid to jump in some leaves because frogs may be lurking there. An old log seems menacing. Gloria realizes that everything in the world, including a bicycle, looks dark and sinister to poor Frieda. "You find something bad in everything you see," Gloria says.
As it gets late, Gloria suggests taking a shortcut through the woods. Frieda, predictably, is nervous about it, but has to admit that Gloria has been right about everything so far that day. She is even willing to acknowledge that she is a worrier. To prove her point, she explains that sometimes things remind her of other things, such as a certain pair of trees. This time, Frieda is right to be worried. The "trees" turn out to be the legs of a giant bird.
This is an absolutely winning combination of story and illustrations. McElligott has written and illustrated several previous children's books, including Uncle Frank's Pit and The Truth About Cousin Ernie's Head. He illustrated The Spooky Book, and The Phantom Tollbooth. Charming details enhance the pencil-and-watercolor drawings. Frieda clutches a small purse in her lower "hands," as if it offers security. Gloria's posture suggests total self- confidence; Frieda's shows her fears and worries.
The story's resolution is a charming reminder that boldness must be tempered with caution at times, and that even worriers may be right in their assessments of danger. The book is an excellent vehicle for talking with children about their fears.
Linda Salisbury | <urn:uuid:79eb3a1d-de08-4922-8ab0-369a31b70f17> | CC-MAIN-2015-18 | https://www.forewordreviews.com/reviews/absolutely-not/pdf/ | 2015-04-22T01:43:31Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00145-ip-10-235-10-82.ec2.internal.warc.gz | 378,173,683 | 573 | eng_Latn | eng_Latn | 0.999168 | eng_Latn | 0.999499 | [
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Construction and Demolition Management
Introduction
The California Integrated Waste Management Board has identified construction and demolition (C&D) materials as a top priority under its 2005 Action Plans. Many natural resources are saved by recycling C&D materials which, according to the Board's 2004 Statewide Waste Characterization Study, account for almost 22 percent of the waste stream.
Common C&D materials include lumber, drywall, metals, masonry (brick, concrete, etc.), carpet, plastic, paper, cardboard, or green waste related to land development. Of these, metals are the most commonly recycled material while lumber makes up the majority of debris that still goes to a landfill. However, all of these materials can be recycled into other products.
Anyone constructing or renovating an office building or a home has an opportunity to significantly contribute to resource conservation through the reduction, reuse, and recycling of C&D waste.
Reducing, reusing, and recycling C&D materials is just one component of a larger, holistic practice called "sustainable" or "green" building. More than 80 percent of green buildings certified by the U.S. Green Building Council's Leadership in Energy and Environmental Design (LEED™) program divert at least 50 percent of C&D waste. Sixty percent of the buildings divert 75 percent or more C&D waste.
The key to successful C&D reduction, reuse, and recycling is early planning. Working with an architect can help to avoid sending useful demolition material to the landfill. Another waste reduction practice would be to select a building contractor with a favorable attitude toward C&D
reduction, reuse, and recycling. Here are some resources to help you get started.
Steps to Success
Reduce: Waste Prevention
* Use durable materials.
* Apply dimensional planning to design.
* Avoid unneeded materials.
* Design for deconstruction.
Reuse: Resources and Whole Buildings
* Use salvaged and refurbished products.
* Encourage deconstruction rather than demolition.
Recycle: Divert C&D From Landfills
* Use C&D waste management plans.
*
Require contractors to recycle their waste.
* Allocate space for storage and collection of recyclables.
Buy Recycled: Close the Loop
* Purchase recycled-content products.
* Maximize postconsumer content.
* Ensure products are recyclable at the end of their useful life.
Where to Bring C&D Materials to Be Recycled
C&D Debris Recyclers Database. Access this online database at www.ciwmb.ca.gov/ConDemo /Recyclers/ to find hundreds of sites throughout California that receive construction and/or demolition materials for recycling or reuse. Entries are sorted by county. Material categories include asphalt, concrete, brick, appliances, flooring, glass, drywall, paint, plastic, and wood.
Where to Find Building Materials and Furnishings Made From Recycled Materials
Recycled-Content Product Directory for Construction Materials. Access this online database to find hundreds of manufacturers (and a few distributors) of recycled-content construction products sold in California. Product categories include asphalt and concrete, masonry, flooring, walls, insulation, fixtures, paint, roofing, and wood substitutes such as fiberboard. www.ciwmb.ca.gov/RCP/Product.asp?VW=CAT &CATID=257
Recycled-Content Product Database. This database has thousands of listings of recycledcontent products. It is available on the CIWMB website at www.ciwmb.ca.gov/RCP/. Note: the Recycled-Content Product Directory for Construction Materials is part of this database.
California Materials Exchange (CalMAX). This is a free service designed to help find markets for nonhazardous materials that have been traditionally discarded. Businesses, schools, nonprofit organizations, and individuals benefit by finding free or low-cost materials. To view listings of materials wanted and available, visit us online at www.ciwmb.ca.gov/CalMAX/.
C&D Resources on the Web
For more information, including fact sheets and case studies, visit CIWMB's Construction and Demolition Debris Recycling website at www.ciwmb.ca.gov/ConDemo/.
Information on C&D model ordinances is on CIWMB's website at www.ciwmb.ca.gov /LGLibrary/CandDModel/Instruction/.
National Association of Home Builders (NAHB) has several publications on construction waste management, including fact sheets, available online at www.nahbrc.org, or call NAHB at (301) 249-4000.
The Building Materials Reuse Association provides information to facilitate building deconstruction and the reuse/recycling of recovered building materials.
.
See http://building-reuse.org/
San Mateo County Recycleworks has information on C&D recycling, including waste management plans at www.recycleworks.org/con_dem /index.html.
Alameda County provides information on C&D recycling, including a builder's guide to reuse and recycling. See http://stopwaste.org/home /index.asp?page=292.
King County, Washington, has helpful tools to obtain high recycling rates on C&D projects, including job site waste guidelines. See www.metrokc.gov/dnrp/swd/constructionrecycling/index.asp. | <urn:uuid:ffa85ee5-45eb-4cec-8d14-7d9f8f332953> | CC-MAIN-2015-18 | http://www.placer.ca.gov/Departments/CommunityDevelopment/EnvCoordSvcs/EIR/Homewood/drafteir/~/media/1980AD280D4C4ACC9DD937986782FF92.ashx | 2015-04-22T01:49:09Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00138-ip-10-235-10-82.ec2.internal.warc.gz | 264,440,665 | 1,040 | eng_Latn | eng_Latn | 0.981005 | eng_Latn | 0.986406 | [
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I never thought I'd self harm
By : KCNiemi
Entry to The Challenge Maker Self Harm/Injury Awareness Contest.
Published on booksie.com/KCNiemi
Copyright © KCNiemi, 2015
Publish your writing on Booksie.com.
1
I never thought I'd self harm
I felt ugly and fat,
Unworthy of life.
I was never good enough,
Never free from my thoughts.
I was able to resist the knife.
At least in the beginning.
I was a happy child,
I had friends, and a supportive family.
Then came middle school,
And everything changed.
I was picked on and harrassed,
My friends left me to fend for myself.
I had never felt so alone,
So unwanted.
What had I done wrong?
Why were they calling me all these names?
Slut, Retard, Ugly, Fat.
Is this how the world saw me?
I looked in the mirror, studying my reflection closely.
I was hideous.
I hurt so much I was numb.
The pain made me feel alive,
Made me feel whole again.
Each cut I made drowned out the voices calling names,
I could finally breathe.
But the feeling didn't last,
The voices always returned with a vengeance.
So I would cut deeper, and deeper until I began to feel dizzy.
I cried myself to sleep, silently begging the taunting to stop.
It never did.
I needed help, but was too ashamed to ask.
What would my parents think?
My schoolmates already thought I was pathetic,
Why give them the knowledge to hurt me?
I stared long and hard at the irritated scars.
Was I worth it?
I thought about my life,
About my future and school.
I hated the other students,
I wanted them to suffer as much as I did.
Were they worth it?
I thought about the sadness my family would feel,
And found I couldn't do it.
I refused to hurt my family like that.
There was still a chance for revenge.
After all, the best revenge I could give my tormentors was to live a long and happy life.
I'd be damned if I let those bullies win.
I'll face them for as long as I need to overcome my insecurities.
Because while they have the support of superficial friends;
I have the support of an amazing family.
I never thought I'd self harm
I never thought I'd self harm
I never thought I'd self harm
Created from Booksie.com
Generated: 2015-04-21 22:06:44
I never thought I'd self harm
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Space station to get $18 million balloon-like room
Published on Electronic Component News (http://www.ecnmag.com)
Space station to get $18 million balloon-like room
HANNAH DREIER Associated Press
LAS VEGAS (AP) -- NASA is partnering with a commercial space company in a bid to replace the cumbersome "metal cans" that now serve as astronauts' homes in space with inflatable bounce-house-like habitats that can be deployed on the cheap.
A $17.8 million test project will send to the International Space Station an inflatable room that can be compressed into a 7-foot tube for delivery, officials said Wednesday in a news conference at North Las Vegas-based Bigelow Aerospace.
If the module proves durable during two years at the space station, it could open the door to habitats on the moon and missions to Mars, NASA engineer Glen Miller said.
The agency chose Bigelow for the contract because it was the only company working on inflatable technology, said NASA Deputy Administrator Lori Garver.
Founder and President Robert Bigelow, who made his fortune in the hotel industry before getting into the space business in 1999, framed the gambit as an out-of-thisworld real estate venture. He hopes to sell his spare tire habitats to scientific companies and wealthy adventurers looking for space hotels.
NASA is expected to install the 13-foot, blimp-like module in a space station port by 2015. Bigelow plans to begin selling stand-alone space homes the next year.
The new technology provides three times as much room as the existing aluminum models, and is also easier and less costly to build, Miller said.
Artist renderings of the module resemble a tinfoil clown nose grafted onto the main station. It is hardly big enough to be called a room. Miller described it as a large closet with padded white walls and gear and gizmos strung from two central beams.
Garver said Wednesday that sending a small inflatable tube into space will be dramatically cheaper than launching a full-sized module.
"Let's face it; the most expensive aspect of taking things in space is the launch," she said. "So the magnitude of importance of this for NASA really can't be overstated."
The partnership is another step toward outsourcing for NASA, which no longer enjoys the budget and public profile of its heyday. The agency has handed off rocket-building to private companies, retired it space shuttles in 2011 and now relies on Russian spaceships to transport American astronauts to and from the
Page 1 of 3
Space station to get $18 million balloon-like room
Published on Electronic Component News (http://www.ecnmag.com)
space station.
Astronauts will test the ability of the bladder, known as the Bigelow Expandable Activity Module, or BEAM, to withstand heat, radiation, debris and other assaults. Some adventurous scientists might also try sleeping in the spare room, which is the first piece of private real estate to be blasted into space, Garver said.
Bigelow said the NASA brand will enable him to begin selling Kevlar habitats several times the size of the test module.
"This year is probably going to be our kickoff year for talking to customers," he said. "We have to show that we can execute what we're talking about."
Bigelow, who launched a small prototype of the module in 2006 after licensing the patent from NASA, will rely on Boeing Co. and Southern California rocket developer Space Exploration Technologies to provide transportation.
A 60-day stay will cost $25 million, which doesn't include the $27.5 million it costs to get there and back.
Bigelow predicted that the primary customers will be upwardly mobile countries including Brazil, Singapore and the United Arab Emirates that "have a difficult time getting their astronauts into orbit" and could use a private space station to barter and build up prestige.
The biggest technological challenge will be transporting the collapsed module through the sub-zero temperatures of space without tearing or cracking any part of it, Miller said.
When it arrives at the space station in 2015, scientists will blow it up and let it sit for a few days to test for leaks. If it does not hold as promised, NASA will take back a portion of the already bargain basement price it paid Bigelow.
Standing beside scale models of research stations on Mars and the moon, Miller said the project will encourage commercial ventures to follow the path NASA blazes into space.
He added that it could also help achieve the holy grail of space exploration: missions that send astronauts out of orbit for more than a year.
"The only way to do that is to expand it out and voila you have living space for three people to go to Mars," he said. "You can get three times the volume of a metallic can, and you can go up in the same ferry."
---
Hannah Dreier can be reached at http://twitter.com/hannahdreier [1] .
© 2013 The Associated Press. All rights reserved. This material may not be
Page 2 of 3
Space station to get $18 million balloon-like room
Published on Electronic Component News (http://www.ecnmag.com)
published, broadcast, rewritten or redistributed. [2] Learn more about our Privacy Policy [3] and Terms of Use [4].
Source URL (retrieved on 04/21/2015 - 10:37pm):
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Links:
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Fatigue
Side Effects – Symptoms & Solutions
What is asthenia?
The most common complaint reported by cancer patients is a condition known as asthenia (as-THEE-nee-uh), which is a medical term for fatigue. However, this condition may feel different from the fatigue you experienced before developing cancer. Some patients may experience physical, mental, or emotional fatigue that is not relieved by rest for days, weeks, or months. The fatigue will go away gradually after treatment is complete.
What causes asthenia/fatigue?
Fatigue may result from cancer treatments or from the disease itself; however, the cause is not fully understood. Poor sleep, pain or pain medications, stress, poor diet, or a low blood count (anemia) may also lead to fatigue.
How can I cope with asthenia/fatigue?
- Plan to rest a little each day with breaks or short naps that will not disturb your sleep at night.
- Keep a daily diary and note your energy levels after your cancer treatments. This can help you with scheduling important activities.
- Allow others to help you with your daily errands, and save your energy for the important things.
- Discuss any sleep problems with your doctor or nurse.
- Limit your intake of caffeine and alcoholic drinks.
- Balance your diet and drink plenty of water, unless given other instructions by your doctor or nurse.
- Exercise lightly or take short walks, if your doctor approves.
- Consider doing activities you enjoy, but do them more easily or for less time.
- Activities that may help fatigue include meditation, prayer, yoga, guided imagery, and visualization.
The information contained herein is not comprehensive and is intended only as a guide.
Talk to your doctor or nurse about appropriate ways to deal with your fatigue, and inform them of any worsening in your energy level.
Other suggestions from your healthcare providers:
Fatigue
Side Effects – Symptoms & Solutions
Suggested Strategies for Energy Conservation
Activities of Daily Living
Meal Preparation
- Sit down to bathe and dry off.
- Use a shower/bath organizer to decrease leaning and reaching
- Install grab rails in the bathroom.
- Use extension handles on sponges and brushes.
- Use an elevated toilet seat.
- Organize time to avoid rushing.
- Lay out clothes and toiletries before dressing.
- Minimize leaning over to put on clothes and shoes.
- Modify the home environment to maximize efficient use of energy.
- Wear comfortable clothes and low-heeled shoes.
Housekeeping
- Schedule household tasks throughout the week.
- Do housework sitting down when possible.
- Delegate housework, shopping, laundry, and child care when possible.
Shopping
- Organize list by aisle.
- Use a grocery cart for support.
- Shop at less-busy times.
- Use convenience foods/easy-to-prepare foods.
- Use small appliances (they take less effort to use.)
- Arrange the preparation environment for easy access to frequently used items.
- Prepare meals sitting down.
- Soak dishes instead of scrubbing and let dishes air dry.
- Prepare double portions and freeze half.
Child Care
- Plan activities to allow for sitting down (e.g., drawing pictures, playing games, reading, computer games.)
- Teach children to climb up on the lap or into the highchair instead of being lifted.
Workplace
- Plan workload to take advantage of peak energy times.
- Arrange work environment for easy access to commonly used equipment and supplies.
Leisure
- Do activities with a companion
- Select activities that match energy level.
- Request assistance in getting to the car.
- Balance activity and rest (don't get overtired.)
Note: Based on information from Donovan, E. (1995, October 25). "Energy conservation." In Fatigue Initiative through Research and Education (FIRE) course. Educational program sponsored by Oncology Nursing Society and Ortho Biotech IN., Phoenix, AZ. | <urn:uuid:9b6da772-20f2-41bd-ab38-b0101c3a7af4> | CC-MAIN-2015-18 | https://www.whidbeygen.org/cancer-care/patient-instructions/fatigue/at_download/file | 2015-04-22T01:43:46Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00171-ip-10-235-10-82.ec2.internal.warc.gz | 379,501,220 | 805 | eng_Latn | eng_Latn | 0.995824 | eng_Latn | 0.997548 | [
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Patrimonito
The character of Patrimonito was created on the basis of the World Heritage Emblem by a group of Spanish-speaking students at the First World Heritage Youth Forum held in Bergen, Norway in 1995. Patrimonito means "small heritage" in Spanish and represents a young heritage guardian.
Patrimonito has since then been widely adopted as the international mascot of World Heritage Education Programme. Since 2002, Patrimonito is also the main character of the Patrimonito´s World Heritage Adventures cartoon series.
For more information about Patrimonito, you can visit our website: http://whc.unesco.org/en/patrimonito/
Competition themes
Each participant should pick one theme related to one World Heritage site of his or her choice.
The four proposed themes are:
2. World Heritage and Sustainable Tourism (visiting responsibility)
1. World Heritage and the role of the Communities (for example people living in and around World Heritage sites)
3. World Heritage and Sustainable Development (how to balance preserving heritage for future generations with meeting human needs)
4. World Heritage and Biodiversity (sites that are crucial to sustaining life, nature, or species, including those endangered)
Themes can be combined, but the predominant choice should be indicated.
The Competition
A national selection:
Made by the National Commission of each country; Of the 5 best storyboards; For each theme
An international jury:
Composed of heritage and education experts At the UNESCO Headquarters in Paris
An international finale:
The 3 best storyboards per theme Announced in the spring of 2011
Winners and awards
Finalists at the national level will receive a UNESCO Certificate.
There will be twelve winners (three winners per theme) at the international level, and each of them will receive a UNESCO certificate and a UNESCO medal and… the winning storyboards will be professionally transformed into an animated film episodes of the Patrimonito's World Heritage Adventure series.
The name of each young author of the winning storyboards will be credited in the film which will be distributed worldwide by UNESCO and its partners.
The release of the next episode is scheduled for 2011.
Create your storyboard
Preparing a storyboard is like drawing a comic book.
It is a script that presents a story through sketches in chronological sequence. Usually, a storyboard is drawn in pencil or ink. The images or visual illustrations of the story are portrayed using a series of frames.
Your story and drawing should reflect:
1) your knowledge of the World Heritage site you have chosen and reasons for its inscription on the World Heritage List
3) the solution you propose to the challenge/problem.
2) a challenge/problem faced by the site based on the theme you have chosen.
Use blank storyboard worksheets for drawing the cartoons. The worksheets give you a series of frames that will show the development of the action or story.
Structure of the storyboard
a) First, you need to decide what story you are going to tell. Think about what you want to communicate to the audience. Remember that your story should reflect the theme that you have chosen. Do not forget that Patrimonito should play one of the
main roles among your characters.
b) Your script will need 'shape' - this means it needs a beginning, middle, and an end.
Beginning: Set up your story and characters in relation to the selected World Heritage site.
Middle: This is the backbone of your story. Here you present the obstacles or problems your characters have to overcome: or, perhaps there were no obstacles but an interesting journey or series of coincidences that they experienced. Communicate your main message.
End: This is the conclusion of your story where everything should become clear, showing how you think the problem should be resolved and giving the end of the story.
Balance the presentation of your story. Consider the number of frames devoted to the description of the site, to the issue confronted by the site and the solution you propose.
Surname: …………………………………..
School:
……………………………..
Address:
………………………………………………………….
Name
:.............................................
Grade:
………………………………. ……………………………………………………………………………..
Age: ……………………………………….......
Professor:
……………………….
Country:
…………………………………………………………
This part of the frame is for the drawing. The drawings can be in black & white or in colour.
Number the frames in chronological order at the top right corner. Use a minimum of 16 and a maximum 24 of frames.
There will be no dialogue, so provide the drawings with the basic message clearly.
Patrimonito´s World Heritage Adventures project
8 episodes have already been made on the basis of storyboards created by young people :
*Patrimonito arrives in Cuba: Havana
*Patrimonito in Norway: The Wooden Church of Urnes
*Patrimonito in New Zealand: The Sub-Antarctic Islands
*Patrimonito in Ethiopia: Rock-Hewn Churches of Lalibela
*Patrimonito in the Russian Federation: Historic Monuments of Novgorod and Surroundings
*Patrimonito in the Democratic Republic of Congo, Uganda and Rwanda: The Virunga Mountains
*Patrimonito in Australia: Climate Change and the Great Barrier Reef
*Patrimonito in Spain: Old Town of Ávila
Join us!
World
Heritage
Education
=
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News for Immediate Release
March 14, 2013
Governor Corbett Declares March 17-23 Wildfire Prevention Week
Harrisburg - Governor Tom Corbett has proclaimed March 17-23 as Wildfire Prevention Week in Pennsylvania, noting warming temperatures and drying March winds have combined to increase fire dangers across Pennsylvania's forests and brush lands.
"Last spring brought many brush and woodlands fires, showing us how quickly our wealth of forest resources can be endangered," Corbett said. "People cause 98 percent of wildfires; a mere spark by a careless person can touch off a devastating forest blaze during dry periods when conditions enable wildfires to spread quickly."
"Common sense can limit the threat of wildfires," Corbett said. "When state residents and forest visitors are careless with burning trash, campfires and smoking, volunteer firefighters often pay the price, answering call after call in woodlands that are ripe for damaging, life-threatening wildfires."
Department of Conservation and Natural Resources (DCNR) statistics show nearly 85 percent of Pennsylvania's wildfires occur in March, April and May, before the greening of state woodlands and brush lands. Named for rapid spread through dormant dry vegetation, under windy conditions, wildfires annually scorch nearly 10,000 acres of state and private woodlands.
Anglers, campers and other state forest visitors are reminded open fires are prohibited on state forestland from March 1 to May 25, and when the fire danger is listed as high, very high, or extreme, unless authorized by district foresters. Communities in heavily wooded areas are urged to follow wildfire prevention and suppression methods of the Pennsylvania Firewise Community Program to safeguard life and property.
DCNR's Bureau of Forestry is responsible for prevention and suppression of wildfires on the 17 million acres of state and private woodlands and brush lands. The bureau maintains a fire-detection system, and works with fire wardens and volunteer fire departments to ensure they are trained in the latest advances in fire prevention and suppression.
For more information on Wildfire Prevention Week activities, contact local district foresters; call the Bureau of Forestry at (717) 787-2925; or visit www.dcnr.state.pa.us (select "Forestry" under "Quick Links" then "Wildfire").
Media contact: Christine Cronkright, Governor's Office, 717-783-1116 Terry Brady, DCNR, 717-772-9101
Editor's Note: The following is a copy of Governor Corbett's proclamation:
PENNSYLVANIA WILDFIRE PREVENTION WEEK March 17-23, 2013
WHEREAS, Pennsylvania's bountiful woodlands and brush lands enrich the lives of both residents and visitors alike on a daily basis, providing irreplaceable habitat for countless flora and fauna species, a sustainable resource of timber and clean water, scenic recreational opportunities; and
WHEREAS, though both are sustainable resources, woodlands and brush lands quickly can be devastated by acts of carelessness. People are responsible for 98 percent of all wildfires, nearly 85 percent of which occur in March, April, and May prior to greening of our woodlands and brush lands; and
WHEREAS, wildfires annually devastate nearly 7,000 acres of state forest and even more private land; and threaten life, property, and the sustainability of our valuable natural resources; and
WHEREAS, wildfire prevention hinges heavily on public understanding and appreciation of these values. Precautions and vigilance must be everyone's personal charge, so that we can continue enjoying Pennsylvania's millions of acres of woodlands and brush lands, now and into the future. Communities in heavily wooded areas are urged to follow wildfire prevention and suppression methods of the Pennsylvania Firewise Community Program to safeguard life and property; and
WHEREAS, these commonsense guidelines aid the brave men and women who serve as volunteer forest firefighters of our community volunteer fire companies and the Department of Conservation and Natural Resources.
THEREFORE, in recognition of the importance of protecting our woodlands, brush lands, life, property, and our natural resources, I, Tom Corbett, Governor of the Commonwealth of Pennsylvania, do hereby proclaim March 17-23, 2013, as WILDFIRE PREVENTION WEEK in Pennsylvania. I urge all Pennsylvanians and visitors to protect our valuable woodlands and brush lands by being meticulously cautious with the use of fire. | <urn:uuid:c504bf8a-b6e2-4de9-993b-259c8d1b22de> | CC-MAIN-2015-18 | http://www.portal.state.pa.us/portal/server.pt?open=18&objID=1327188&mode=2 | 2015-04-22T01:52:51Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00170-ip-10-235-10-82.ec2.internal.warc.gz | 264,803,909 | 904 | eng_Latn | eng_Latn | 0.995182 | eng_Latn | 0.996147 | [
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Opening a dialogue on race is a tricky ordeal, especially in Minnesota where we are viewed as liberal and interracial. Living in a community with many level outside of the required politeness in the workplace and in other public
cultures, some of us find we rarely interact with other races on a personal arenas.
This lack of deep and authentic connection can build barriers to understanding cultures and customs outside of our own. One way we are taught to bridge the knowledge gap is to ask questions. But, how do you ask questions about race without offending others – even when no malice is intended?
NPR's Code Switch has taken this particular conversation about race in America to social media and has encouraged folks to share questions they have been asked pertaining to their race that were offensive or awkward on Twitter using the hashtag #theyasked.
I was not surprised to see that most of the folks posting questions were non-whites.
From time-to-time I am asked ridiculous questions with racial undertones that range from, "What happens when your hair gets wet?" to "
Minneapolis?!" and my favorite, "Do black women get upset when they see a black
You grew up with your Dad...really?" and "Aren't you afraid to live in North man with a white woman?"
The difficult part is that I am not sure the people asking these questions realize they are being offensive and may be surprised to know what they asked was perceived as inappropriate, rude and downright nosey. In our community, the "Minnesota nice" adds another wave of complexity.
So, does posting these questions on Twitter open the race dialogue and shine the light on offensive behavior or does it create an even bigger barrier? Reading the questions that were Tweeted was more sad than it was liberating or entertaining. The questions that were posed were the same questions my African-American, Latino, Asian and Jewish friends and I were asked growing up twenty years ago.
Has Minnesota changed?
When I was growing up, there were anecdotal race-based statements that highlighted differences that included wearing mixed match outfits, mayonnaise versus Miracle Whip and clapping on beat. We laughed about these things and didn't need to ask why they were associated with a particular race; we simply accepted them.
1 / 2
Written by Essex Nesta
We have a much more diverse cultural landscape than during my childhood, but for the most part, we still live in and socialize in very separate communities.
As I walk the rows of offices in my workplace, I see photos of families, neighbors and wedding parties of people who all look the same, including my own. The homogenous existence this represents may be the reason a Jewish colleague was asked if she celebrated Thanksgiving. "I'm American," she responded.
Being curious about other cultures really isn't the issue; it's that the questions asked are very specific, ignorant and judgmental and th
at they call attention to negative stereotypes that fuel separation and magnify the lack of culture in our culture. There is a difference between National Geographic curious and let's-see-if-the-stereotype-is-true curious.
Even so, instead of being defensive, I answer the questions posed to me and then explain how it may be perceived as offensive – for future reference. The awe that results is the most awkward for me. In 2013, I can't understand why someone would be "pleasantly surprised" to learn that I grew up with a loving and doting professional father in a neighborhood (North Minneapolis) where I continue to feel safe and celebrated, that I don't get upset when I see a black man with a white woman and when my hair gets wet, it curls up.
The sadness lies in the fact that the #theyasked posts seem to bring forward racist assumptions hidden behind the veil of curiosity.
This weekend, I thought of questions I may have for people of other races and couldn't come up with any I have been holding in or have been too afraid to ask. Culturally speaking, I was always taught to mind my own business, travel, observe and pick up a book.
Share your experience and some of the questions you have been asked about your race on Twitter @Insightnews using the hashtag #InMNTheyAsked
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Call 911 EMERGENCY IN PROGRESS
NON-EMERGENCY
Fire (916) 774-5800 Police (916)-774-5000 Extension 1
Police Department
1051 Junction Blvd. Roseville C A 95678 (916) 774-5000 www.roseville.ca.us/ police
Fire Headquarters
401 Oak Street, Fire Station #1 Roseville, CA 95678 (916) 774-5800 www.roseville.ca.us/fire
Abandoned Vehicle Hotline (916) 746-1022
Alarms/Alarm Permits (916) 774-5093
Animal Control (916)774-5090
Community Events & Neighborhood Watch (916) 774-5050
Graffiti Abatement (916) 746-1021
Police news & crime alert emails: www.roseville.ca.us/ enotify
RCONA
(Roseville Coalition of Neighborhood Associations) www.RCONA.org
Public Safety News and Tips
Fire Exit Plan
Fire Safety Tips
Governor Brown declared the drought a State of Emergency on January 17, 2014. Grassy areas and vegetation are brown and dry. These dry conditions make the possibility of a fire occurring in rural and urban areas higher than normal. We all remember the fire at Maidu Regional Park last summer that quickly spread to neighboring homes. It is every homeowner's responsibility to prepare their family for a fire emergency.
Are You Prepared?
In the event of a fire, remember every second counts. In less than 30 seconds a small flame can become a major fire.
* Have an escape plan. Draw a map of each level of your home and show all doors and windows.
* Find two ways out of each room.
* Make sure all doors and windows that lead outside open and that everyone knows how to open them.
* If you have a multi-level house, purchase a collapsible escape ladder which has been tested by a recognized testing laboratory. Use the ladder only for an emergency. Teach children how to escape on their own in case you cannot help them.
* Make sure you have a plan for everyone including the elderly, disabled, or the very young.
* Practice your plan at night and during the day.
* Make sure your house number can be seen during the day and at night.
Immediately Leave the Home
When fire occurs, get out fast. You may only have seconds to escape safely. Make sure to review these safety tips annually with your family, more often with young children.
* Take the safest exit route.
* If you must escape through smoke crawl low under the smoke and keep your mouth covered. The smoke contains toxic gases, which can disorient you or, at worst, overcome you.
* Never open doors that are hot to the touch. When you come to a closed door, feel the doorknob and door to make sure that fire is not on the other side. If either is hot, leave the door closed and use your secondary escape route. If the door feels cool, open it slowly. Be ready to shut it quickly if heavy smoke or fire is present.
* If you can't get out, close the door and cover vents and cracks around doors to keep the smoke out. If a phone is available call 9-1-1. Explain where you are and signal for help at the window with a light colored cloth.
* Designate a meeting location a safe distance in front of your home so firefighters know that you are out.
* Once out, stay out. Remember to escape first and then call 9-1-1. Never go back into a burning building for any reason.
*
Teach children not to hide from fire fighters.
Fireplace Safety Tips
* Never discard hot ashes inside or near the home. Place them in a metal container outside and well away from the home.
* Never close your damper with hot ashes in the fireplace. A closed damper will help the fire to heat up again and will force toxic carbon monoxide in the home.
* If synthetic logs are used, follow the directions on the package. Never break a synthetic log apart to quicken the fire or use more than one log at a time. They often burn unevenly, releasing higher levels of carbon monoxide.
* Don't use excessive amounts of paper to build soaring fires in fireplaces. It is possible to ignite creosote in the c h i m n e y b y overbuilding the fire.
* Never burn charcoal indoors. Burning charcoal can give off lethal amounts of carbon monoxide.
Identity theft happens when someone steals your personal information and uses it without your permission, according to the Federal Trade Commission (FTC). It's a serious crime that can ruin your finances, credit history, and reputation. Once the criminals have your personal information, they can drain your bank account, run up charges on your credit cards, open new credit card and utility accounts, or get medical treatment on your health insurance. So how do you know if you are a victim of identity theft?
Clues that your personal information has been stolen:
Be Careful Online
* You see withdrawals from your bank account that you can't explain.
* You don't get your bill(s) and/or other mail.
* Merchants refuse your checks.
* Debt collectors call you about debts that aren't yours.
* You find unfamiliar accounts or charges on your credit report.
* Medical providers bill you for services you didn't use.
* The IRS notifies you that more than one tax return was filed in your name, or that you have income from an employer you don't work for.
* You get notice that your information was compromised by a data breach at a company where you do business or have an account.
Keep Your Personal Information Secure:
Protecting your personal information can help you reduce your risk of identity theft.
* Lock your financial documents and records in a safe place at home, and lock your purse in a safe place at work.
* Limit what cards you carry. Take only the identification, credit, and debit cards that you need..
* Destroy the labels on prescription bottles before you throw them out.
* Take outgoing mail to the post office collection box. Promptly remove mail that arrives in your mailbox. If you won't be home for several days, request a vacation hold on your mail or have a trusted neighbor collect your mail and any packages that may be delivered in your absence.
* When you order new checks, don't have them mailed to your home, unless you have a secure mailbox with a lock. You can pick them up at the bank.
* Review your credit reports for warning signs of fraudulent activities. You are entitled to one free credit report from each of the nation's three major credit bureaus* a year. Some experts suggest spreading out your requests through the year.
* Encrypt your data. Only enter passwords on secure web pages with "https" in the address bar and a padlock symbol at the bottom of the browser window.
* Keep passwords private. Use strong passwords with at least eight characters, with a mix of letters, numbers, and symbols. Use different passwords for all your accounts.
* Be mysterious on social networks. What you share is what tech-savvy thieves use for scams, phishing, and account theft. Don't over share.
* Use security software. I n s t a l l a n t i - v i r u s software, anti-spyware, and a firewall. Set your preferences to update these protections often.
* Avoid Phishing Emails. Don't open files, click on links, or download programs sent by strangers.
To request your free report, go to www.AnnualCreditReport.com.
Immediate Steps to Repair Identity Theft:
If you act quickly you can limit the damage from an identity thief. Here are three steps from the Federal Trade Commission (FTC) that you can take immediately.
1. Place a Fraud Alert with one of the three credit reporting companies*. They then must tell the other two companies. An initial fraud alert can make it harder for an identity thief to open more accounts in your name. The alert lasts 90 days, but you can renew it.
2. Order your credit reports. Identity theft victims are entitled to a free credit report from each of the three credit reporting companies*. When you order the report ask the company to show only the last four digits of your Social Security number on your report. If you find fraudulent charges, contact the related business. Then follow up in writing. Send all letters by certified mail and ask for a return receipt.
3. Create an identity theft report. To create one, file a complaint with the FTC (online at www.ftccomplaintassistant.gov or by phone at 1-877-438-4338). Then print your Identity Theft Affidavit. Use that to file a police report. Your FTC Identity Theft Affidavit and your police report make an Identity Theft Report.
*Equifax 1-800-525-6285 Experian 1-888-397-3742 TransUnion 1-800-680-7289
Opt Out
You can choose to "opt out" from mailings from credit card companies. Identity thieves won't be able to steal credit card applications mailed to you. You will have to disclose your Social Security number, because that's how the credit bureaus track you.
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Geospatial Environmental Project
ENGAGE EXPLORE INVESTIGATE
Collegiate High School At Northwest Florida State College 100 College Boulevard In Cooperation with Florida's Great Northwest
"This product was partially funded by a grant awarded under the Workforce Innovation in Regional Economic Development (WIRED) Initiative as implemented by the U.S. Department of Labor's Employment & Training Administration. The information contained in this product was created by a grantee organization and does not necessarily reflect the official position of the U.S. Department of Labor. All references to non-governmental companies or organizations, their services, products, or resources are offered for informational purposes and should not be construed as an endorsement by the Department of Labor. This product is copyrighted by the institution that created it and is intended for individual organizational, non-commercial use only."
Project C 2 Goals and Overview
Project Goals:
[x] To increase the number of high school students who will major in engineering, science and/or mathematics at the high school and college/university levels
[x] To provide a curriculum enhancement program in engineering, science and mathematics that is replicable at other high schools
[x] To develop a curriculum enhancement program in engineering, science and mathematics which supports the expansion of Florida's school choice options through the Northwest Florida State College model
[x] To demonstrate the commitment of Great Northwest Florida higher education to promoting and supporting college majors in engineering, mathematics and science.
[x] To involve local business and industry leaders in the development and support of local students interested in science, math or engineering careers.
Overview and Project Summary
The students who participated in the pilot phase of Project C2 during the three year program experienced a variety of learning experiences designed to support the objectives of the program. The following learning activities were incorporated in the curriculum in the pilot phase:
* Five feld trips related to the four felds of study—environmental science, medical science, engineering, and mathematics
* Interviews with experts-in-feld of research or career interest
* Seven "Science Friday" labs/interactive demonstrations or lectures by experts in targeted felds
* Development of a portfolio incorporating learning logs from labs, feld trips, and lectures/demonstrations, a research paper on career interests in targeted felds, transcripts of 2
* Interaction with state and local community and industry leaders who are employed in the targeted career felds.
interviews with experts in feld, and a refection of Project C learning experiences
Replicable Learning Activities for Geospatial Environmental Mapping Project
Geospatial Technology is included as a signifcant part of the overall project experiences focusing particularly on the use of Global Positioning System (GPS) technology in environmental issues and workplace application. The GPS activities presented are suitable for:
* Small group special collaborative experiences
* General classroom strategies in comprehensive science and mathematics classes
* Survey of careers in science, mathematics, and engineering
* Co-curricular activities/clubs/special interest community groups
* Focused units in technology education application
UNIT OBJECTIVES:
* Describe the basic operating principles of GIS and GPS technology
* Demonstrate use of basic GPS technology in local environmental settings
* Explain the uses of GIS and GPS technology in personal and commercial use
* Construct meaning from a variety of data collection points to solve environmental problems
* Manipulate data and resources to communicate and collaborate in addressing local and global environmental issues
* Collect environmental data as baseline for future monitoring studies
* Identify career felds where GPS and GIS technology is used
EQUIPMENT NEEDED:
* Basic GPS Receivers with Digital Maps
* ArcGIS Mapping Computer Software
* Waterproof Notebooks if doing field water sampling
DESCRIPTION OF GPS AND GIS MAPPING PROJECT
We involved students enrolled in the Project C2 (Career Connections) in a variety of units involving project-based experiences using mathematics, science and engineering concepts including forensics science, robotics, environmental science, and geospatial technology. The geospatial environmental component of Project C 2 (Career Connections) involved three layers of experience: Engage, Explore, Investigate. Any of the learning strategies at each level could be used as an isolated activity or as an ongoing project. The project involved real time collection of data that had a pre-disposed use and authentic end results. The Engage level concentrated on basic skills using GPS equipment including reading and plotting collected data. The Explore level involved identifying mapping invasive/exotic plant species along the shoreline of Camp Creek Lake in Walton County, Florida. The students used GPS/GIS technology to create a layered map indicating the location of invasive plant species. The map will be used by the Florida Department of Environmental Protection to control and monitor the effectiveness of measures to eradicate destructive invasive plants in South Walton County dune lakes. The project is the beginning of an ongoing cooperative community project involving local and state agencies including Choctawhatchee Basin Alliance, Florida Department of Environmental Protection, Walton County Extension Service (University of Florida Institute of Food and Agricultural Sciences), Nokuse Plantation, a private environmental preserve, Eglin Air Force Base, and the Collegiate High School at Northwest Florida State College. The project offered an opportunity for students to collaborate with a variety of community resources on a project of common interest. It also exposed students to a first-hand view of a diverse number of careers connected by a common project, but diversified in primary focus and available resources. The project brought together private, public, post-secondary, secondary, and professional resources to solve a problem of common interest, but with unique missions.
Additional projects involving identifying species, plotting location, and monitoring movement were conducted on a smaller scale at the Explore level including wetland sampling and identification, relocation and tracking of gopher tortoise habitats at Nokuse Plantation. At the Northwest Florida Campus of the Collegiate High School, students erected tubes for frogs to inhabit, plotted the locations of the tubes and monitored the census at various times of the year and under varying conditions. Such small projects may be replicated in any habitat available for the purpose of learning to apply GPS and GIS technology.
The project suitably supports project-based learning, portfolio development, community service and volunteer goals, career inquiry, development of higher level skills of spatial organization, reflection, analysis, and problem solving. Further, the project helps to develop and reinforce "soft skills" identified by the SCANS Competencies and the 21 st Century Skills needed by students in order to adequately apply the core knowledge that K-12 education has traditionally provided.
SUGGESTED RESOURCES FOR LOCAL PROJECT SUPPORT:
* Colleges and Universities (Science, Mathematics, and Technology Departments)
* County and Municipal Planning Departments
* State Park Services
* State Land Grant University Local Extension Departments
* Private Environmental Groups
* State Environmental Protection Agencies
* Military Base Personnel
FOR ADDITIONAL INFORMATION:
www.nwfcollegiatehigh.org www.nokuse.org www.basinalliance.org www.waltoncounty.gov firstname.lastname@example.org
APPENDIX
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Montreal Temple Nourishing All Category : March 1990 Published by Anonymous on Mar. 01, 1990
Montreal Temple Nourishing All
Bhatti, Vikram; Ostroff, Pearl; Mukhopadhyay, P.B.; Sharma, Arvind
Open Attitudes Encompass Diverse Community Needs
The Hindu Mission of Canada has established its temple in what is not only the country's most populous city, but also the second-largest French-speaking city in the world and the reluctant yearly recipient of ten feet of winter snow. Nevertheless, Hindus find themselves comfort come in this eastern Canada city. The recently settled here are generously called "New Canadians" - unlike America where immigrants are called "aliens," the same term as would be applied to a two-headed visitor from a distant galaxy. Canada prides itself on facilitating immigrants to maintain their cultural identity. There is even a government department for this purpose.
Hari Tuknath, president of the Hindu Mission, told HINDUISM TODAY how he enjoys the Montreal's ambiance. "There is no discrimination at all, these French people are nice, better than the English. Except for the language problem, Montreal is the best place to live in Canada. One can walk safely on the streets even late at night." But the safe streets mask what attorney Aran Veylan of Edmonton, Canada, calls a "rough and tough city" with a powerful crime and drug underworld which, however, rarely touches the average citizen.
Unemployment has been a concern, Tuknath admits. A number of companies relocated to Toronto when French was mandated as the only language in which business could be conducted - a linguistic row reminiscent of India. Among the dispute's manifold consequences is that Hindu children are taught both English and French in schools. The language issue has given rise to a real prospect of Quebec seceding from the rest of Canada, with unforeseeable repercussions on Hindu residents.
page 1 / 4
The Hindu Presence
There are two major Hindu temples in Montreal: the Hindu Mission, largely attended by Hindu new Canadians, and the Hare Krishna temple, supported by both French had English-specking Canadians of European descent. Due to unplanned scheduling differences Indian Hindus can attend major festival celebrations at both temples - The Hindu Mission celebrates festivals on the nearest weekend, whereas the Krishna temple observes the exact day.
The communal atmosphere of Quebec has not fed similar divisions in the 15,000-strong Hindu community. Temple president Tuknath actively solicits the participation of all Hindus, largely avoiding the tendency toward exclusive linguistic divisions that is present in some areas. He explained, "I tell them this temple belongs to every Hindu who believes in Hinduism." Montreal resident Tapas Majundar of West Bengal confirmed to HINDUISM TODAY that the temple was looked at as the gathering place for all Montreal Hindus. The majority of the Hindus in Montreal are from Punjab and Gujarat. Tuknath said there were no problems with Christian missionaries.
Establishing the Mission's temple
The Hindu Mission temple began under the inspiration of Om Prakash Gupta in 1971. A handful of devotees gathered to worship at the home of J.K. Awasthi. A YMCA hall served as the site for their first Janmashtami celebration, while their fortnightly meetings moved to C.B. Singh's restaurant. They got formally organized in 1976 under the presidency of Hitesh Sharma and collected $25,000 from the 150 families then participating. In 1980 a permanent building was located. The main room's wall-tile design of wheels and cogs still puzzles visitors, unaware of the buildings previous service as a mechanic's union hall. The corner building, a house wide and a very small city block deep, was acquired for a $117,000, but Tuknath says the owner expected the Hindus to default on the mortgage. With a monthly income averaging $200 and a mortgage of $ 1,000, default it almost did, but shortfalls were always made up from the temple committee's personal pockets.
At the end of the first year, temple devotee Ram Swarup Kushal engineered a payoff for the mortgage (much to the owner's surprise, says Tuknath) by getting page 2 / 4
interest-free loans from the devotees. Now all loans are cleared and, with the help of generous devotees such as Ramesh Sahni, major improvements are being added each year. Most recently a new kitchen was installed and new carpeting laid.
The temple is arranged and worship is done in North Indian style. Large murthis of Radha and Krishna are in the center. To the left is Lord Vishnu and Goddess Lakshmi, to the right Goddess Durga seated on a lion. A three-foot Lord Ganesha which belongs to Tamil devotees is set up with a base which allows abhishekam. Siva Nataraja and a Siva Lingam are also on the altar. In October, 1986, the Mission acquired the services of a full-time priest, Pandit Sitaram Sharma from India. Panditji has since received full immigrant status and was joined by his family from India in February, 1989.
The Tamil Temple Community Plans
The 5,000-strong Tamil community in Montreal presently holds worship services at the Hindu Mission every Friday evening. These attract between 300 and 700 devotees. According to the secretary of the Saiva Mission of Quebec, Thiru Nadarajah, the South Indians are planning their own Murugan temple to be built according to agamic tradition. For this purpose they have raised US $84,000, not yet enough to purchase land. Priest Govindraja Sharma of Jaffna, Sri Lanka conducts the weekly abhishekam as well as popular festivals such as the just-celebrated Thai Pongal and the upcoming Maha Sivaratri.
Plans for the Future
Demonstrating the community's generosity, a serious future plan is a fund-raising dinner not for the Montreal Hindu Mission but, according to Tuknath, to help clear the remaining $50,000 mortgage on the Krishna temple. Improvements will continue to the Hindu Mission's premises, and strong thought is being given to expanded teaching programs for the young. Overall, Montreal's Hindus appear comfortably settled in this hospitable city.
Address: The Hindu Mission, 955 Bellechasse Street East, Montreal, Quebec, page 3 / 4
Canada, H2S 1Y2. Phone: 514/270-5557.
Youth Programs
Seventeen-year-old Seema Srivastva liked best of all playing Sita in the youth production of Sita's Swayambar, when Sita chose Lord Rama for her husband. Seema said, "The temple has a very nice priest who is very fond of children. He explains a lot and has started many children's activities."
According to Seema's mother, Shanta, plays based on episodes from the Ramayana were begun at the Indu Mission two years ago and are now held on Ramnavami and Devali. Thirty-five to forty children participate in each, which are put on with elaborate costumes, devotional dancing and preliminary bhajan. The plays are done in Hindi with commentary in English.
Seema likes the temple's recent emphasis on children's programs but says it should be increased to include regular classes on religion and Hindi. She said, "In [the Christian] school we may learn some Hinduism but there should be a keep up with our culture, especially since we have never been in India, the temple helps us that way." Her mother wants to start children summer camps and other programs, but complains that there are not enough people willing to devote time necessary to develop temple activities.
Article copyright Himalayan Academy.
page 4 / 4 | <urn:uuid:9f57b1ac-d1bb-4f63-9640-acfadba8c9ac> | CC-MAIN-2015-18 | http://www.hinduismtoday.com/modules/smartsection/makepdf.php?itemid=706 | 2015-04-22T01:43:23Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00202-ip-10-235-10-82.ec2.internal.warc.gz | 210,531,514 | 1,716 | eng_Latn | eng_Latn | 0.99827 | eng_Latn | 0.99832 | [
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Giving Back Service Hour Plan
The goal of the Service Hour Plan is to acknowledge the efforts of Lassiter High School's civic minded students who support their community and school by giving back time, talent, and energy. To qualify as a volunteer service activity it must contribute to the community and/or school without compensation.
Why institute a Service Hour Plan at Lassiter High School?
G – It is Lassiter's belief that teaching our students the value of "giving back" is just as important as establishing strong academic skills. Learning civic responsibility is a lifelong skill.
I – Community "involvement", "improves" self worth, "increases" awareness and "interaction" with various economic, ethnic and cultural groups.
V- "Volunteerism" is an excellent indicator for potential employers and colleges to understand a
student's work ethic.
E-Community service helps students to recognize that we are all "equally" responsible for improving, and caring for our neighborhoods, surroundings and school.
Approved Activities:
- Service projects sponsored by any Lassiter school club, team or service organization.
- Time planning the fund raiser, community activity or chartable event.
- Volunteer time with any non-profit group, hospital, church, civic group or community organization.
Exclusions:
- Service time cannot be claimed for attending and participating in normal operation of Sunday school class, Choir, etc.
- No credit can be given for an Internship, unless the hours donated are above and beyond those of your regular schedule.
- No more than ½ of the volunteer hours can be accumulated from agencies outside of Lassiter High School. Service hours collected from an outside agency must be submitted on company letterhead and signed by the sponsoring adult with indication of the event and number of hours the student has volunteered.
- Students can only earn credit for their volunteer hours once.
Accumulation of Service Plan Hours for 2011 – 2012
To receive a Community Service Graduation cord, students are expected to accumulate a minimum of 200 community service hours over a four year period at Lassiter High School. In light of our recent adoption of the "Giving Back Service Hour Plan" Lassiter has prorated the service hour minimums. In addition, students are able to log hours from pervious community service activities as long as they have the appropriate documentation. Transfer students must accumulate 50 hours of community service for each year they have attended Lassiter High School. The volunteer hour sliding scale for each graduating class is as follows:
Giving Back Service Hour Plan
FINAL HOURS FOR SENIORS ARE DUE BY MAY 1, 2012. Upon submission and approval, SENIORS may file a request form for a community service cord along with their associated class fees. Any integrity breech of this document will be brought before the Faculty Advisor Committee. Please remit forms to Mrs. McCallum or Mrs. Bare.
(This form should only include hours which were served through a Lassiter Sponsor/Teacher – Letters from outside agencies should be attached).
Total Hours: _______________ Student's Printed Name
___________________________________
Date: _____________________ Student's Signature
______________________ _________________
Community Service Plan REQUEST FORM 2011
Date: ______________
Name (Print): _______________________________________________________________________________________
Address: _____________________________________________________________________________________
Email address: _________________________________________________________________________________
Phone Number: _______________________________________________________________________________
Signature: ______________________________________________________________
Parent(s) Signature: ______________________________________________________
I certify that I have accumulated ______________________ community service hours for this school year. Attached are Letters from outside agencies which represent my community service time away from Lassiter. I understand that at least 50% of the total community service hours required for recognition should come from a school sponsored club/activity/ organized event (ex: Class of 2012 has a minimum of 50 hours, so 25 of those hours should be from a school sponsored club/activity/event). My community service hours must be submitted to Mrs. McCallum or Mrs. Bare by May 1, 2012 to have sufficient time to order and deliver my community service cord prior to Lassiter's graduation ceremonies. I further acknowledge that the lapel community service cord can/should be worn during the graduation ceremonies as it meets the guidelines set by the graduation committee. I may not wear any unauthorized attire during the graduation ceremony.
DO NOT WRITE BELOW THIS LINE
Approved Hours _______________ Annual Dues Paid _____________ Date Ordered (Sponsor) _________
Sponsor Approved ______________ Cord Payment ____________
Date Issued (Sponsor) __________ | <urn:uuid:cb2c341b-8134-4c10-85ed-9a4844235c03> | CC-MAIN-2015-18 | http://www.lassiterhigh.org/filestore/LassiterGivingBack091611.pdf | 2015-04-22T01:38:25Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00205-ip-10-235-10-82.ec2.internal.warc.gz | 222,400,421 | 947 | eng_Latn | eng_Latn | 0.993701 | eng_Latn | 0.998872 | [
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Juvenile Fiction
Lady's Big Surprise
JoAnn S. Dawson Michelle Keenan, illustrator F. T. Richards Publishing 978-0-9746561-6-8 (July 31, 2004)
In a world where horses are better than the mall, movies, or instant messaging, this story brings to life all the dreams that girls have about ponies. Young horse lovers will enjoy these adventures, which reinforce the magical connection between girls and horses.
Mary and Jody are crazy about horses, and they aren't "just good friends, or even best friends. They [are], as Mary put it, 'epic friends.'" Aside from their love of horses, the two couldn't be more different. Mary, who has to put her own hand over her mouth to quiet herself sometimes, is a very confident, with a bossy, know-it-all attitude. Jody, meanwhile, is shy, cautious, and rather unsure of herself. But their ponies, Gypsy and Lady, brought them together and will keep them together as their friendship grows.
Willie, the wise, gruff, but loving cowhand who knows horses, figures out how to use a truck bed to transport Lady, the horse who always comes to the girls' rescue. Willie teaches them about their beloved animals, and throws in a few life lessons on the side.
This book, the first in "The Lucky Foot Stable Series", isn't driven by a single plot but rather is a collection of episodes; it takes its readers to a horse show, to the girls' Secret Place, and on an old-fashioned sleigh ride, and it ends with a star born on Christmas morning.
The author, a lifelong horse lover and owner who enjoys competing her American Paint horse, Painted Warrior, is an educator and director of the Equine Institute at a Maryland college. She has appeared as an actor in The Sixth Sense and 12 Monkeys, and has as a horse wrangler on Oprah Winfrey's Beloved and America's Most Wanted. In this book, she shares her horse knowhow by using horsey terminology throughout the story and providing a glossary at the back of the volume.
Dawson knows her audience of young girls (ages eight to twelve) well, nicely blending suspense and adventure to keep them interested. At times she uses language that will be challenging to her younger readers, although that isn't likely to discourage them.
The story moves quickly and, while predictable, will keep any girl with a passion for horses eagerly reading along. Dawson has purposely chosen not to depict any part of the girls' lives that doesn't include their horses, so readers know nothing of their families or school life. Some readers may want to know more about the characters, but for those who love horses as much as Mary and Jody, it shouldn't matter one bit.
Lynn Geiger | <urn:uuid:59099ecf-aa1a-43d3-90bf-8d0a21d377a5> | CC-MAIN-2015-18 | https://www.forewordreviews.com/reviews/ladys-big-surprise/pdf/ | 2015-04-22T01:45:58Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00193-ip-10-235-10-82.ec2.internal.warc.gz | 364,350,734 | 584 | eng_Latn | eng_Latn | 0.999374 | eng_Latn | 0.999253 | [
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Let's Talk Literacy – June 2013
Summer offers many unique opportunities to weave literacy into everyday activities with your child. Beach trips, swimming in a pool, or family barbecues provide ideal opportunities for conversation, book reading, and looking at letters, skills that will help your child become a reader and writer later in life. Try some of these tips for making your young child's summer full of literacy fun.
Be a reader yourself. When you read newspapers and books and write letters and lists, you show your young child how reading and writing are useful. By demonstrating why reading and writing are important, you will motivate your child to become a reader and writer.
Set aside a consistent time each day for reading aloud. Choose a read-aloud time that fits your family's summer schedule and stick to it every day. Your baby, toddler, or young child will look forward to this special time together.
Connect read-aloud choices to summer activities. Read your child a book about the beach, such as Sea, Sand, Me!, before or after a beach trip, or read The Very Lonely Firefly after your child discovers fireflies at a family cookout. When you read and discuss books about things your child has experienced, you help him learn important vocabulary and extend his understanding of experiences.
Check out summer programs at your local public library. Many feature special story times, singalongs, and puppet shows during the summer. These programs offer fun opportunities for your child to expand his language-and literacy-related skills.
Look at letters and words as you enjoy summer activities. As you walk to the park, point out stop signs and letters in street signs. When you visit the local pool, point out the list of pool rules and read them with out loud. Let your child draw and write with chalk on the sidewalk. By drawing your child's attention to print and letters, you teach her about specific letters and words while pointing out the many uses of print.
Take books along on outings. Pack some board books in your beach bag or picnic basket, and bring a stack of books on long car rides. You and your child can enjoy books together anywhere you go this summer.
Adapted from My PBS Parents, Reading and Language articles.
Summer Reading Resources
For great summer books, please read "The 2013 Big Summer Booklist from Reading Rockets".
For other summer reading lists and literacy resources, you can visit the following websites:
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Dharma Suffers in US Schools
Category : August 1987
Published by Anonymous on Aug. 01, 1987
Dharma Suffers in US Schools
Peruman, Markandeya; Peruman, Sundari A battle for dharma rages inside the brains and bodies, inside the hearts and minds, of the Hindu youth of America. On the one hand, with youthful valor, many really want to obey their parents, stand strong for the Hindu heritage, to be shining examples of purity. Yet puberty's passions, peer pressure, subtle propaganda, minority status, Christian influence and racism assail our children daily on the school campus. What may be a crisis of enormous emotional proportions in the mind of a 15-year old girl, often goes unseen by parents. Most of them are unaware of the "realities of teen society" and just look on helplessly. Outside the purview of parents and teachers, with confidentiality guaranteed, through hundreds of candid group and personal interviews, our children told us of their struggle:
Food, Sex and Drugs: The ancient values of brahmachariya (continence) are deeply embedded in the Hindu psyche. Purity in all dimensions of life is still the expectation of most Hindu parents.
But Hindu youth see most of their fellow students eating meat, and those that don't are considered out of step with the main stream. Those that do not date are considered completely out of step. At least 90% of their fellow classmates date. It is the accepted thing to do. This is particularly true at prom (main school dance) time. Without a date they stay at home. Unfortunately, in this sex-oriented society, most of the boys seem to have one thing on their mind. Drugs are prevalent on the campus. Many Students smoke cigarettes, a lot of them have smoked pot and some are into hard drugs. There are very few they know who haven't at least tried beer and/or wine. There is a lot or pressure exerted in this particular area of their lives.
Those who stand up for traditional values are often called old-fashioned, queer, priggish etc. Often they are faced with the remark, "You are now in America and you are expected to do what the others do, or else." Or, "If you don't do such and page 1 / 2
such you won't be considered one of the group." Constant peer pressure is the catalyst, turning simple adherence to purity into traumatic confrontation.
Christian Influence: Most fellow students and teachers are Christians. The influence is subtle but thorough. Most holidays have some Christian religious connotation. Most textbooks are colored by the writer's religious persuasions. Music students, especially voice students, are expected to sing Christmas carols.
Cultural Alienation and Racism: Cultural events are frequently based on American history. In most cases our children feel completely left out of things. "White" Americans often project superiority. "Colored" Hindus of Asian descent are relegated to the Mexican, Black or Filipino group. Being ignored by the white students, they feel more comfortable with the minority groups. But these minorities do not uphold traditional Hindu values and are mostly Christian.
Parental Guidance: Hindu youth feel that their parents are not "hip" to what is expected of parents in America. They feel their parents want to raise them as they themselves had been raised in their home country. But conditions are different here in America. The youth want intelligent guidance, not just rules. Children feel parents are too strict in most cases. A few of those interviewed felt quite comfortable with their parents guidance, but the majority said parents were not understanding enough and certainly not aware of what really takes place on campus.
Hindu Schools Needed: Academically, our Hindu youth shine. However, they must be constantly appraised of the ever-present pitfalls. Most students thought that Hindu parochial schools could solve the problems, harmonizing education and religion, giving a sound knowledge of Hinduism. Then, as adults, they felt they could stand strong on the foundation of understanding and talk intelligently with their Christian and Jewish peers in a pluralistic society.
Article copyright Himalayan Academy.
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Heart Healthy Tips for February
Many people know that 20 minutes of exercise 5 days a week is a great way to stay healthy. However, if you can't do that amount every day, some exercise is better than none at all. The major benefits of exercise on the heart is increased oxygenation of the muscle which is an important "nutrient" for muscle function, decreased blood pressure so that the work load of the heart pumping blood out into the body is lessened, and decreased stress which leads to less cortisol (stress hormone) production. Elevated cortisol levels lead to increased belly fat, increased fat in the arteries of the heart, and increased blood pressure.
Eating right is also important. Dieting is not always the answer if you are yo-yo dieting. A steady diet of the right foods, in the right amount and at the right time of day will automatically help you lose weight and feel healthier; which in turn will make you feel like adding the benefits of exercise. Eating the right foods in the right amount is one of the most important things people of all ages can do.
Hints on proper eating for better heart health:
- Don't overload your plate. It is better to eat six small meals a day than overeat during three meals.
- Eat until you are satisfied. With "biggie-sized" meals and drinks, we've become accustom to feeling full, rather than recognizing that you only need to feel that you've taken care of the hungry feeling.
- Cut down on processed foods and high-sodium foods (lunchmeat, chips, French fries)
- Increase your Omega-3 fatty acids by eating more fish (salmon, tuna, herring, mackerel), beans & nuts (walnuts, soybeans), and use canola or olive oil.
- Limit fats that are solid at room temperature (butter, Crisco, lard, meat fat)
- Increase your intake of fruits and vegetables. Peas, beans and lentils can be an excellent replacement for meat.
- Choose meats that are only 10% fat. Read the label; you will likely pay a few cents a pound more because it is healthier, but meats that say they are 90% lean are your best choice.
- Limit sodium to one teaspoon a day (2300 mg). Salt retains body water making you feel bloated, increases your blood pressure and contributes to hardening of the arteries and/or kidney stones.
Resources for Heart Healthy Living and Recipes can be found at the following websites:
1. American Heart Association: http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/HealthyCooking /Simple-Cooking-with-Heart-Home-Page_UCM_430043_SubHomePage.jsp
2. Mayo Clinic: http://www.mayoclinic.com/health/heart-healthy-recipes/RE00098
3. National Institutes of Health: http://www.nhlbi.nih.gov/contact/index.htm | <urn:uuid:1ae34832-7f1e-4f83-95da-0ecf0f1fd347> | CC-MAIN-2015-18 | http://www.portal.state.pa.us/portal/server.pt/document/1321259/heart_healthy_tips_for_february_pdf | 2015-04-22T01:53:31Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00209-ip-10-235-10-82.ec2.internal.warc.gz | 270,391,778 | 604 | eng_Latn | eng_Latn | 0.997389 | eng_Latn | 0.997389 | [
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Delivering on the promise
© UNICEF/2011/Modola
What we do
19.3 million children living in the poorest countries of the world do not receive life-saving vaccines that parents in wealthy nations take for granted. Routine childhood vaccines against killer diseases like diphtheria, tetanus, pertussis, and two leading causes of child deaths, pneumonia and diarrhoea, are widely available in wealthier countries yet are not reaching the children most in need. The mission of the Global Alliance for Vaccines and Immunisation (GAVI) is to address this inequity by saving lives and improving health by increasing access to immunisation in the world's poorest countries.
A child dies from a vaccine-preventable disease every 20 seconds. That's 1.7 million children every year.
Vaccines:
save lives and give children the chance for a healthier, more productive future;
prevent disease so children are better able to regularly attend school and learn;
are cost-effective and diminish the cost of hospitalising a sick child.
GAVI provides a solution
In January 2000, the Global Alliance for Vaccines and Immunisation was launched to fund vaccines for children in the world's poorest countries.
GAVI brings together developing country and donor governments, international development agencies, the vaccine industry in industrialised and developing countries, research and technical agencies, civil society organisations, the Bill & Melinda Gates Foundation and other private philanthropists in a global health public-private partnership.
This has brought a single-minded focus to the urgent task of closing three critical inequities:
1. between children for whom immunisation is a given and the 19.3 million children worldwide with no access to vaccines;
2. between the introduction of a new vaccine in high-income countries and the average 10-15 years required for the same vaccine to reach low-income countries;
3. between the need for new vaccines in developing countries and the lack of research and funds to provide them.
Expanding access to reduce child mortality
Expanding access to immunisation through public-private partnerships is a key driver in ending preventable child deaths.
To reduce child mortality substantially by 2035, we must scale up proven interventions and improve the reliability of their delivery. We can and must immunise more children, protect those living in hard-to-reach places, and continue to provide an entry point for other health services.
Equity challenge:
To reach the "5th child".
Future deaths averted, 2000–2011
* Includes deaths averted by GAVI-supported vitamin A supplementation programmes.
Source: WHO, Department of Immunization, Vaccines and Biologicals, 30 September 2011.
We can save an additional 4 million lives by 2015
By continuing to provide routine vaccines and target the world's two biggest child killers, pneumonia and diarrhoea, GAVI has the potential to immunise an additional 243 million children by 2015 and prevent another four million future deaths.
How are we going to do it?
By providing new and cost-effective vaccines offering protection against pneumococcal disease and rotavirus−the leading causes of pneumonia and diarrhoea, respectively−to low-income countries through GAVI's programme support;
By leveraging delivery platforms to increase global vaccination coverage, which is now at an average of 82%;
By supporting country-led vaccine rollouts. Developing country demand is high: by the end of 2011, 61 countries had been approved for support for the pentavalent, the five-in-one vaccine against diphtheria, tetanus and pertussis (DTP), Haemophilus influenzae type b (Hib) and hepatitis B (hepB); 17 for yellow fever vaccine support, 37 for pneumococcal vaccine support and 21 for rotavirus vaccine support.
US$ 7.2 billion of support
Thanks to the generosity of donors and private philanthropists, US$ 7.2 billion of support will help countries by 2015 to:
vaccinate a quarter of a billion additional children
90 million against pneumococcal disease
50 million against rotavirus
230 million children withpentavalent vaccine
Support vaccines against HPV, meningitis A measles and rubella
FOR THE FIRST TIME IN HISTORY, CHILDREN IN DEVELOPING COUNTRIES ARE RECEIVING NEW LIFE-SAVING VACCINES AT VIRTUALLY THE SAME TIME AS CHILDREN IN HIGH-INCOME COUNTRIES
© UNICEF/2009/Holmes
GAVI's innovative finance mechanisms
IFFIm (International Finance Facility for Immunisation) has raised US$ 3.6 billion on the capital markets;
AMC (Advance Market Commitment) accelerates access to pneumococcal vaccines;
The GAVI Matching Fund engages the private sector.
The GAVI Matching Fund, which engages the private sector, demonstrates what can be achieved when governments, corporations, foundations and the general public work together. The Bill & Melinda Gates Foundation and the UK Government have pledged to match up to US$ 130 million in contributions from corporations, foundations, their employees, members, customers and business partners. Current GAVI Matching Fund partners include Absolute Return for Kids (ARK) Anglo American, the Children's Investment Fund Foundation, Comic Relief, J.P. Morgan and the "la Caixa" Foundation.
Market shaping
GAVI promotes a healthy vaccine market with an adequate supply of appropriate vaccines at affordable and sustainable prices for developing countries. GAVI's ability to secure longterm funding and to pool country demand for vaccines helps shape the market by increasing competition and fostering innovation.
How GAVI drives equity in vaccine access
At GAVI's inception, support for HepB and Hib were prioritised as having the greatest potential for accelerating the uptake of underused vaccines. HepB became one of three such vaccines immediately made available for routine infant immunisation. Vaccinating against HepB is an important investment in a country's future. While infections occur mostly in young children, the deadly consequences of the virus usually strike later in life as liver disease, including cirrhosis and liver cancer. Transmission of the virus from mother to newborn infant is a major contribution to disease in regions such as Asia, where infection is widespread. Almost 20 years since Hib conjugate vaccines were first licensed in the early 1990s, Hib remained a common cause of bacterial pneumonia deaths in children aged under five and a major preventable cause of death in children aged under five.
Hepatitis B
Source: WHO, Vaccine introduction database
© UNICEF/2006/Estey
Child mortality key data points
Good news
Child mortality has declined from 12 million in 1990 to 7.6 million in 2010 (a 35% decline);
Child mortality is declining at an accelerating rate: from 1.9% a year 1990-2000 to 2.5% a year 2000-2010.
Bad news
21,000 children die every day (2010).
Source: Child Mortality Report 2011, estimates developed by the UN Inter-agency Group for Child Mortality Estimation
Trends in under-five mortality rate (per 1000 live births)
Globally and by WHO region, 1980 - 2010
Source: WHO
Update: 15 September 2011
GAVI Alliance donors:
GAVI's unique funding model draws heavily on private sector thinking to help overcome the historic limitations to development funding for immunisation and to maximise impact. This is done both through direct contributions by governments and GAVI's innovative financing mechanisms.
Anglo American plc
Absolute Return for Kids (ARK)
Australia
The Bill & Melinda Gates Foundation
Brazil*
Canada
Denmark
The European Commission
France
Germany
His Highness Sheikh Mohamed bin Zayed Al Nahyan
Ireland
Italy
Japan
J.P. Morgan
"la Caixa" Foundation
Luxembourg
The Netherlands
Norway
The Republic of Korea
The Russian Federation
South Africa
Spain
Sweden
The United Kingdom
The United States of America
* Grant agreement is pending.
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Huff & Puff
ISBN:
view in catalog [1]
9781419701702
Children's librarians have a long history of sharing classic nursery rhymes, folk and fairy tales with children: Three Little Kittens, Three Little Pigs, Goldilocks and the Three Bears. Besides being part of our cultural literacy, these stories lay a foundation for an understanding of character, sequence, and plot. Familiarity with folk and fairytales -- and the ability to retell familiar stories - also is an expectation of our state's curriculum standards [2].
We receive wonderful questions from kids at our "Ask Questions Here" desk, and in our programs. But we also get a lot of terrific statements. One of my favorites is: "I know that book!" or "I know that story!" This statement is typically shared as an excited, gleeful shout. It feels good to know something. It's empowering.
And how do these stories become familiar to our children? By hearing them, reading them -even seeing them performed -- repeatedly, of course. Read a picture book version of the story together, listen to it on audiobook, tell it in your own words; invite your child to tell the story to you. One of the extra fun things about folk tales is comparing the different versions of the same story. How does James Marshall's version of The Three Little Pigs [3]compare to Paul Galdone's version [4]? And once a child is familiar with the classic tale, they may have greater appreciation for the spin-offs and variants, such as The True Story of the Three Little Pigs [5] by Jon Scieszka. Huff & Puff [6] is a new picture book variation of The Three Little Pigs folktale. It's funny and clever enough to be enjoyed in its own right, but children who know the classic tale will have a jump start on predicting what's going to happen in this story -- and being pleasantly surprised by the different conclusion. This version also presents a unique way to invite participation in the story. There are small holes cut out in the pages through which the reader is invited to HUFF & PUFF. If you play the part of the wolf and huff and puff hard enough, the consequence is apparent when you turn the page! Give it a try. Invite your child to take a first step to becoming a storyteller.
Oh, the Thinks You Can Think [7] Folklore [8] Huff & puff [9] Picture Book [10] Storytelling [11] Posted by Lisa C. on Jun 12, 2012
Provide an opportunity for them to tell you what they know.
[12]
[13]
[14]
Links:
[2] http://www.corestandards.org/the-standards
[1] http://mcpl.monroe.lib.in.us/search/searchresults.aspx?type=Boolean&term=isbn=9781419701702%20or%20upc=9781419701702&by=KW&sort=RELEVANCE?utm_source=blogpost&utm_medium=publicsite&utm_campaign=blogpost
[3] http://mcpl.monroe.lib.in.us/view.aspx?isbn=9781435209923
[5] http://mcpl.monroe.lib.in.us/view.aspx?isbn=0670827592
[4] http://mcpl.monroe.lib.in.us/view.aspx?isbn=9780395288139
[6] http://mcpl.monroe.lib.in.us/view.aspx?isbn=9781419701702
[8] http://mcpl.info/category/reviews-subjects/folklore
[7] http://mcpl.info/childrensblog
[9] http://mcpl.info/category/reviews-titles/huff-puff
[11] http://mcpl.info/category/reviews-subjects/storytelling
[10] http://mcpl.info/category/reviews-subjects/picture-book
[12] http://mcpl.info/print/printpdf/blogs/oh-thinks-you-can-think/huff-puff?page=5
[14] http://mcpl.info/printpdf/printpdf/blogs/oh-thinks-you-can-think/huff-puff?page=5
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Clarion Review
Short Stories
Mass Transit
F. Flobo Boyce iUniverse 978-1-4502-1613-5 Three Stars (out of Five)
Mass Transit, a collection of seven short stories and twenty-eight poems by F. Flobo Boyce, is presented in sections whose names follow a transportation theme. The book's first story, "The Groomsman" involves a taxi driver who needs a bodyguard because he witnessed a murder, and the second piece, "Ice Cream Man," is about a high school graduate who gets a summer job driving an ice cream truck. Other than these first two stories, the subject matter of the work has no connection to the theme of mass transit.
The stories are written in an emotionally detached voice reminiscent of tales like The Heart of Darkness. The writing is generally good, but the stories lack the insight and depth that make for greatness, and tension is nearly absent. Even as Adam, the taxi driver in "The Groomsman," fears for his life, emotion is suppressed as the author merely relates events to the reader.
The understated nature of the narrative in Mass Transit extends even to climaxes which are sometimes hard to find. This is the case in "Negotiations," where business rivals work together for the first time. Despite previous animosity, teamwork succeeds. The revealing of a piece of information substitutes for dynamic characters or exciting action. The result is a piece that is more like a sketch than a story. Similarly, in "Progeny," archeologists hunt for treasure, revealing bits of information that substitute for plot development. "Pally's Bar and Grill" could also be described as a sketch: A stranger enters the bar, and conversation ensues, information is revealed, but nothing changes.
In "Ink," a high school student disobeys her mom, goes to a party, and gets a tattoo. The confrontation which should serve as a climax is minimal, and, because mom changes her mind, the actions in the denouement negate the premise of the story's conflict. "Manhattanhenge," the most complete story in this volume, is about a sorry little man never brave enough to get a better job, or ask the girl for a date. His passive aggressive behavior gets him in trouble, and he plans to commit suicide. With nothing left to live for, he finds the courage to tell the girl he likes her and to tell off his boss. This piece, with its ironic twist, is the volume's best.
Mass Transit's poems are very similar in nature to the stories; they are vague, mostly understated, and fail to effectively get their point across. They range in themes from pigeons in the city to a wallflower at a party, from gangland violence to clouds.
While the writing in Mass Transit is good, in the end, most of the pieces will leave readers unsatisfied.
David George | <urn:uuid:d61b1c53-8055-496a-9652-ceb84ecd7afd> | CC-MAIN-2015-18 | https://www.forewordreviews.com/reviews/mass-transit/pdf/ | 2015-04-22T01:42:31Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00219-ip-10-235-10-82.ec2.internal.warc.gz | 369,136,810 | 594 | eng_Latn | eng_Latn | 0.999306 | eng_Latn | 0.999173 | [
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Beaufort Gyre Exploration Project: Dispatch 11: Chemistry From the Surface to the Bottom
August 28-30, 2003
Andrey Proshutinsky
Related Multimedia
Throughout the cruise, our chemistry team (from the Institute of Ocean Science in Canada and the International Arctic Research Center in the USA) has been measuring seawater properties and obtaining seawater samples for chemical analysis, most recently along 75°N latitude. In the following text, Fiona Mclaughlin (who communicates with us every day from Sidney, B.C.) and Valerie Forsland explain the major goals and methods of water analysis being conducted on this expedition:
We are using a 24-bottle CTD/rosette to collect water column samples to investigate the origin and age of waters found in the Canada Basin. The rosette is lowered to the seafloor and then, as it is pulled upward, each 10 L bottle is closed individually to provide a sample from 24 different depths – reaching from the surface to as deep as 3800 m. When the rosette is brought back onboard the ship, a team of scientists from IOS and IARC are at-the-ready, anxious to get started with the sub-sampling.
Water chemistry slideshow
View Slideshow
»
At a typical station there may be as many as 20 different sample containers to be filled from each 10 L bottle, ranging in size from a 10 ml test tube to a 10 L carboy. The water from each rosette bottle is analyzed for a number of geochemical constituents and each tells a different story and helps us to understand how the large scale atmosphereocean system works. Some of the geochemical tracers are being analyzed onboard ship and some are returned to laboratories in Canada, Japan and the US.
One of the many questions we are asking on this expedition is whether the strength and location of the Beaufort Gyre affects the storage of freshwater. And, from an oceanographic point of view, freshwater refers to more than river or ice-melt water. For example we will be calculating the freshwater content at every station by integrating the difference in salinity we measure by comparing it to a reference salinity of S=34.8. In addition to salinity, we are also collecting samples for barium and oxygen isotope (? 18 O) analysis. Barium tells us whether surface waters originate from the Mackenzie River, the largest Canadian river that flows into the Arctic Ocean; ? 18 O tells us how much of the freshwater is due to the melting of ice; and it is important to distinguish between these two different sources of freshwater when investigating questions about climate change.
We are also investigating the carbon cycle and how greenhouse gases such as carbon dioxide are dissolved in the ocean and buried for periods of time. We are collecting alkalinity and total carbon dioxide samples from 4 different regions of the Canada Basin and ? 13 C in surface waters at all stations to investigate the role that the Canada Basin is playing in the global climate system. Plankton are also another part of the carbon cycle – the organic part – and we are filtering waters of the upper ocean to find out how much life is present.
We are interested in knowing how old waters of the Canada Basin are – and by old we mean how long it has been since they were last in contact with the atmosphere. Samples for CFC (freon 11,12 refrigerant), helium, tritium ( 3 H) and ? 14 C measurements provide information on different timescales – 2- 65 years for CFCs and He/ 3 H and hundreds of years for ? 14 C. Waters of the deep Canada Basin are believed to be 400-600 years old, dating back to the time of Columbus. We are curious to discover if deep waters in the Canada Basin are all this old.
Geochemical tracers help us identify the source and circulation pathways of the two principal water masses found in the Canada Basin. Pacific-origin waters are fresher and contain more nutrients - silicate, nitrate, and phosphate - than the warmer and saltier Atlantic-origin waters. Atlantic-origin waters also carry higher values of radionuclides such as 129 I and 137 Cs than Pacific-origin waters. These radionuclides are by-products of nuclear re-processing plants in France and England and enter the Canada Basin via the Norwegian Coastal Current and Fram Strait. We are interested in where the boundaries between Pacific and Atlantic-origin waters are situated and how these locations vary over time.
Various phytoplankton species coexist in the ocean but they are roughly characterized by size. We are investigating the vertical distribution of the phytoplankton in 3 size fractions (0.7-2um, 2-10um and >10um) in the Canadian Basin. As well, bongo net sampling – vertical tows - provides information regarding population density, species composition and DNA and molecular structure of Arctic zooplankton.
Dissolved organic carbon (DOC), categorized into humic substance, carbohydrates, lipids, proteins and other minor components, is also important in the carbon cycle. A portion of total DOC, which absorbs light (CDOM), is used as a tracer for land/shelf interaction. CDOM and DOC are measured to track freshwater in the Beaufort Gyre.
firstname.lastname@example.org
; press relations:
email@example.com
, tel. (508) 457-2000
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Driving in a Disaster
Safety Tips for Motorists
MINUTES when left in a closed car. NEVER leave anyone in a parked car during periods of high summer heat.
After almost every disaster, search and rescue teams find victims who might have survived if they had known whether to stay with or leave their cars. The following are safety tips for drivers in various types of emergencies. This information should be kept in the glove compartment of your car. In any situation, the most important rule is — Don't panic!
Listen to radio or television for the latest National Weather Service bulletins on severe weather for the area in which you will drive. In times of developing emergencies, keep a radio or television on and await instructions. If evacuation is recommended, move quickly but calmly, following instructions as to which route to be used, evacuation shelter to be sought, and other directions.
HURRICANES —EVACUATE EARLY
Flooding can begin well before a hurricane nears land. Plan to evacuate early, and keep a full tank of gas during the hurricane season. Learn the best evacuation route before a storm forms, and make arrangements with friends or relatives inland to stay with them until the storm has passed. Never attempt to drive during a hurricane, and wait until the "all clear" is given after the storm. Flash flooding can occur after a hurricane has passed. Avoid driving on coastal and low-lying roads. Storm surge and hurricane-caused flooding are erratic and may occur with little or no warning – and in some locations, such as Wellfleet Harbor, can occur hours after the storms appears to have passed.
FLOOD —GET OUT OF THE CAR
Never attempt to drive through water on a road. Water can be deeper than it appears and water levels can rise very quickly. Most cars will float for at least a short while. A car can be buoyed by
ALWAYS KEEP EMERGENCY SUPPLIES IN YOUR VEHICLE
Cars should be equipped with supplies that could be useful in any emergency. The supplies in the kit should include, at a minimum:
❑ blanket/sleeping bag
floodwaters and then swept downstream during a flood. Floodwaters also can erode roadways, and a missing section of road-even a missing bridge-will not be visible with water running over the area. Wade through floodwaters only if the water is not flowing rapidly and only in waters no higher than the knees. If a car stalls in floodwater, get out quickly and move to higher ground. The floodwaters may still be rising, and the car could get swept away at any moment.
TORNADO —GET OUT OF THE CAR
A car is the least safe place to be in a tornado. When a warning is issued, do not try to leave the area by car. If you are in a car, leave it and find shelter in a building. If a tornado approaches and there are no safe structures nearby, lie flat in a ditch or other ground depression with your arms over your head.
SUMMER HEAT —STAY OUT OF A PARKED CAR
❑ jumper cables and tools
❑ bottled water
❑ canned fruits and nuts and manual can opener
❑ first aid kit
❑ flashlight and extra batteries
❑ rain gear and extra clothes
❑ necessary medication
❑ matches and candles
❑ shovel (not just for winter travel)
During hot weather, heat build-up in a closed or nearly closed car can occur quickly and intensely. Children and pets can die from heat stroke in a matter of
Sources:
The American Red Cross.
Photos courtesy of the NASA Project at Prescott College, AZ.
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Environment (Indoor & Outdoor)
UT Extension Publications
2-2006
SP605-A-What Do You Know About Lead Poisoning? Common Myths, Misunderstandings and the Facts
The University of Tennessee Agricultural Extension Service
Follow this and additional works at: http://trace.tennessee.edu/utk_agexenvi
Recommended Citation
"SP605-A-What Do You Know About Lead Poisoning? Common Myths, Misunderstandings and the Facts," The University of Tennessee Agricultural Extension Service, 06-0186 SP605A-5M-2/06(Rep) R12-5310-013-001-06, http://trace.tennessee.edu/ utk_agexenvi/6
The publications in this collection represent the historical publishing record of the UT Agricultural Experiment Station and do not necessarily reflect current scientific knowledge or recommendations. Current information about UT Ag Research can be found at the UT Ag Research website. This Indoor Environmental Concerns - Lead Poisoning is brought to you for free and open access by the UT Extension Publications at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Environment (Indoor & Outdoor) by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact firstname.lastname@example.org.
What Do You Know About Lead Poisoning?
Common Myths, Misunderstandings and the Facts
Tennessee Department
of Health
Prepared by Martha Keel, Professor and Janice McCoy, former Research Associate, Family and Consumer Sciences
You cannot prevent your child from being poisoned by lead.
Extension
SP 605-A
Lead poisoning can be totally prevented. Ask your local health department or Extension agent for tips about how to remove lead safely from your home.
Fact
Lead poisoning is not really a problem anymore. I know a lot of people who grew up around lead paint and they are perfectly healthy.
Myth
Lead paint that was in homes 20 years ago is even more of a health hazard now. As paint gets older it will peel and chip. This creates lead dust that is harmful to everyone.
Fact
Only children are at risk from lead poisoning.
Myth
Fact
Adults can also suffer from hypertension (high blood pressure) when they have elevated blood lead levels.
My child will not get lead poisoning if he or she does not eat paint chips or chew on things that have lead paint.
Fact
While these are ways a child can be poisoned by lead, he or she only has to breathe lead dust to become poisoned. Toys and fingers that have come into contact with lead dust can also poison a child when put in the mouth.
My child will not be hurt by lead unless he or she has very high blood lead levels.
Myth
Even very low levels of lead in a child's blood can create long-term problems and can even affect learning and behavior permanently.
Fact
My home would be better if I just leave the lead paint where it is. Having my home de-leaded only creates more lead paint dust.
Myth
Fact
If lead removal is done by someone who has been trained and licensed to do the job in a safe manner, he or she will clean up properly and prevent lead dust from being spread in the home.
My child lives in the country. Only children who live in the inner city get lead poisoning.
Fact
Lead poisoning only comes from a child living in a house or apartment built before 1978.
It does not matter if your child lives in the country or in the city. Any child can get lead poisoning. Lead paint can be found in any home built before 1978.
Fact
While lead-based paint is one of the major ways to become lead-poisoned, there are other sources, such as certain home remedies, lead crystal and soil contaminated by leaded fuel in cars or other vehicles.
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Introduction
concursoescolaronce.es/material-secundaria/introduccion
Welcome to the 38th edition of the Grupo Social ONCE School Competition, the educational action programme that helps you to promote values such as solidarity and critical thinking, an active role for students and collaborative work to achieve equal opportunities for everyone.
At Grupo Social ONCE we know that the road to inclusion can only be travelled in one way: ALL TOGETHER.
Education is a powerful tool to create a fairer, better society. With this contest we are certain that, with you, teachers, students and families, we are creating a more inclusive future.
That is why the Grupo Social ONCE has organised this 38th contest, inviting you to work together for inclusion and to make students into agents of change, encouraging them to take action inside and outside the classroom, to make the environment more inclusive. Because we can all take steps on the path to equality.
This year, with our slogan "THE PATH THAT MAKES US EQUALS"", we are urging you to move from awareness to action, through a pedagogically attractive, modern proposal, based on the LOMLOE.
All this with Oncelio, our iconic isotype, who we have filled with colour so that we can travel the path with him and add walk kilometres of enthusiasm.
ABOUT GRUPO SOCIAL ONCE?
Grupo Social ONCE is a collaboration between ONCE, Fundación ONCE and Ilunion with a shared identity and a clearly established priority: total inclusion and access to independent living for blind people and people with other disabilities in Spain and around the world.
Education, lifelong learning, employment and accessibility are ever-present objectives, based on social innovation and the drive towards more inclusive societies by strengthening associations working in the area of disability, the third sector and the social economy. A unique model that hinges on solidarity with people at risk of exclusion and focused on those who have a disability, based on the fulfilment of their citizenship rights.
A group whose goal to fully include blind and disabled people sets a unique example in the world for creating social value for all citizens. A leader in the social economy that constantly proves that social and economic profitability are perfect partners, based on the convergence of three areas of action that, together, complement each other:
1/2
ONCE
World leader in inclusion and overall independence of blind and severely visually impaired people. It is financed according to a responsible, secure and supportive management model for the sale of lottery products, under public control, and with the full reinvestment of all its income to benefit society.
Fundación ONCE
An instrument created by the Organisation in 1988 to extend the solidarity of the ONCE social model to other people with disabilities and to advocate for their inclusion, acting on the levers of training, employment and universal accessibility, intrinsically linked as a path to the future.
Ilunion
Brand of joint business initiatives by ONCE and Fundación ONCE, which have joined forces to lead the social economy. The organisation has six different areas: services, hotel and hospitality, consultancy, social and healthcare, marketing, and circular economy. Its aims are sustainability and the employment of people with disabilities.
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Electing a President (ESL Lesson)
Objective (s): The student will be able to:
- Identify some of the roles of the President of the United States.
- Explain voting as a method for electing the President of the United States.
- Decide on the qualities that a president should posses.
- Participate in a mock election in order to demonstrate an understanding of the election process.
- Utilize creative and critical thinking skills.
TEKS:
Social Studies (1.12) (B); (13) (A)
ESL 128.3 (b)(1)E(i); 128.3 (b)(18)(C)
Vocabulary:
- Candidate
- Election
- Duties
- Mock
- President
- Privilege
-
- Vote
Democrat
- Republican
Materials:
- A social studies box in the form of a ballot box (shoe box) which includes: a small donkey, a small elephant, If I were President book by Catherine Stier, a U.S. flag, a picture of Barack Obama, a voter registration card, number 4, number 18.
- Ballots for Mock Candy Election (see attached)
- Cutouts of the graphics for the political parties (see attached)
- "Wanted President" sheet for each student (see attached)
- Candy: Sour Punch Twist and Tootsie Pops
Learning strategies:
1. Begin the lesson by asking students if they know what is important about the second Tuesday of November, every 4 years. It is a special day for citizens of
our country who are eighteen years of age, or older, to go and vote for a leader, or president. It only happens once every four years. That would make 2012 an election year, 2016, 2020, etc.
2. Ask the students and write responses on the board to the question, Why do you think our country has a president? Why do you think we only elect a president once every four years? What do you think are some of the presidents duties/responsibilities or special privileges?
3. Read the book If I Were President by Catherine Stier to the class. Direct attention to the list of duties/responsibilities or special privileges students thought the president might have. Discuss which assumptions were correct and those that were incorrect. Then have students share any additional presidential duties/responsibilities and special privileges that they learned from the book.
4. Ask students to brainstorm a list of qualities they think the President of the United States should posses and record answers on the board. Give each student a "Wanted for President" sheet and instruct the students to complete the sheet by composing three sentences that include the three qualities that they think are the most important when choosing a president. Students should refer to the brainstorm list of qualities and defend each choice. For example, "I think a president should be honest because…".
5. Then ask students what it means to vote. Discuss the questions: Who is allowed to vote for the President of the United States? Why can't people under the age of 18 vote in elections? Do you think the voting age should be changed? Why or why not?
6. Tell the students that they are going to participate in a mock Sour Punch Twist (Republican) vs. Tootsie Pops (Democrats) election. Give each student a ballot and explain how they should mark an "X" in the box opposite the name of the candy they like better. Then have students insert their ballot in the "ballot box".
7. Tally up the votes for the candidates. To visually represent the voting results, the teacher should make a graph on the board. The number of votes for Sour Punch Twist should be depicted by elephants and the votes for Tootsie Pops should be depicted by donkeys. Then explain the symbols for each political party and display the poster.
Parent/family/community inclusion:
The students will interview their parents on voting. They will ask questions related to their parents' voting beliefs and habits. For example:
- Did you vote?
- Why did you vote?
- What qualities do you look for in a presidential candidate?
- What are the benefits of voting?
The students are to bring this information back to school the next day in order to have a class discussion.
Academic reinforcement/extension:
Using the qualities they talked about in class, students are to write a paragraph about what makes them a good presidential candidate, and why, and what kind of policies would they implement if they were president.
Social Studies Box (Images)
.
Ballots for Mock Candy Election
OFFICIAL CLASS Candy BALLOT
Please place an "X" in the box beside the candidate of your choice.
Sour Punch Twist (REPUBLICAN PARTY)
Tootsie Pops (DEMOCRATIC PARTY)
OFFICIAL CLASS Candy BALLOT
Please place an "X" in the box beside the candidate of your choice.
Sour Punch Twist (REPUBLICAN PARTY)
Tootsie Pops (DEMOCRATIC PARTY)
OFFICIAL CLASS Candy BALLOT
Please place an "X" in the box beside the candidate of your choice.
Sour Punch Twist (REPUBLICAN PARTY)
Tootsie Pops (DEMOCRATIC PARTY)
WANTED: FOR PRESIDENT
I think a president should be _____________________ because ____________________________ ____________________________.
I think a president should also be _____________ because ____________________________ ____________________________.
And I think a president should be __________________ because ____________________________ ____________________________.
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Physician-Parent
Caregivers
The Future of our Nation Depends on Young Adult Health
"We call ourselves Young Invisibles because the world doesn't see us or care about us - our conditions are often invisible. We also hide our conditions, for fear we'll be misunderstood, ignored or judged."
An enormous health care challenge has now become an even greater crisis. An estimated 20 million young adults (18-34) have childhood-onset conditions 1 and many more acquire conditions in young adulthood. Now, with the ongoing abuse of opioids and other drugs, and Covid-related conditions that include widespread anxiety and depression, the number of young adults with chronic conditions has exploded. An emerging concern is whether Covid long haulers will join this group. Yet there is no system of care for these young people beyond pediatrics, nor do they get the support they need from educational institutions or in the workplace. There is no system for statistical reporting to identify their incidence, prevalence or health status, care and outcomes. They remain a largely invisible population and their future is at risk—with consequences for all of society.
1. Prevalence 12-17 years
2. Prevalence 18 years and older
Our nation must confront this critical domestic policy issue. President Elect Biden believes a president's duty of care is for everyone and that all Americans should be treated with dignity and have a fair shot. To realize this, he must include the historically overlooked population of young adults with chronic conditions. These Young Americans need to know they are no longer invisible and that our nation's leader cares about them and their health and civil rights. This vulnerable population needs to know they are valued and that they will get the support they need and deserve, so they too have a chance to share in the American Dream.
A Biden White House "Young Adult Health is Wealth" initiative is an example of what is necessary to prioritize this population and protect them and our nation. Unless we have a clear picture of the health of our young adults and a strategy to optimize their health, work and financial stability, our nation will suffer a loss in human capital, social well-being and economic status. We need a 21 st century young adult chronic care model that integrates physical and mental health. The goals should maximize quality of life outcomes that include higher education, work, economic stability and societal inclusion.
1 Prevalence of 19.96 million derived from rate of 26.2% children with special health care needs and population of 76.2 million 18-34 year olds
Physician-Parent
Caregivers
"My pediatrician managed all my care and coordinated with my specialists, but since I turned 18, I only had one internist for 2 years who did the same. She helped me learn to understand my health and navigate the system – and she gave me her cell phone number. It's so confusing and hard. I can't find an internist who knows or cares about me as a young adult who's trying to figure out how to manage my health and become independent and have a life." Natasha Bhagat, 33, Epilepsy, Maryland
BACKGROUND: Just as we have seen tremendous progress in extending longevity for older people, medicine and technology now enable over 90% of adolescents who grew up with previously fatal childhood conditions to survive into adulthood. One in four young adults has a childhood-onset condition, e.g., cystic fibrosis, congenital heart disease, epilepsy, migraines, Crohn's disease, sickle cell anemia, Type 1 diabetes, ADD/ADHD, autism, cancer, HIV, genetic disorders and behavioral and mental health conditions. Every year, over 750,0000 teenagers with chronic health conditions enter young adulthood and struggle to transition to adult medicine.
Many continue to receive care in pediatric clinics and hospitals while others struggle to find young adult care in adult health systems that are designed for older people and the elderly. The health system is not designed to address the unique developmental and life stage needs of young adults. No longer can we presume that all young adults are healthy and that they can get by with sporadic visits for contraception, pregnancy, acute illnesses/incidents and accidents. Young adults need periodic physicals and mental health evaluations. We need to value their health, just as we do for younger and older people.
"I work at the Children's National Hospital cystic fibrosis center where we have young adult patients in their 20s and 30s, and even older ones in their 60s. Their pediatricians are scared to let them go." Cara Purdy, 24, Ehlers-Danlos Syndrome, Maryland
Young adults with chronic conditions find themselves in the perfect storm:
* The health system is inadequately prepared to care for them beyond pediatrics.
* They do not have a home in federal or state government.
* Data are lacking on young adults with chronic health conditions.
* They are overlooked by public health, government and philanthropic entities.
* They lack adequate representation by advocacy groups and medical societies.
* Colleges and universities lack policies and supports for their health, academics and college life.
* The workplace lacks supports, programs and incentives to accommodate them.
* They have nowhere to turn except to their parents, which conflicts with their adult independence.
* Their conditions are often not apparent; they hide their conditions for fear of being misunderstood, ignored or judged. Society at large is oblivious to them.
The National Academy of Medicine states that young adults are distinct from older adults and need specific studies, policies and programs. The great need is that young adults with chronic conditions get the attention and services they deserve. The great benefit is that, by addressing the failures in our systems of care for this population, we will be serving all young adults whose health and health care has been neglected for too long. Investing in young adult health not only improves the present, it improves the future…of our nation.
Physician-Parent
Caregivers
This crisis is not just about young adults, it's about their families. For those who have childhood conditions, the health and income of their parents often decline, the lives of their siblings are compromised—in a very real sense, their families are broken. For those who get married and have children, their spouses and children struggle to provide care and continue their own growth and development. These young families need a fighting chance to thrive.
RECOMMENDATIONS: President Elect Biden made great promises to young Americans, the LGBTQ+ and disability communities that include equality, affordable access to quality health care, support in higher education and full participation and representation for people with disabilities. Building on these promises, we need our new Administration to implement the following:
* Champion societal change by embracing young adults who live with chronic health conditions and advocating for their health and civil rights.
* Convene a White House multi-stakeholder summit on and with young adults with chronic conditions, the goal of which would be to develop a 21 st century person-centered, virtual integrated young adult medical home embedded in a young adult chronic care model with a life-span approach.
* Include a champion in the White House -- an expert advisor who can martial the thinking and policies across and between agencies to solve the health, education, employment and housing issues for young adults with chronic conditions.
* Create a demonstration program that develops patient-centered medical homes for young adults
* Include students with chronic conditions in President Elect Biden's higher education plans (e.g., protect their health; provide health care, academic accommodations and supports for chronic conditions, wraparound services, apprenticeships and work opportunities, and college life).
* Ensure the needs and rights of young people with chronic conditions are included in the efforts of the White House disability advisor (i.e., specifically include chronic condition accommodations).
"My disability accommodations do not address the unpredictable nature of my chronic conditions. Due to strict attendance and exam policies that did not accommodate for my chronic conditions, I oftentimes had to force myself to go to class when I was physically unwell which worsened my health and academic performance; I had to sacrifice my health for attendance grades." Riya Chaudhry, 19, Fibromyalgia, PCOS, and Anxiety Disorder, University of Texas at Austin
Physician-Parent Caregivers is a voluntary non-profit dedicated to advancing quality health care and quality of life for young adults with chronic conditions through the Invisible Wave movement
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Vision & Values: Our Commitment
Wakefield College is committed to helping achieve equality for all learners, staff and other College users, and aims to ensure that all learners, whatever their background, have the opportunity to benefit from excellent and inspirational educational opportunities.
This is reflected in the College's mission statement:
"Transforming lives through learning … … by enabling young people, adults and employers to fulfil their potential"
The College's published Corporate Values also underline an ongoing commitment to the continued embedding of a culture that embraces and celebrates diversity and promotes access to learning. The College's values are:
* Responsiveness
* Teamwork
* Inclusiveness
* Respect
* Excellence
* Responsibility
The College's Value of Inclusiveness states that:
We are a 'College for All' offering opportunities for all. We treat everyone with fairness and without bias. We celebrate diversity and work for the best outcome for all our learners. On those rare occasions when we are not the best solution for someone, we support them in finding one.
Wakefield College shares the vision that colleges have a vital role in:
"supporting social cohesion, creating aspiration and providing individuals with the wherewithal to advance their social, economic and personal ambitions." (A Dynamic Nucleus – colleges at the heart of their communities 2011)
and is committed to reducing gaps in attainment among people of all backgrounds, to promoting equality and diversity as an integral part of all that we do and ensuring that everyone has the opportunity to fulfil their potential.
Policy Context
The Equality Act 2010 gives the key legislative requirements relating to equality and diversity. The Act identifies nine protected characteristics, age, disability, gender, gender identity, pregnancy and maternity, race, religion and philosophical beliefs, sexual orientation and marriage and civil partnerships. All
nine characteristics are covered in the employment duties of the Act. The protected characteristic of marriage and civil partnership is not included in the educational duties of the Act.
The Act outlaws unfair discrimination against an individual because of a protected characteristic and this includes the following types of discrimination:
* direct discrimination (including discrimination based on association or perception) – occurs when you treat a person less favourably than you treat another person because of a protected characteristic
* indirect discrimination - occurs when a practice has the effect of putting people sharing a protected characteristic within the general group at a particular disadvantage
* harassment – occurs when someone behaves in a way that creates an offensive, hostile, degrading, humiliating or intimidating environment for a person
* victimisation - occurs if you treat someone badly because they have been involved in a claim or complaint about discrimination
* discrimination arising from disability - occurs when you treat a disabled person unfavourably because of something connected with their disability and cannot justify such treatment
* failure to make reasonable adjustments (for disabled people) – occurs when an organisation fails to make reasonable adjustments for a disabled person to avoid the disabled person being placed at a substantial disadvantage compared to a non-disabled person
The Act introduced public sector equality duty which requires the College to:
* eliminate unlawful discrimination, harassment and victimisation
* advance equality of opportunity
* foster good relations
The first part of this duty to eliminate unlawful discrimination, harassment and victimisation applies to all nine protected characteristics while the rest of the duty applies to eight of the protected characteristics and excludes marriage and civil partnerships.
Roles and responsibilities
Each member of the College community is responsible for following and supporting this policy. The guidance applies to students, governors, employees, agents, contractors, volunteers and visitors. We expect all members of our community to support our commitment to equality and diversity.
Any member of the College community may raise, either informally or formally, complaints of unfair and/or discriminatory treatment.
The guidance applicable to particular roles in the College follows.
Governors
The governing body carries the ultimate responsibility, under the law, for ensuring that our College meets the requirements of equality legislation. In particular governors will:
* set and maintain the strategic direction for equality and diversity
* monitor performance and targets through regular reports
Senior Leadership Team
The Senior Leadership Team has overall operational responsibility for equality and diversity and will:
* proactively champion equality and diversity
* carry primary responsibility for ensuring all aspects of this policy are carried out effectively
* ensure that measurable equality targets are set to accomplish the duties of the legislation
* ensure regular reports are made to the governors monitoring progress and performance
Staff
Each member of staff is responsible for supporting this policy and the law. Every role in the College has an equality and diversity component and staff will:
* apply and embed the vision and values of this policy in their work and roles
* support and enable students to follow this policy
* take appropriate and immediate action in the event of incidents of harassment, unfair discrimination or misbehaviour alerting or involving if necessary, senior College staff
Students
Students are expected to support and follow this policy and will:
* treat everyone with respect, fairly and with understanding, making them feel welcome in the College
* abide by the law
* use language carefully, without swearing or inappropriate language, and not say rude, hurtful or disrespectful things about other people
* report any concerns they have for themselves or others
* endeavour to resolve differences and disagreements amicably
Monitoring and evaluation
The College will regularly measure, review and reinforce the effectiveness of the policy statement through:
* The Annual Equality and Diversity Report and Data Pack
* Self-assessment
* Staff and student surveys and data analysis
* Formal complaint monitoring
* Reporting to governors
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