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How does Uneven Seedling Emergence Affect Corn Yield?
We’ve all seen a field or two that didn’t come up even. There are nice, tall corn plants right next to tiny, scrawny ones. Does this affect yield? If so, how much?
Researchers at the University of Illinois, University of Wisconsin and University of Minnesota have conducted trials to answer these questions.
The Trial
The trial was conducted using two hybrids in seven environments in Illinois and Wisconsin. The researchers based ideal planting time on May 1st. That represented 100% yield, based on a final stand of 26,000 plants/A. Then they simulated uneven emergence within rows by having one fourth, one half and three fourths of the plants delayed in emerging. In addition, they planted one and a half weeks after May 1st (medium delay) and three weeks after May 1st (late delay). The researchers also looked at the effect of stand loss when one fourth, one half and three fourths of the plants were missing.
The Findings
If planting was medium delayed (1 ½ weeks), there was a 5% yield loss. When half or three fourths of the plants within the row came up late, researchers saw up to an 8% yield loss.
When the corn was planted late (three weeks after May 1st), yield was reduced by 12%, down to as much as 22%, when one fourth of the plants emerged on time and three fourths of the plants emerged late.
When researchers analyzed stand loss, they saw a 10% loss in yield when one fourth of the plants were missing. When three fourths of the plants were missing, researchers observed a 51% yield loss (See Figure one for more details). Click here to read the entire study: Effects of Uneven Seedling Emergence in Corn.
What does this mean?
When planting is delayed by one-and-a-half to three weeks after the ideal planting date, you’re likely to lose yield. The greater the delay, the greater the yield loss. Make no mistake. Late-emerging plants cost you yield, just like when you have missing plants.
How Can I Help Germination?
Fortunately, there are steps you can take to manage these challenges. Adding a biological seed coating like ProfitCoat™ can improve even germination and emergence.
ProfitProAG’s seed coatings contain a blend of microbes, including multiple strains of mycorrhizal fungi, trichoderma, pseudomonas, Azotobacter, Bacillus, Penicillium and streptomyces. The formula includes an effective blend of minerals and nutrients to feed the microbes, while a biostimulant activates them.
Seed coating for conventional and organic are available in liquid or dry form and can be applied on-farm or at ProfitProAG. Seed coating help get your plants off to a good start, improves germination and seedling emergence. ProfitProAG’s **ProfitCoat** produces a more robust root system, larger stalk and an overall healthier plant.
Research proves how vital it is to have a healthy, complete, even stand for maximum yield potential. ProfitCoat can help you attain it. For more details, contact **Dennis Klockenga at 320-333-1608**. | 1,286 | 672 | {
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What is a California marine protected area (or “MPA”)?
An MPA is a type of managed area primarily set aside to protect or conserve marine life and habitats in marine or estuarine waters. California’s MPA Network consists of 124 areas with varying levels of protection, and 14 special closures, all designed to help safeguard the state’s marine ecosystems. Fishing and collecting are banned at marine reserves such as Judith Rock State Marine Reserve, providing this MPA with the highest level of protection.
One goal for California’s MPAs was to strategically place them near each other to form an interconnected network that would help to preserve the flow of life between marine ecosystems. Within that network each MPA has unique goals and regulations, and non-consumptive activities, permitted scientific research, monitoring, and educational pursuits may be allowed.
Why was this location chosen for a state marine reserve?
One of the goals for Judith Rock State Marine Reserve is to protect the sandy seafloor, surfgrass beds, rocky reefs, and extensive kelp forest habitat found there. The reserve’s exposure to the wind and open ocean makes it unique and contributes to an array of life not found on the other, less exposed Channel Islands. Open-ocean seabirds such as the black-footed albatross and Laysan albatross may be spotted over the reserve’s offshore waters. The beaches are used by multiple species of seals and sea lions, and include the State’s largest northern elephant seal rookery. Offshore, rocky crevices and ledges anchor the reserve’s kelp forests, home to species such as vermilion rockfish, wolf-eel, and red abalone.
Judith Rock State Marine Reserve was established as one of 13 Channel Islands MPAs in 2003, and re-established as part of the statewide MPA Network in 2012. The reserve overlaps San Miguel Island Special Closure, Channel Islands National Marine Sanctuary, and Channel Islands National Park. Placing a state marine reserve here provides very high levels of protection for local marine species and the habitats they use.
Report poachers and polluters
Call CalTIP: 1 (888) 334-2258
or text 847411 - begin message with “Caltip” followed by the details.
Quick Facts: Judith Rock State Marine Reserve
- **MPA size:** 4.56 square miles
- **Shoreline span:** 1.4 miles
- **Depth range:** 0 to 487 feet
- **Habitat composition:**
- Rock: 0.54 square miles
- Sand/mud: 1.78 square miles
Further Information:
- MPA Website: [www.wildlife.ca.gov/MPAs](http://www.wildlife.ca.gov/MPAs)
- MPA and Sportfishing Interactive Map: [www.wildlife.ca.gov/OceanSportfishMap](http://www.wildlife.ca.gov/OceanSportfishMap)
- Email: email@example.com
Photos - Upper: Sea lions resting on the rocky shores at Judith Rock State Marine Reserve, photo © Tim Haut, timhautphotography.com. Lower right: Black-footed albatross at the reserve, photo © Alexander Vidutsky CC BY-NC 2.0. Lower left: Red abalone at Tyler Bight, CDFW photo by D. Stein.
Judith Rock State Marine Reserve
Boundary and Regulations from California Code of Regulations Title 14, Section 632
**Boundary:**
This area is bounded by the mean high tide line and straight lines connecting the following points in the order listed except where noted:
- 34° 01.802' N. lat. 120° 26.600' W. long. (1);
- 33° 58.513' N. lat. 120° 26.600' W. long. (2); thence eastward along the three nautical mile offshore boundary to
- 33° 58.518' N. lat. 120° 25.300' W. long. (3); and
- 34° 01.689' N. lat. 120° 25.300' W. long. (4).
**Permitted/Prohibited Uses:**
It is unlawful to injure, damage, take, or possess any living, geological, or cultural marine resource.
Take may be authorized for research, restoration, and monitoring purposes under a scientific collecting permit. See California Code of Regulations Title 14, Section 632(a).
The information in this document does not replace the official regulatory language found in the California Code of Regulations Title 14, Section 632. View these regulations online at www.wildlife.ca.gov/Conservation/Marine/MPAs/Network.
Information about San Miguel Island Special Closure | 2,016 | 1,000 | {
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Good water for your home can be convenient and affordable. Not only are UltraWater reverse osmosis systems NSF/ANSI Standard 58 certified for reducing impurities (such as lead, arsenic, copper, cyst, chromium and many more), but they will also help improve the smell, taste and appearance of your drinking water. Only the best water makes it through the filters to your tap, eliminating the need to purchase bottled water.
Additionally, these systems are designed with the homeowner in mind. All UltraWater systems use easy to change cartridges for quick and easy maintenance.
Reverse osmosis drinking water systems are the convenient, affordable, environmentally-friendly solution to better water. Eliminate the need for bottled water with an UltraWater system today.
Expect quality water.
Our drinking water systems use a series of highly effective filters, including a reverse osmosis (R.O.) membrane, to reduce impurities from your water. You can be confident that your family will be drinking healthier water every day.
1. **Pre-Filter**
The first cartridge water encounters removes a good amount of unwanted particles before traveling through the remaining system. This extends the life of your R.O. membrane.
2. **Water With Contaminants**
Water containing additional particles enter the membrane chamber. Pressure forces this in-coming water through the filtering process.
3. **Semi-Permeable Membrane**
Most of the remaining unwanted particles are collected by the membrane while water molecules pass through freely.
4. **Filtered Water**
Water is released from the membrane cartridge to continue the filtration process.
5. **Post-Filter**
Any impurities that are small enough to also pass through the membrane are removed by a carbon block filter cartridge to provide the highest quality water possible.
6. **Holding Tank**
Treated water accumulates in the storage tank, to ensure there is always an on-demand supply.
7. **Final Carbon Filter**
As water is drawn through the faucet, it travels from the holding tank through one last carbon filter as a final polish before it reaches you and your family.
**Performance you can trust.**
| Contaminant Reduced | UltroWater |
|---------------------|------------|
| Arsenic V | 97% |
| Barium | 96% |
| Cadmium | 98% |
| Chromium (Hexavalent)| 96% |
| Chromium (Trivalent)| 98% |
| Copper | 99% |
| Fluoride | 94% |
| Contaminant Reduced | UltroWater |
|---------------------|------------|
| Lead | 99% |
| Nitrate (as N) | 87% |
| Nitrite (as N) | 77% |
| Radium 226/228 | 80% |
| Selenium | 97% |
| Total Dissolved Solids (TDS) | 95% |
| Cysts | 99% |
Do not use reverse osmosis systems with water that is micro-biologically unsafe or of unknown quality without adequate disinfection before or after the system. | 1,529 | 654 | {
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INTRODUCTION
There’s no better way to understand your environmental impact than keeping a detailed record of it. In this exercise, students will record everything they throw away and everything they recycle over a seven-day period for class reflection.
OBJECTIVES
By keeping this daily log for seven days, students should accumulate the necessary data to see how their own actions can factor directly into conservation efforts. Students should then share this data with their classmates to see how they can make a difference both individually as well as collectively.
MATERIALS
Provided by Museum:
+ Journal template
TIME REQUIREMENT
1 class period
KEY THEMES
ENERGY CONSERVATION
SCRAPPING
TEAMWORK
WRITING
COMMON CORE STANDARDS
CCSS.ELA-LITERACY.RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
CCSS.ELA-LITERACY.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
PROCEDURES
1. Have your students use the Scrap Journal template provided to record everything they throw away and everything they recycle over a seven-day period. Remind them daily to fill out their journals.
2. On the eighth day, have them answer the journaling impact questions provided. Hold a discussion about the exercise.
ASSESSMENT
Evaluate students’ overall collection of information based on the level of detail and engagement present in the daily record. Students should display critical understanding in written formats and verbal discussion of how their actions can result in meaningful change. Determine through the daily journal how well the students apply the lesson to their daily actions and behavior.
SCRAPPING JOURNAL WORKSHEET
Directions: Record everything thrown away and recycled over a seven-day period.
| MONDAY | TUESDAY |
|--------|---------|
| What did I throw away today? | What did I throw away today? |
| ![Trash can icon] | ![Trash can icon] |
| What did I recycle? | What did I recycle? |
| ![Recycle symbol] | ![Recycle symbol] |
| WEDNESDAY | THURSDAY |
|-----------|----------|
| What did I throw away today? | What did I throw away today? |
| ![Trash can icon] | ![Trash can icon] |
| What did I recycle? | What did I recycle? |
| ![Recycle symbol] | ![Recycle symbol] |
| FRIDAY | SATURDAY |
|--------|----------|
| What did I throw away today? | What did I throw away today? |
| ![Trash can icon] | ![Trash can icon] |
| What did I recycle? | What did I recycle? |
| ![Recycle symbol] | ![Recycle symbol] |
| SUNDAY |
|--------|
| What did I throw away today? |
| ![Trash can icon] |
| What did I recycle? |
| ![Recycle symbol] |
**REFLECTION**
1. What did you throw away and recycle the most?
2. Did your habits change throughout the week? Did you throw away or recycle more or less because you were keeping track?
3. Were there any materials that you threw away that could have gone in the recycle bin instead?
4. After doing this exercise for a week, do you think it will change your habits? Why or why not?
5. How do you think you can make it even easier to recycle in your life? | 1,598 | 733 | {
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The March 1954 issue of The Ohio Conservation Bulletin discussed conservation issues and efforts of the day. *Ohio’s White-headed Monarch* examined Ohio’s dwindling bald eagle population. In 1954, just four nesting bald eagle pairs could be found in the state, all in Ottawa County. Years of persecution, hunting, and chemical pollution had nearly driven our national symbol to extinction. Just over a decade earlier, the bald eagle was given full protection by the U.S. Fish and Wildlife Service. This was the first major step in the bald eagle’s long road to recovery. Today, Ohio is home to over 800 bald eagle nesting pairs.
*A Report on Pollution Control* focused on the Ohio River and stated it had “ceased to be a flowing river. It was merely a long row of putrid pools from Pittsburgh to the Mississippi.” After years without pollution regulations, a group of conservationists, sanitary engineers, health officers, industrialists, and people living along the river were ready for a change. In June 1948, eight states, including Ohio, banded together to form the Ohio River Valley Water Sanitation Commission. This commission had the legal power to order any municipality, industry, or individual to stop dumping sewage or industrial waste into the Ohio River. It also cooperated with its member states to draft stricter water pollution control laws.
Ohio has a long history of tracking wildlife populations and movements. *Save the Tag* describes these efforts by Ohio biologists. First, biologists would use tags to mark large numbers of their study species, which often included game birds, mammals, fish, frogs, bats, and even insects. Then, they retrieved tags from hunter harvests or by resighting the animal. Scientists could then use the number and location of recaptures to calculate population size, how long animals live, how far they travel during their lifetime, and at what age stocked animals should be released to increase survival.
Sometimes, early conservation efforts unintentionally created more work for the conservationists of today. *Does it Dig Ditches?* introduced a mechanical tree planter that was primarily used to plant multiflora rose, a shrub now known to be highly invasive and destructive. In a single day, this machine could plant 16,000 multiflora rose plants. Today, thousands of dollars and hundreds of hours are spent removing multiflora rose from the landscape.
In 1954, conservationists were in hot pursuit of new ways to spread their environmental message. *Calendars for Conservation* proposed using yearly calendars to promote conservation education, which contained information about the importance of good land management, reforestation, hunter safety, farmer-hunter relationships, and pollution prevention. The author stated, “this technique will bring a conservation message to thousands of persons, young and old alike, who otherwise would not be reached.” Today, the Ohio Division of Wildlife still uses calendars to communicate the importance of our natural world. | 1,244 | 593 | {
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The Body Catch is used when the ball is dropping between waist and head height and the player has time to cushion it into their chest.
**KEY TEACHING POINTS**
Move to receive the ball between the arms and the chest. Eyes on the ball.
Extend the arms in front of the chest with elbows close together and palms facing up.
Relax the chest on impact to cushion the ball into a secure position with both hands.
**LOOK OUT FOR THESE COMMON ERRORS**
- Closing the eyes
- Leaning back as the ball approaches
- Keeping the elbows and arms too far apart
To Coach this Skill use the IDEA method
1. **INTRODUCE** the skill
2. **DEMONSTRATE** the technique
3. **EXECUTE** the activity
4. **ATTEND** and provide feedback
**BODY CATCH PRACTISE THE TECHNIQUE**
1. **THROW AND BODY CATCH**
Players in pairs, one ball per pair. Toss the ball for partner to catch into the chest.
2. **HANDBALL BOB**
Players in groups. One football per group. Throw the ball underarm for partner to catch into the chest at half way marker. Follow on to line up at end of opposite line.
3. **CROSS RUNNING CATCH**
Player in possession throws the ball for the players in group opposite to catch into the chest.
**VARIATIONS**
The STEP method is a simple way to vary any activity, game or drill.
- **S** pace
- **T** ask
- **E** quipment
- **P** layers
- **S** vary the size of the playing area. Increasing the size can reduce the difficulty, decreasing the size can increase the intensity
- **T** alter the task that players are expected to perform. Change the skill, add in additional skills or movements or alter the rules
- **E** alter the equipment – use a bigger or smaller football, or playing against a wall may increase or decrease the challenge
- **P** increase or decrease the number of players to vary the challenge, or introduce opposition, from token opposition to partial opposition to full opposition.
---
**BODY CATCH DEVELOP THE SKILL**
1. **PIGGY IN THE MIDDLE**
Identify one player as the Piggy in the Middle. Other players attempt to keep possession using the body catch, Piggy in the Middle attempts to intercept.
2. **OVER THE RIVER**
Divide into two teams. Players attempt to throw the football into their opposition team’s court making it difficult for them to catch. | 1,109 | 538 | {
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**Iggy Peck, Architect**
Written by: Andrea Beaty
Illustrated by: David Roberts
Iggy has one passion: building. His parents are proud of his fabulous creations, though they’re sometimes surprised by his materials—who could forget the tower he built of dirty diapers? When his second-grade teacher declares her dislike of architecture, Iggy faces a challenge. He loves building too much to give it up!
*Reading Level: Grade 5-8*
---
**Roberto, The Insect Architect**
Written by: Nina Laden
Ever since he was a wee mite (a termite, that is), Roberto has wanted to be an architect. Discouraged by his wood-eating family and friends, he decides to follow his dream to the big, bug city. There he meets a slew of not-so-creepy, crawly characters who spark in him the courage to build a community for them all.
*Reading Level: Grade 6-9*
---
**The Three Little Pigs: An Architectural Tale**
Written by: Steven Guarnaccia
In this quirky, artsy retelling of “The Three Little Pigs,” the pigs and their homes are nods to three famous architects—Frank Gehry, Philip Johnson, and Frank Lloyd Wright—and their signature homes. Each house is filled with clever details, including furnishings by the architects and their contemporaries.
*Reading Level: Ages 4-7*
---
**A House Is a House for Me**
Written by: Mary Ann Hoberman
Illustrated by: Betty Fraser
Where does everyone, and everything live? *A House Is a House for Me* is a rollicking rhyme about houses. Some of the houses are familiar, such as an anthill and a dog kennel, while others are surprising, such as a corn husk and a pea pod.
*Reading Level: Ages 6-9*
---
**Let’s Build a Clubhouse**
Written by: Marilyn Singer
Illustrated by: Timothy Bush
Marilyn Singer’s short, snappy verses invite young readers to participate in the building of a clubhouse, from drawing a plan to brushing paint on the walls. In addition to the poem, there are facts on each spread about each tool and how to use it.
*Reading Level: Ages 6-9*
---
**Young Frank Architect**
Written by: Frank Viva
This storybook follows the adventures of Young Frank, a resourceful young architect who lives in New York City with his grandfather, Old Frank, who is also an architect. Young Frank sees creative possibilities everywhere and likes to use anything he can get his hands on—macaroni, old boxes, spoons, and sometimes even his dog, Eddie. But Old Frank is skeptical.
*Reading Level: Ages 3-8*
---
**Archidoodle: The Architect’s Activity Book**
Written by: Steve Bowkett
This innovative book is the first to provide a fun, interactive way to learn about architecture. Aimed at anyone who loves drawing buildings, it encourages the user to imagine their own creative solutions by sketching, drawing and painting in the pages of the book.
*Reading Level: All Ages*
---
**Architecture Shapes**
Written by: Michael Crosbie and Steve Rosenthal
*Architecture Shapes* explores shapes through the composition and arrangement of windows. This is one book in a series of four colorful board books that introduce the built environment to preschoolers.
*Reading Level: Ages 2-5* | 1,353 | 715 | {
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COVID-19 Vaccines
Where to get your COVID-19 vaccine
Everyone 12 years and older can get their COVID-19 vaccine.
To book an appointment, call 1-833-943-3900 (TTY: 1-866-797-0007), or visit www.shn.ca/vaxfacts.
Where to get your COVID-19 vaccine?
- Ontario.ca/covid
- Call 1-833-943-3900 (TTY: 1-866-797-0007)
- Visit www.shn.ca/vaxfacts
- Call 811 (TTY: 1-866-797-0007) or visit www.shn.ca/vaxfacts
For more information, visit ontario.ca/covid.
**Oji-Cree Flu Vaccine**
**What is the flu?**
The flu is a contagious respiratory illness caused by influenza viruses that infect the nose, throat, and lungs. It can cause mild to severe illness, and at times can lead to death.
**Who should get the flu vaccine?**
Everyone 6 months of age and older should get the flu vaccine each year. It’s especially important for people who are at higher risk of getting sick from the flu or spreading it to others, including:
- Children younger than 5, but especially those younger than 2 years old
- Adults 65 years and older
- Pregnant women
- People with certain chronic health conditions (such as asthma, diabetes, heart disease, and lung disease)
- People who live in nursing homes and other long-term care facilities
- People who live with or care for people who are at high risk of complications from the flu
**How does the flu vaccine work?**
The flu vaccine helps protect against the flu by stimulating your immune system to produce antibodies against the flu virus. These antibodies help your body fight off the flu if you are exposed to it.
**Where can I get the flu vaccine?**
You can get the flu vaccine at your doctor’s office, a pharmacy, or a community health center. Some workplaces also offer flu vaccine clinics.
**How much does the flu vaccine cost?**
The cost of the flu vaccine varies depending on where you get it. Some insurance plans cover the cost of the vaccine, while others may require you to pay out-of-pocket. You can check with your insurance provider to see what your coverage is.
**What are the side effects of the flu vaccine?**
Most people who get the flu vaccine have no serious problems from it. The most common side effects include soreness, redness, or swelling where the shot was given, fever, headache, and muscle aches. These side effects usually last only a day or two.
**How do I know if I have the flu?**
If you have the flu, you may have some or all of these symptoms:
- Fever (usually high)
- Cough
- Sore throat
- Runny or stuffy nose
- Muscle or body aches
- Fatigue (tiredness)
- Nausea and vomiting (more common in children)
**What should I do if I think I have the flu?**
If you think you have the flu, call your doctor right away. Your doctor can give you advice about how to treat your symptoms and prevent the spread of the flu to others.
**How can I prevent the flu?**
The best way to prevent the flu is to get vaccinated every year. In addition, you can take these steps to reduce your risk of getting the flu:
- Wash your hands often with soap and water for at least 20 seconds, especially after being around sick people.
- Avoid touching your eyes, nose, and mouth with unwashed hands.
- Stay home when you are sick.
- Cover your coughs and sneezes with a tissue, then throw the tissue in the trash.
- Clean and disinfect frequently touched objects and surfaces.
**Where can I learn more about the flu?**
You can learn more about the flu and the flu vaccine by visiting the Ontario.ca/flu website or calling 1-866-797-0007. | 1,556 | 846 | {
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NOT-QUITE-PRECISE DEFINITION:
A polyhedron is a bounded region of space whose boundary is composed of a finite set of flat polygonal faces, any two of which are either disjoint or meet at edges and vertices.
A polyhedron $P$ is **convex** if, for all points $x$ and $y$ in $P$, the line segment $\overline{xy}$ is contained in $P$.
A convex polyhedron is **regular** if all of its faces are congruent regular polygons, and the same number of faces meet at each vertex.
1. What regular polyhedra are possible with each of the following types of faces?
*Hint:* How many of each face could possibly meet at each vertex?
(a) Triangles (equilateral)
(b) Squares
(c) Pentagons
(d) $n$-gons for $n \geq 6$
**Platonic Solids**
- **Squares:** 3 squares per vertex makes a cube, 6 faces total.
- **Pentagons:** 3 pentagons per vertex.
- **Hexagons?**
2. Suppose you relax the definition of regular polyhedra to allow *different* numbers of faces to meet at each vertex. What new polyhedra will now be possible?
Combine 2 tetrahedra
| Triangular di-pyramid | Pentagonal di-pyramid |
3. Suppose you relax the definition of regular polyhedra to allow nonconvex polyhedra. What polyhedra will result?
Glue together several congruent regular polyhedra along faces.
Stellated polyhedra make each face into a pyramid.
SEMI-REGULAR POLYHEDRA
Convex polyhedra with more than one type of regular polygonal faces, all corners are identical (same number of edges meet at same angles at each vertex).
• 13 Archimedean solids
• Infinite families: prisms, antiprisms
4. What semi-regular polyhedra can be obtained by truncating the corners of...
(a) a tetrahedron?
(b) a cube?
(c) an octahedron?
(d) a dodecahedron?
(e) an icosahedron?
Does it matter how much you truncate the corners in each case?
5. What prisms are semi-regular polyhedra?
6. Can you think of any other semi-regular polyhedra? | 926 | 515 | {
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Deel 2 van Frenk en Cor (nagestuurd)
Wat een beauty’s!
A yellow-billed stork (top) and a southern masked weaver (bottom).
A bird perched on the side of an animal's face, with its beak near the animal's eye.
A small snake coiled around a branch in a thorny bush.
Ostriches and zebras are both native to Africa, but they have distinct characteristics and behaviors.
Ostriches are the largest birds in the world, with males weighing up to 150 kg and females weighing up to 90 kg. They are known for their long necks and legs, which allow them to run at speeds of up to 70 km/h. Ostriches are herbivores and feed on grasses, leaves, and fruits. They are also known for their ability to dig deep holes in the ground to escape predators.
Zebras are known for their distinctive black and white stripes, which serve as camouflage in their natural habitat. They are herbivores and feed on grasses, leaves, and fruits. Zebras are social animals and live in groups called harems, which consist of one male, several females, and their offspring. Zebras are also known for their ability to run at speeds of up to 65 km/h.
Both ostriches and zebras are important parts of the African ecosystem and are often seen in wildlife parks and reserves.
A herd of zebras drinking water from a river, and a group of elephants standing in a stream.
Kudu and lions in Kruger National Park, South Africa.
Lions feeding on a giraffe carcass, and a leopard resting in a tree.
African wild dogs, also known as painted wolves, are a species of canid native to Africa. They are known for their distinctive coat patterns and are one of the most endangered large carnivores in Africa. These animals are social and live in packs, which can consist of up to 20 individuals. They are primarily nocturnal and feed on a variety of prey, including small mammals, birds, and insects. Despite their name, they are not closely related to domestic dogs. | 739 | 551 | {
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How to Plant Garlic
Choose a garden spot with rich, well-drained soil and at least 8 hours of sun. Here in the Chicago area by the lake (Zone 6a) they can be planted anywhere from the 3rd week of October through the first week of November (dependent on the season’s weather but try to time it to about 1–3 weeks before an expected hard frost).
Break the garlic head into cloves but do not remove the dry skin on the individual cloves. Plant each clove pointy side up about 2” deep and 6–8” apart. Cover with soil and then add 3–4” of straw or dried leaves on top as a protective winter mulch.
Thin green shoots will usually grow about 4–6” tall in the fall, die back and then return around April to grow about thigh-high. They do not like to compete with weeds! Harvest scapes in early to mid-June and the bulbs in July once the top third of the plant has started to dry and turn brown.
Spread on a screen or hang the harvested bulbs, with the stem attached, in a dry, warm, not-direct-sun space for about 2 weeks to cure. Then cut off the stem and store the bulbs in a cool, dry place in an open cardboard box (or open-weave wooden basket) with newspaper layered between the bulbs. Depending on the variety, they can last from 3–8 months.
SELECTING GARLIC
Choose a seed garlic from a reputable dealer; it is possible to use organic garlic from the grocery store but you probably won’t have the full name or background info about it. (Never use conventional store garlic as it may be treated with growth inhibitors and other chemicals.)
Softneck types store well and are easy to braid, but the cloves are smaller and generally they prefer warmer growing temperatures than our northern clime provides.
Hardneck types thrive with cold winters but tend not to store as well. (There are exceptions like Music). They generally have larger cloves with the bonus of producing edible scapes.
Besides these two categories, there are hundreds of varieties to choose from: mild to spicy, better eaten raw or roasted, large or small, easy to peel or not, purple or red or white or striped. ... It is fun to grow several types and learn your favorites!
Organic Garlic from Henry’s Farm
- **French Red Garlic**
Hardneck. Rocambole group. 6-10 cloves per head. Easy peel. Complex hot flavor. Late season harvest, stores 2-3 months. Round nicely shaped bulbs with purple splashed coverings. Robust, rich, earthy-tasting garlic.
- **Music Garlic**
Mid-season, Porcelain type, high yielding. White skinned with just a blush of pink, this garlic makes big cloves that are easy-to-peel. An aromatic, slightly spicy, incredibly flavorful garlic with potent heat that is balanced by the spiciness. Exceptional shelf life for a Porcelain type, Music will store 9 months to a year. Very cold tolerant.
learn more at EdibleEvanston.org | 1,156 | 643 | {
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Freedom and Prosperity: Lesson Plan for Grades 9, 10, 11, and 12
Kay Slone
Follow this and additional works at: https://corescholar.libraries.wright.edu/dtah
Part of the Education Commons, and the United States History Commons
Repository Citation
Slone, K. (2003). Freedom and Prosperity: Lesson Plan for Grades 9, 10, 11, and 12. . https://corescholar.libraries.wright.edu/dtah/47
This is brought to you for free and open access by the Local and Regional Organizations at CORE Scholar. It has been accepted for inclusion in Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention by an authorized administrator of CORE Scholar. For more information, please contact email@example.com.
Lesson Plans
Freedom and Prosperity
Author: Kay Slone
Grade(s): 9, 10, 11, 12
Suggested Time: 5 - 6 days
Materials
Wall Street Journal Classroom Edition, March 2004.
"Distributing Milk to Children" from OhioPix (link under Resources)
Graph paper and colored pencils or markers.
Core Instruction
Introduce the notion of poverty by using the image titled, "Distributing Milk to Children" from OhioPix as a lesson review.
Project the image
Use spiral questioning to allow students to reach a conclusion about poverty, the time period, and the location of the image.
Have students read the article and answer basic comprehension questions.
Students select a country to research (a developing nation) and present their research to the class.
Teacher presents the same information on the United States.
Using presentations, students create bar graphs comparing five nations.
Students write an essay summarizing their findings.
Assessment
Extended Response Questions:
1.) Explain why high literacy rates do not guarantee high rates of income.
Possible Answer: (a) Lack of infrastructure to assist citizens; (b) high literacy rates do not ensure or indicate economic freedom; (c) If the nation once embraced the Marxist philosophy of teaching literacy to all, but without economic freedom, that tradition will persist.
Standards
History 9-10, Benchmark B: Explain the social, political and economic effects of industrialization.
- Indicator: Grade 9, GLI 3. Explain the causes and effects of the Industrial Revolution with emphasis on: e. The growth of industrialization around the world.
- Indicator: Grade 10, GLI 2. Analyze the impact of industrialization and the modern corporation in the United States on economic and political practices with emphasis on: c. Standard of living.
Geography 9-10, Benchmark A: Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.
- **Indicator**: Grade 9, GLI 1. Interpret data to make comparisons between and among countries and regions including: a. Birth rates; b. Death rates; c. Infant mortality rates; d. Education levels; e. Per capita Gross Domestic Product (GDP).
Social Studies Skills and Methods 9-10, Benchmark B: Use data and evidence to support or refute a thesis.
- **Indicator**: Grade 9, GLI 4. Develop and present a research project including: a. Collection of data; b. Narrowing and refining the topic; c. Construction and support of the thesis.
- **Indicator**: Grade 10, GLI 3. Analyze one or more issues and present a persuasive argument to defend a position. | 1,596 | 736 | {
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Joint area review
Report for children and young people in Dorset
Report for children and young people about the services they receive in Dorset
Why should I read this?
The law says that inspectors must look at and then report on how well local services serve children and young people in an area. This is called a “review”. Inspectors visited your area recently. You might like to read this, or the full report which you can find on Ofsted’s website, to find out what they had to say.
What did the inspectors do?
Eight inspectors visited Dorset in September 2007 so that they could get a feel of what life is like for children and young people in the area. They:
- talked/listened to a number of children and young people
- talked with adults working with children and young people (such as social workers, teachers, youth workers, nurses, doctors, police officers and councillors)
- spoke to parents and other people caring for children
- met with school councils’ representatives and members of the Youth Parliament
- heard from the council and other agencies what it thinks about the services it provides for children
- read a lot of reports; and
- visited a number of neighbourhoods in the area.
The inspectors looked at how well services for children and young people made sure they were properly protected from harm as well as looking at services for children who are being looked after by the local authority and those for children and young people with a learning difficulty or disability. They also looked at how well local services are working together to improve children and young people’s sexual health and to reduce the number of teenage pregnancies.
How well are children and young people safeguarded in Dorset?
Most children feel safe and the arrangements for protecting them from harm are OK. The Local Safeguarding Children Board (LSCB) has the right members who will make sure young people get the best services.
How good are local services for children who are being looked after by the council in Dorset?
Arrangements for children and young people who are looked after by the council are OK. The council and its partners do a lot to try to prevent children from coming into care. The council isn’t always good at working out what children need if they do come into care.
How good are local services for children and young people who have a learning difficulty and/or a disability in Dorset?
Local services are generally good. Children and young people who have a learning difficulty or disability do well in school. They have clear plans for the future and take part regularly in talks about what they need. There are not enough education and training opportunities for young people aged 16 and over.
How well are services working together to improve children and young people’s sexual health and to reduce the number of teenage pregnancies?
These services are not good enough. The information collected about young people’s sexual health is not accurate enough for the local authority and its partners to be able to plan properly and decide where they need to offer the highest level of support. Young people living in the most rural areas of Dorset can’t easily get to the places where sexual health services are available.
How well are local services led and managed?
The council and its partners know how they want to help improve things for children who aren’t doing well because of what is going on in their lives. They make sure that they talk to children and young people to find out how they think services should be designed, but they don’t yet do enough to make sure that all children get what they need right across the county and that the service they do get is good enough.
What should services do to improve further?
Things that need doing straight away
Find good ways of telling children and young people in the area about this report.
Things that need doing over the next six months
Make sure there is a good way to find out what individual children and young people need and that everyone uses it.
Make sure that all children and young people who come into the care system can live in one place with the same people until they are adults.
Keep checking the quality of services for children who might come into care or who might be harmed.
Make sure that all the information collected about children is good enough.
Make sure that the adults who work with children and young people know where all children aged 0-16 live and go to school.
Make sure that all the adults who work with children and young people agree what to do to make services better and measure how good they are.
Make sure that children and young people who have real difficulty learning and the adults who look after them have a say in the services being planned for them.
Things that need doing over the longer term
Make sure that short break care and services to help young people say what they need actually do help young people and their families.
Make sure that all young people with learning difficulties and/or disabilities have access to a good range of education and training opportunities at age 16 plus.
Make sure there are fewer teenage pregnancies by looking carefully at what services are needed, making sure young people know about them and that they work properly.
Make sure that all young people can get access to the places where high-quality sexual health services are provided. | 1,924 | 1,050 | {
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The bear was very hungry and decided to go on a hunt in the forest. He saw an ant, a frog, a fox, and a bird's nest with eggs.
The bear was very thirsty and wanted to drink some water from the stream. He walked towards the stream and saw a frog sitting on a rock. The frog asked the bear not to drink the water because it was polluted. The bear listened to the frog and decided not to drink the water.
The bear continued his journey through the forest and met a fox. The fox told the bear that he had seen a clean stream further ahead. The bear thanked the fox and followed him to the new stream. The bear drank the clean water and felt refreshed.
The bear was grateful for the fox's help and thanked him again. The fox smiled and wished the bear a safe journey. The bear continued his journey through the forest, feeling happy and content.
The bear was walking in the forest when he saw a fox sitting on a rock by a stream. The fox was drinking water from the stream.
The bear walked closer to the fox and asked, "Why are you drinking water from the stream?"
The fox replied, "I am thirsty."
The bear said, "I have a bottle of water here. Would you like some?"
The fox took the bottle of water and thanked the bear. The bear continued his walk through the forest.
A peaceful forest scene with a wooden bridge over a stream, surrounded by lush green trees and plants. Below the image, there are five animals: a butterfly, a bird, a deer, a duck, and a person holding a stick.
The boy was walking in the forest and he saw a bird, a duck, a deer and a butterfly. The bird was singing, the duck was talking, the deer was jumping and the butterfly was flying. The boy was happy to see them all.
The boy was walking in the forest and he saw a deer, a bird, a duck, and a butterfly. The boy was happy to see them all.
The little girl was walking home from school when she heard a loud noise. She looked up and saw an owl flying towards her. The owl was carrying a branch in its beak.
The little girl was scared and ran away, but the owl followed her. The owl landed on the roof of the little girl's house and started to peck at the branch.
The little girl was worried that the owl would hurt her house, so she called out to the owl. The owl stopped pecking and flew away.
The little girl was relieved and went back to her house. She looked out the window and saw the owl flying away into the forest.
The little girl was very happy to be home. She ran to her house and hugged her parents. They were so proud of her for completing her mission. | 620 | 624 | {
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7.1 Questions
1. Draw a Bohr–Rutherford diagram for each isotope.
(a) oxygen-16
(b) potassium-40
2. (a) Draw Bohr–Rutherford diagrams for hydrogen, deuterium, and tritium.
(b) Identify their similarities and differences.
3. For each Bohr–Rutherford model shown in Figure 8,
(a) determine the atomic number and the mass number
(b) write the chemical name of the isotope
4. (a) Draw a Bohr–Rutherford diagram for each isotope of beryllium.
(i) $^9_4$Be
(ii) $^{10}_4$Be
(iii) $^{11}_4$Be
(b) Explain the similarities and differences between these models.
(c) Which isotope of beryllium is the most common in nature? Explain how you know.
5. (a) Draw a Bohr–Rutherford model for each isotope.
(i) lithium-5, $^7_3$Li
(ii) oxygen-20, $^{20}_8$O
(b) Describe how each isotope compares with its most commonly occurring isotope.
6. Identify each isotope shown in Figure 9 given its Bohr–Rutherford diagram.
7. An isotope has 16 protons and 22 neutrons. Identify the element.
8. (a) Draw a Bohr–Rutherford model for each isotope of argon.
(i) Ar-40
(ii) Ar-44
(iii) Ar-47
(b) Explain how these isotopes are
(i) alike
(ii) different
9. Neon has three stable isotopes: Ne-20, Ne-21, and Ne-22.
(a) Draw a Bohr–Rutherford model for each isotope.
(b) How are these models alike? How are they different?
10. (a) Draw Bohr–Rutherford models for lithium-10, beryllium-10, and boron-10.
(b) How are these models alike? How are they different?
7.2 Questions
1. Write the nuclear reaction equation for each atom undergoing alpha decay (refer to the periodic table).
(a) curium-248
(b) radium-223
2. Write the nuclear reaction equation for each atom undergoing beta-negative decay (refer to the periodic table).
(a) sulfur-35
(b) gold-198
3. Write the nuclear reaction equation for each atom undergoing beta-positive decay (refer to the periodic table).
(a) sodium-22
(b) calcium-39
4. The positron is a very interesting particle. Conduct some research on the positron and describe some of its properties. Summarize your findings in a one-page report.
5. Write nuclear reaction equations for each atom undergoing electron capture (refer to the periodic table).
(a) potassium-40
(b) carbon-11
6. The strong nuclear force has a peculiar property. At distances less than 0.5 femtometres ($5 \times 10^{-16}$ m), the force reverses from strong attraction to strong repulsion. Suggest why this might be necessary. | 1,374 | 737 | {
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The sudden and unexpected nature of disasters means there’s always a chance we can be separated from our families during an emergency. It’s a frightening scenario, especially for parents. While there’s no substitute for having your children safely in your care, there are ways to allay your worries. Get to know the emergency preparedness plans at your children’s schools, get involved in the planning process and talk with your children about the importance of planning ahead.
**Preparedness at school**
Most schools have some type of emergency preparedness plan — we can all remember lining up and marching outside at the ear-splitting sound of a fire alarm. Today, most school preparedness plans are much more extensive and address a variety of human-caused and natural disasters.
A good first step in assessing whether your child’s school is prepared is to learn about the kinds of disasters that can happen in your community. Such disasters can range from tornadoes and earthquakes to terrorist attacks and school shootings.
Don’t be shy: Ask the school for a copy of its emergency preparedness plans. Also, be aware of various school safety procedures — for example, is there a sign-in procedure for visitors? Learn about the school’s evacuation procedures and locations and how they will notify you in case of an...
emergency. How often are school emergency drills practiced and updated, and are individual faculty trained in emergency response? In what emergency instances should you not attempt to pick your child up from school? Remember, many school buildings also serve as community shelters and so the school may be one of the safest places for your child to be.
Make sure the school has all of your contact information on file. If your child has special medical needs, consider talking with the school nurse on how to prepare for your child’s care in case you’re separated from your child for a longer period of time.
If you find the school’s emergency preparedness plans are lacking, ask what you can do to contribute. Many school emergency plans are formed with input from parents.
Also, find advice from the experts. For example, the U.S. Department of Education website offers a variety of information for school administrators on effective crisis planning — this information will be helpful to you as you assess the school’s emergency plans.
An important note to keep in mind: Research on school-based crisis planning is still in its early years and so there is little hard evidence to help measure what practices work best. Fortunately, according to the Department of Education, major crises in the nation’s schools are somewhat rare.
**Talk with your child, make a family plan**
After you’ve learned about the school’s emergency plans, talk to your child about them. There can be a lot of distractions in a classroom and students don’t always pay attention. So a one-on-one refresher course certainly can’t hurt. Also, make sure your child knows her or his address, the full names of parents or guardians as well as important phone numbers. It’s also a good idea to designate another trusted emergency contact for your child in case you’re unavailable.
When creating your household emergency plan, consider how school procedures will affect it. Also, designate an emergency meeting place in case you can’t remain at home, and check that everyone knows where it is and how to get there. Don’t forget to talk about an emergency communications plan for your family, which may include designating a long-distance relative or friend that everyone can contact if necessary. If your child is old enough to drive to school, consider putting a portable emergency stockpile kit in her or his car and make sure they know about your community’s evacuation routes. | 1,458 | 724 | {
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| Your child will be learning | How to support your child at home | What your child needs to be able to do to move up to Purple group | Support for you |
|-----------------------------|----------------------------------|---------------------------------------------------------------|----------------|
| Set 2 Special friends sounds - ay, ee, igh, ow, long oo, short oo In addition s/he will learn to blend to read these special friend sounds in green words. S/he will be learning to read set 1 words speedily and Fred talk to read longer words with 2 syllables such as, laptop, sunset, habit. S/he will begin to read nonsense words with known Special friends and continue to spell, using ‘Fred fingers’ with the new sounds. | Click on the weekly links you are sent through DoJo - from your child’s phonics tutor. These will be films showing what your child has learned in phonics that week. Encourage your child to practise reading and writing the green words they have learned. Support your child to read the red words for this group. Practice reading the red words for Red Group. | S/he will need to be able to read, set 1 green words, including Special friends speedily. To ‘Special friends’, ‘Fred talk’ to read the learned green words containing Set 1 Special friends and set 2 sounds ay, ee, igh, ow, oo, oo. Special friends, Fred talk to read Set 1 special friends in nonsense/alien words. | How to say the sounds video See below for green and red word cards to practise at home. Set 2 nonsense words. Look out for and attend Phonics and Reading Meetings |
Green Words
These words can be decoded. This means that the sounds can be ‘Fred talked’ and blended together to read the word.
Now that your child has begun to learn ‘Special Friends’ they should:
Step 1
Say the ‘Special Friends’ sound
Step 2
‘Fred talk’ all of the sounds
Step 3
Blend the sounds together to read the word
Set 2 Sounds
2.1
| play | may | say |
|------|-----|-----|
| day | way | spray |
2.2
| see | been | seen |
|-----|------|------|
| three | green | sleep |
2.3
| high | light | bright |
|------|-------|--------|
| night | fright | might |
2.4
| blow | low | know |
|------|-----|------|
| snow | show | slow |
Red words
A red word is **a word that you can not sound out phonetically** (Fred Talk) for example - go, my, all, the, said.
We teach the children to understand that in red words some of the letters make a different sound to what we would expect.
As your child works up through the books, the red words will become more challenging.
Here are the red words your child should practise for Green group.
Remember to practise reading previously learned red words.
| your | said | you |
|------|------|-----|
| be | are | | | 1,259 | 648 | {
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Lesson Objectives
- Estimate decimal sums and differences using rounding and front-end estimation.
- Model addition and subtraction of decimals using diagrams and/or illustrations of manipulatives.
- Develop and use algorithms to add and to subtract numbers containing decimals (up to thousandths place).
Subtopic 1 Estimation of Decimal Sums and Differences
To estimate decimal sums and differences:
- Estimate the **addends** or the **minuend** and **subtrahend**.
- Find the sum or difference of the **estimated** numbers.
1. Diane has three $10 bills. At the sporting goods store, she sees a baseball cap that costs $14.95 and a tee shirt that costs $12.45. Estimate the total cost of both items. If Diane has enough money to buy both items, estimate the change Diane would receive if she bought the items.
**Baseball cap:** $14.95 ≈ $15
**Tee shirt:** $12.45 ≈ $12
**Total Cost** ≈ $27
**Diane can afford both items.**
$30 - $27 ≈ $3 in change
2. Will sees three cookbooks in a bookstore. The books cost $15.99, $18.75, and $22.25. Estimate the total cost of the three books. Can Will buy the books using only a $50 bill?
$15.99 ≈ $16
$18.75 ≈ $19
$22.25 ≈ $22
**The estimated cost is $57. Will cannot afford the books.**
To add decimals:
- Write the addends in a column, lining up the decimal points.
- Add each place value and regroup as necessary.
- Put the decimal point in the answer in the same position as in the problem.
Find the sum.
3. 0.8 + 0.3
4. 1.45 + 0.65
5. 3.57 + 0.6
4.17
Subtopic 3 Subtracting Decimals Using Models
Subtract using a model.
6 $1.2 - 0.12$
7 $0.3 - 0.03$
To subtract decimals:
Write the numbers in a column, lining up the decimal points and like place values.
Subtract each place value and regroup if necessary.
Place the decimal point in the answer in the same position as in the problem.
Estimate and find the difference.
8 \[9.28 - 3.451\]
\[9.28 - 3.451 \approx 6\]
\[5.829\]
9 \[12.1 - 4.67\]
\[12.1 - 4.67 \approx 7\]
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Difficult moods
Q: I suffer from PMS and it makes me really moody and snappy with my husband and children. Is there anything you can suggest that may calm down my moods? Carla* from Dublin
KAREN ALEXANDER ANSWERS: There are a number of steps you can take to support your hormone metabolism throughout your cycle which in turn will help reduce your PMS symptoms. Balancing your blood sugar should be the first priority by eating protein and healthy fats at every meal and snack. This will also help to maintain energy levels and support your nervous system. Foods such as eggs, fish, hemp, flax and chia seed, avocado, chicken, turkey, beef, pork, beans and pulses. If you prefer a smoothie maybe add some protein powder and maca as this will help to balance hormones. Focus on low sugar fruits such as berries and use fresh nut or seed milk where possible.
Foods high in protein often contain tyrosine, tryptophan and phenylalanine enabling your body to produce certain neurotransmitters such as serotonin which enhance your feelings of happiness and wellbeing and aid in restful sleep. Eat healthy fats such as avocado, ghee, coconut oil, wild caught fish particularly oily fish – such as salmon, mackerel, anchovies, sardines and herring, grass-fed meat, cold pressed hemp and olive oil, olives, small amounts of nuts and seeds. Avoid margarine and fried food that will put extra pressure on your liver to process and can be pro-inflammatory.
Increase liver-supporting foods and beverages as your liver is important in regulating your hormones. Foods such as cruciferous vegetables, leafy greens, watercress, garlic, onions, turmeric and fennel. Many of the foods listed above also contain magnesium which will support the reduction of PMS. To ensure you are getting enough magnesium soak for 20 minutes in an epsom salt bath twice a week and take a supplement.
*Not her real name
Achy knees
Q: I like to run and cycle, but have noticed that my knees are starting to ache. This has improved since I realised that I should spend more time on a warm-up, but it is still there. Can you recommend anything that would help? John*, 50 from Galway
DR DANIEL JONES ANSWERS: Many people experience achy joints, but through nutrition it is possible to support the function of the joint and alleviate many of these symptoms. Joint pain often develops as cartilage within joints breaks down as a consequence of ageing or overuse leading to inflammation of the joint tissue, friction and finally the symptoms of joint pain.
Addressing joint inflammation is one of the first steps in relieving achy joints. MSM is a powerful natural anti-inflammatory effective at alleviating joint tissue inflammation. MSM is also an important source of sulphur with antioxidant properties. It can be found in garlic, cruciferous vegetables and egg yolk.
The next step is to keep joints lubricated to help reduce bone rubbing and friction, a major driver in joint inflammation. Hyaluronic acid acts as a lubricant and shock absorber within joints. It can be found within soy and dairy products. In addition, glucosamine acts in synergy with collagen to protect and promote joint cartilage repair. It is found in shellfish.
Finally, hydrolysed marine collagen peptides are the building blocks for cartilage tissue. When found in adequate amounts in an individual’s diet, they help to restore and repair deteriorated cartilage. Collagen can be found in sources of protein including fish. *Not his real name | 1,434 | 740 | {
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Celebrations of war anger pacifist Connie
By Mike Crean
Fiftieth anniversary commemorations of World War 2 battles grate with Christchurch pacifist Connie Summers.
The only woman jailed in World War 2 for holding anti-war meetings said she was appalled at news pictures of old soldiers wearing the combat medals.
"You can be brave, great and noble without going to war," said Mrs Summers, who holds the courage of the fireman who protected a girl from possible burning under an upturned petrol tanker in higher regard than that of any war hero.
Bravery in war was often driven by circumstances and boosted by the peer group, she said. People went to war because they believed in it. Pacifists stayed behind because they believed against it and were often just as brave.
Being a life-time pacifist had been like pushing against the tide, the diminutive septuagenarian said. But she had never taken any notice of peer pressure. The cause had always seemed worth fighting for — "No, that's the wrong word: worth witnessing to" — and she had persevered even through a prison term and five other arrests.
Mrs Summers' husband and family of seven call her unbending and stubborn. It probably started when she was a child at Christchurch West school (now Hagley High) and was excused from daily prayers because of the insistence of her rationalist, agnostic father. This set her apart from the others at an early age.
After school she joined the Socialist Party, which was little more than a propaganda wing for the Labour Party. There she came under the influence of Christian pacifists and soon became a Christian. She has remained a Christian pacifist for nearly 60 years.
On a two-year stint in Wellington where she worked as a clerk Mrs Summers was arrested for denouncing the war from a street corner soapbox in 1940. She spent three months in a women's borstal and reformatory. The matron referred to her as the institution's most dangerous prisoner because of her beliefs. But, said the matron, she would grow up and change her thinking.
"That matron would have been most disappointed to see me marching and arrested five times during the 1981 Springbok tour," Mrs Summers said.
Her whole family marched in those demonstrations, though Mrs Summers stayed true to her belief by eschewing violence and refusing to take part in breaking down fences.
She also marched against the Vietnam and Gulf wars.
During her imprisonment through a harsh Wellington winter Mrs Summers was locked outside the building each day to work in the garden and chop firewood. Inside the building the other inmates mended puttees for servicemen at the front — a job Mrs Summers objected to.
On her release she moved back to Christchurch and soon after married bookseller John Summers. He was a pacifist too, a Quaker who served overseas in World War 2 as a medical orderly.
Her Left-wing political background, strong family support and deep Christian belief had kept Mrs Summers going. The Christian ethic of peace provided a broader base to her pacifism which some anti-war people lacked. The support for war by some churches led her only to delve deeper into Christian teachings and conclude those churches were wrong.
The advance of pacifism was slow, Mrs Summers said. Another outbreak of war would draw masses of people to fight still. But she was sure more pacifists and other objectors would stand up next time than the last when she was nabbed from her soapbox. | 1,295 | 718 | {
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Social-Emotional Development at 2 Months
- Your baby is really smiling at you and others now.
- Your baby is not crying as much as she was as a newborn.
- Your baby uses different cries to tell you when he is hungry, uncomfortable, or sick.
- Your baby “talks” to you with noises and gurgles.
- Your baby looks at your face and may look in your eyes, but only for a few seconds at first.
- Your baby lets you know she is happy by cooing, smiling, laughing, and gurgling.
- Your baby likes to be with people and is becoming more interactive with you.
- Your baby is learning about eating and sleeping times, but it will take a few months for him to know the routine.
- Your baby likes to be picked up, hugged, and cuddled by people she knows.
- Sometimes your baby will be fussy only because he wants your attention.
- Your baby likes to play with her fingers, hands, feet, and toes.
- Your baby feels safe in your arms and enjoys your hugs.
- Your baby can recognize familiar people by their voices.
| Social-Emotional Activities for Babies 2 Months Old |
|-----------------------------------------------------|
| **Sing songs you remember from childhood to your baby.** Hold your baby close in your arms or in a baby carrier. Gently dance with your baby. |
| With your baby on her back, take a tissue and wave it above your baby for her to see. Tissues also can fly, float and tickle parts of your baby’s body. See how your baby responds. If she fusses, then stop playing. |
| Let your baby hear new, gentle sounds. Quieter musical toys or soft bells will be interesting to him. Ask, “Did you hear those bells? Do you like how they sound?” |
| Your face, smile, voice, and touch are the most important things for your baby right now. You do not need fancy toys. She wants to play and get to know you. |
| **If your baby cries, find out what he needs. He is letting you know something with his cry. When you respond he learns to trust you are there for him. You cannot spoil your baby at this age.** |
| Hold your baby and put your face close to hers. Make silly faces. Smile at your baby. Stick out your tongue. Yawn. Wait a few seconds and see if she tries to repeat your actions back to you. |
| Step back from your baby so he cannot see you. Gently call his name. Watch what he does. Does he stop moving for a moment? Does he try to move his head toward your voice? Pick him up. Say, “Here I am.” |
| Let your baby lie on a blanket on the floor and get down on the floor with her. See the world from her point of view. Talk to her about what she is seeing. Say, “There is the light.” |
| **Make life interesting for your baby. Go for a walk. Introduce new sounds and places to him from the safety of your arms.** |
| Talk to your baby about what she is doing, seeing, hearing, and feeling. Say, “I am changing your diaper. You will like being nice and dry. I love you!” |
| You can begin to play simple games with your baby such as Peekaboo. Put a cloth over your head and peek out. Say, “There you are!” |
| Introduce new, safe* objects for your baby to explore. Simple objects such as plastic cups and big wooden spoons are all new to him. |
| **Place interesting things close to her bed for her to look at. Hang objects or toys out of reach. Tape simple pictures from magazines on the wall.** |
| It is never too early to start reading books with your baby. Choose simple board books at first and talk about the pictures she sees. Cuddle up close. |
| Learn your baby’s special language. He will ‘talk’ to you with sounds and gestures and let you know when he is happy, uncomfortable, hungry, or lonely. |
| Give your baby a little massage after a bath or diaper change. Rub her tummy very gently. Talk to her. Say, “Rub-a-dub. I’m rubbing your tummy. Do you like how that feels?” |
*Be sure to review safety guidelines with your health care provider.
Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ:SE-2™), Squires, Bricker, & Twombly © 2015 by Paul H. Brookes Publishing Co., Inc. All rights reserved. | 1,518 | 971 | {
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RCIA
RCIA HO Class 5 The Ten Commandments, temptation, and sin Catholic Moral Teaching: Sin, Grace, The Commandments, The Precepts, etc.
The 3 steps of temptation and sin:
1) **Temptation.** There is no sin in being tempted. Jesus was tempted, but we know He did not sin because He is God. Everything depends on how we respond when we are tempted.
2) **Delectionation** (= entertaining the thought). When we start to think about a temptation that comes to us we begin to get ourselves in trouble. Venial sin begins here. We should practice the skill of immediately pushing temptation out of our minds.
3) **Consent/sin.** When we say “yes” to temptation and act upon the thought, i.e. we do what we are tempted to do, we sin.
There are 3 sources of temptation:
1) **The World.** There are many things in the world around us that God does not want us to enjoy because He knows they are not good for us. Remember: God knows us better than we know ourselves.
2) **The Flesh.** Our bodies desire many things which may be good for us, but not in a particular situation or quantity. For example, there is nothing wrong with food. It keeps us alive. But if we eat too much we harm our bodies. This is the sin of gluttony. I may not eat too much, but I may eat food that is not good for me, and not eat healthy food. This harms my body and hinders God’s work through me.
3) **The Devil.** The Devil is always ready to tempt us, just as he did Adam and Eve. We must train ourselves to recognize when he is tempting us. For example, when we know God has told us something is sinful, but we wonder if it really is, or if God really cares. This is a temptation (just like Adam and Eve).
There are two different kinds of sin:
1) **Venial sin:** These are “lesser sins” which weaken our relationship with God, but don’t separate us from Him, though when repeated they may lead to mortal sin. (Confession of these sins is not necessary but recommended. They are taken away by the Penitential Rite of the Mass and the Eucharist.
2) **Mortal sin:** This sin separates us from God (puts us out of communion with God). These sins must be confessed in the Sacrament of Confession before we can be restored to communion with God and the Church. We must not receive Communion or any other sacrament before going to Confession, though we are still obliged to attend Mass on Sunday. Mortal sin has three components:
1) **Grave matter.** These are serious sins that violate one of the Commandments or Precepts.
2) **Full knowledge.** We clearly know (whether we “believe” it or not) that God says these are serious sins that need to be confessed.
3) **Free will.** We freely choose to commit these sins knowing that they are serious.
Confession is necessary for these sins to restore us to communion with God (also known as the state of grace).
**The Ten Commandments (Ex. 20:1-17; Dt 5:4-21) summarized as follows:**
1) I am the Lord your God; you shall have no strange gods before me.
2) You shall not take the name of the Lord your God in vain.
3) You shall keep holy the Sabbath Day. These 3 commandments are directed toward love of God.
4) Honor your father and mother. (others?)
5) You shall not kill.
6) You shall not commit adultery.
7) You shall not steal.
8) You shall not bear false witness against your neighbor. (lie)
9) You shall not covet your neighbor’s wife. (lust)
10) You shall not covet your neighbor’s goods. These 7 commandments are ordered toward love of neighbor. The two Great Commandments of Jesus (which summarize the Ten Commandments):
You shall love the Lord your God with all your heart, mind, soul, and strength.
You shall love your neighbor as yourself.
How do we accomplish these two Great Commandments? By following the Ten Commandments and the 5 Precepts of the Church.
RCIA
RCIA WKSH Class 5 Sin and grace; intro to sacraments (BCL #6, 9)
a.1) What is the definition of sin?
b.2) What are the two different kinds of actual sin (not original sin)?
c.3) What does mortal sin do to our relationship with God?
d.4) What does venial sin do to our relationship with God?
e.5) What is the only way our mortal sins are forgiven?
f.6) What are the ways our venial sins may be forgiven?
g.7) What is the definition of grace?
h.8) What is the ordinary means/instruments by which we receive grace?
i.9) How many of those means/instruments are there?
j.10) How many of them can you name?
k.11) How do we lose grace?
l.12) What does it mean to be in a state of grace? | 1,926 | 1,114 | {
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## March 2018
### School Information:
- Lunch is $3.00 or $.40 for reduced
- A fruit and vegetable is served at each meal.
- Milk is available with each meal.
### Nutrition Tip:
Practice stealth health - sneak veggies into favorite foods. Go light on the meat and top your pizza with vegetables like tomatoes, onions, bell peppers, mushrooms, zucchini, and artichoke hearts.
### Please Note:
Menu is subject to change without notice.
### USDA is an equal opportunity provider and employer.
### North Brookfield Elementary School
#### Monday
- Chicken Patty Sandwich
- Smiley Fries
- Cloe slaw
- Fresh Fruit
- Or Hamburger
#### Tuesday
- Pulled Pork Sandwich
- sweet potato fries
- Green beans
- Assorted Fruit
- Or Tuna Sandwich
#### Wednesday
- Chicken & Gravy
- Mashed potatoes,
- Peas
- Dinner Roll
- Fresh Fruit
- Or Turkey & Cheese
#### Thursday
- Chicken Tenders
- Pasta with butter&herbs
- Green beans
- Orange
- Or
- Fish Sticks
#### Friday
- Pepperoni or Cheese pizza
- Garden Salad
- Apple
- Or
- Sunbutter and Jelly Sandwich
#### Half Day Bag Lunches To Go!! Place your order in the morning. Choice of sunbutter and Jelly or Turkey and cheese sandwiches.
#### 12
- Pasta with Meat Sauce
- Or Butter
- Broccoli
- Dinner roll
- Assorted Fresh Fruit
- Or Tuna Sandwich
#### 13
- Pancakes w/ Sausage
- Hash Browns
- Apple Juice
- Or
- Turkey & Cheese
#### 14
- Nachos
(Cheese, Lettuce, Taco Meat, salsa, Sour Cream)
- Baked beans
- Assorted Fruit
- Or Fish Sticks
#### 15
- Hamburger or Cheese pizza
- Garden Salad
- Apple
- Or
- Sunbutter and Jelly Sandwich
#### 19
- Twin Tacos
(Cheese, Lettuce,tomato, Taco Meat, salsa, Sour Cream)
- Assorted Fruit
- Or Hamburger
#### 20
- Chicken Nuggets
- Pasta w/ Herbs and Butter
- Broccoli
- Dinner Roll
- Fresh Fruit
- Or Tuna Sandwich
#### 21
- BBQ Rib Sandwich
- Baked Beans
- Corn
- Apple
- Or Turkey & Cheese
#### 22
- Cheeseburger
- French Fries,
- Coleslaw
- Assorted Fruit
- Or Fish Sticks
#### 23
- Pepperoni or Cheese pizza
- Garden Salad
- Apple
- Or
- Sunbutter and Jelly Sandwich
#### 26
- Cheeseburger, French fries,
- Carrots,
- Fresh fruit
- Bagel Yogurt & Cheese Plate
#### 27
- Oven Roasted Chicken
- Rice Pilaf
- Green Beans
- Fruit
- Or Tuna Sandwich
#### 28
- Meatball Grinder
- Pasta Salad
- Steamed Peas
- Assorted Fruit
- Or Turkey & Cheese
#### 29
- Chef’s Choice or Cheese pizza
- Garden Salad
- Apple
- Or
- Sunbutter and Jelly Sandwich
#### 30
- No School
- Good Friday! | 1,461 | 712 | {
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The majority of fire deaths in South Africa occur in the home and it’s a common fact that people over the age of 65 have a greater chance of dying in a fire than any other age group.
The Western Cape Government Fire Brigade Services wants senior citizens and their caregivers to know that there are special precautions they can take to protect themselves and their homes from a fire.
UNDERSTANDING THE RISK
Why are the elderly at Risk?
- They may be less able to take the quick action necessary in a fire emergency.
- They may be on medication that affects their ability to make quick decisions.
- Many older people live alone and when accidents happen, others may not be around to help.
What Fire Hazards Affect Older People?
- Cooking accidents are a major cause of fire-related injuries. The kitchen is one of the most active rooms in the home and therefore is potentially the most dangerous as well.
- The combination of alcohol use and smoking is a leading cause of fire deaths.
- Heating equipment is responsible for a big share of fires in older persons’ homes. Extra caution should be used with heat sources such as wood, gas or electric heaters.
- Faulty wiring is another major cause of fires affecting the elderly. Older homes can have wiring problems and overloaded sockets.
SAFETY TIPS FOR THE ELDERLY
- **Kitchen Fires.**
Most kitchen fires occur because food is left unattended on the stove or in the oven. If you must leave the kitchen while cooking, use a timer or take a spoon or oven gloves with you to remind you to return to the kitchen. Never cook with loose, dangling sleeves that can ignite easily. Heat cooking oils gradually and use extra caution when deep-frying. If a fire breaks out in a pan, put a lid on the pan. Never throw water on an oil fire. Never use a stove to heat your home.
- **Heaters.**
Only buy heaters recognised by a national safety organisation, such as the SA Bureau of Standards (SABS) or LP Gas Safety Association. Only use the manufacturer’s recommended fuel for each heater. Check your gas heater every year for leaks. Do not dry or store objects on top of your heater. Keep combustibles at least 1 metre away from all heat sources.
- **Smoking.**
Don’t leave smoking materials unattended. Use “safety ashtrays” with wide edges. Empty all ashtrays into the toilet or a metal container every night before going to bed. Never smoke in bed and take special precautions if you are on medication that makes you drowsy.
INSTALL A SMOKE ALARM
A working smoke alarm doubles your chances of surviving a fire due to the early warning.
- Make sure smoke alarms are installed on each level of your home and outside all sleeping areas.
- Test them monthly and replace the batteries at least once a year.
- Caregivers are encouraged to check the smoke alarms of those who are unable to do it themselves.
PLAN & PRACTISE YOUR ESCAPE
It is vitally important to identify an escape plan and practise using it regularly. In the event of a fire, remember time is the biggest enemy and every second counts!
- If you live in a multi-storey home or apartment building, it is in your best safety interests to sleep on the ground floor, ideally near an accessible exit.
- Plan to have at least two emergency exits for every room.
- If you use a walker or wheelchair, check all exits to make sure you can get through the doorways. If necessary, have a ramp available for emergency exits.
- Practice opening locked doors and security gates. Make sure burglar guards on windows can open from the inside.
- Keep a phone by your bed for emergency calls in case you become trapped and are unable to escape.
- Know which local emergency services are available and have those numbers visible and memorised.
- Be sure your physical address is clearly marked and visible from the outside.
- When a fire occurs, do not waste any time saving property. Leave the home immediately and once outside, stay outside.
Finally, don’t isolate yourself. Speak to your family members, building manager or neighbours about your fire safety plan and practise it with them every 6 months.
For more fire safety information please contact your local fire department.
**EMERGENCY NUMBERS**
From your landline: 10177
From your cellphone: 112 | 1,729 | 896 | {
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Each day, when I enter Betty Ewen’s “fours” classroom at the Early Childhood Center, I set up the painting station. Everything in Betty’s classroom has pedagogical importance. I place a large sheet of white paper on the spacious bay window seat. I gather six glass coasters with rims, place them on a tray, and pour in the primary colors: red, blue, and yellow.
All other colors are left for the child to discover in the process of painting. There are no useless paint running down the paper would interfere with the child’s creative intent. A container of water and a large paintbrush finish the setup, and I turn my attention to greeting the arriving children.
I came to work for Betty Ewen in 1986, doing field work for my “Introduction to Child Study” course. I had already taught 3-year-olds in my hometown, but nothing I had learned in that school—where favoritism, enforced conformity, and angry outbursts by the head teacher were the norm—prepared me for the semester to come.
As children enter the room, Betty greets them warmly and asks where they’d like to start the day. One runs straight to the house corner, another to the books. A child hesitates, uncertain. Betty squats and surveys the room. “Would you like to paint?” The child shakes his head. “Bloke,” he whispers. “Gillian will take you to the block room,” she tells him, and together we walk to the sunlit porch.
Elizabeth “Betty” Ewen came to the ECC in 1965. She taught for many years, then became an ECC administrator, first in admissions, then as assistant director. She remained in this last position until her retirement in 2000.
A hurricane is coming, and the room is filled with tension. Betty calls everyone to the gathering area. “Some of you have heard a hurricane is coming,” she starts. There is an outburst of chatter, and she quickly redirects their attention. “Do you know what a hurricane is?” Some children offer responses, then she continues, “That’s right; it’s just a big storm with lots of wind and rain.” Discussion ensues about storms the children have experienced. Reassured, they return to their activities.
Betty was remarkably even-tempered. Her no-nonsense manner made children feel safe, while her warmth let them know they were accepted. Tantrums left her unruffled; her tone of voice always remained calm and firm. To Betty, every behavior was a coping mechanism arising from a particular set of circumstances. Every child’s perspective was important. Students in turmoil needed clear boundaries and reassurance, not punishment.
The morning has come to an end after saying goodbye and washing the paint coasters, I accompany the other teaching assistants to the ECC’s basement lounge, where we reflect on the children’s behavior and record observations on file cards. Betty offers possible motivations behind one child’s aggressiveness. We discuss how things might look from his point of view, and Betty describes some strategies for supporting him.
Betty Ewen passed away on March 23, 2010, at the age of 89. In her 35 years at the Early Childhood Center, she guided countless children, and her influence rippled outward through the many assistants she taught. Says former ECC director Sara Willford, “Betty Ewen was an inspiration. ... She was a consummate professional, a supportive colleague, a gifted teaching artist who could set up a room and invite her children to partake of each activity’s richness.”
This diminutive woman with her black-rimmed glasses, short gray hair, raspy voice, and cable-knit sweaters was, for me, an odd fusion of grandmother and mentor. She taught me to see all children as evolving individuals with minimal tools for responding to challenges, and teachers as stable, kind, and supportive adults helping them along. Betty Ewen made me a teacher, and every day in my classroom, I hear her voice speak through me.
Gillian Gilman Cullf ’88 teaches English and creative writing to high- and middle-school students at Parker School in Hawaii. | 1,547 | 854 | {
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MAINE STATE LEGISLATURE
The following document is provided by the
LAW AND LEGISLATIVE DIGITAL LIBRARY
at the Maine State Law and Legislative Reference Library
http://legislature.maine.gov/lawlib
Reproduced from scanned originals with text recognition applied
(searchable text may contain some errors and/or omissions)
Resolved, That the governor and council be authorized to draw their warrant on the treasury for the sum of two hundred and seventy-two dollars and eighty-nine cents, in favor of the heirs of John Robertson, late of Weld, being for so much money paid into the state treasury by the administrator of the estate of Alice Robertson, in default of legal heirs of said Alice Robertson, provided that before such warrant is drawn, the heirs of Joh'n Robertson shall give a satisfactory bond to the treasurer of state, conditioned for the repayment of said sum to the state, if any heir of said Alice Robertson may demand the same.
The following is a list of the most important and frequently used terms in the field of computer science:
1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
2. Data Structure: A way of organizing data that allows efficient access, modification, and manipulation.
3. Database: An organized collection of data stored in a computer system.
4. Database Management System (DBMS): Software that manages databases and provides an interface for users to interact with them.
5. Encryption: The process of converting information into a code so that only authorized parties can understand it.
6. Hashing: A process of converting data into a fixed-size string of characters.
7. Interface: A way for two systems to communicate with each other.
8. Network: A collection of computers and devices connected together.
9. Operating System (OS): A software program that controls the hardware and software resources of a computer.
10. Programming Language: A set of instructions that a computer can understand and execute.
11. Query: A request for information from a database.
12. Security: The protection of data and systems from unauthorized access, use, disclosure, disruption, modification, or destruction.
13. Software: A set of instructions that tell a computer what to do.
14. System: A collection of related components that work together to achieve a common goal.
15. User: An individual who interacts with a computer system.
16. Virtualization: The creation of virtual versions of physical resources such as servers, storage, and networks.
17. Web Application: A software application that runs on a web server and is accessed through a web browser.
18. Wireless Network: A network that uses radio waves to transmit data between devices.
19. XML: eXtensible Markup Language, a markup language that defines a set of rules for encoding documents in a format that is both human-readable and machine-readable.
20. YAML: Yet Another Markup Language, a markup language that is used to represent structured data.
STATEMENT OF FACTS.
The administrator of the estate of Alice Robertson, late of Weld, has paid into the state treasury, under the provisions of section twenty-nine, chapter sixty-four of the Revised Statutes, the sum of two hundred and seventy-two dollars and eighty-nine cents, no heir or other person directly interested in such estate being found in the United States; and said sum of two hundred and seventy-two dollars and eighty-nine cents, being the balance remaining after the payment of debts and probate expenses. The estate of said Alice Robertson came solely from her husband, John Robertson; she was the second wife, and some time after his marriage to her he sold his farm and with the proceeds bought a second farm, which by his direction was deeded to the said Alice Robertson; and the fund paid into the state treasury came from the proceeds of the sale of said farm. John Robertson, who is deceased, left heirs by a former wife; these heirs claim that they are equitably entitled to this money.
STATE OF MAINE.
IN SENATE, March 17, 1897.
Reported by Mr. SAVAGE, from Committee on the Judiciary, and laid on table to be printed under joint rules.
KENDALL M. DUNBAR, Secretary. | 1,828 | 855 | {
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KIDS JUST WANT TO HAVE FUN
Topic: Fun
Purpose of this Session:
Many young people don't know how to have fun. They are growing up so fast they have forgotten how to play. If someone acts zany, crazy or uninhibited in a healthy way, they think he or she is stoned or drunk. They need to learn how to have fun creatively and safely. This TalkSheet will help you talk about having fun.
To Introduce the Topic:
Have some fun! Involve the parents in this by having them bring a variety of fun food. Let the students bring their favorite Christian albums and videos. Have several lead the group in their favorite games.
The Discussion:
Item #1: Make a master list of the things your group considers "fun". The list can include both positive and negative items. Keep the list visible on a chalkboard or newsprint to refer to, later.
Ask the students to share which ones they placed an "X" beside, indicating they have done those recently. In what ways were those activities fun? Which activities have they never done? Why not?
Item #2: Take these statements one at a time and ask for a show of hands on each one. Ask the reasons for each one. Find out why, or why not, Christians have fun or why they think their life is boring, or why they think God is against fun. Focus on the need for many young people to have constant excitement in their lives. Young people who are always living on the edge are headed for trouble. Partying has become a major sport for many. Wholesome fun is healthy. Misguided fun can be dangerous.
Item #3: Ask why they chose the person named on this item. What is it about the person that makes them think they would have more fun if they were that person? Could they ever become like that person?
Item #4: You might wish to divide the students into smaller groups to decide what each of these scriptures has to say about fun.
To Close the Session:
The following are key points to emphasize:
(1) God does want us to have fun. God is not a "cosmic killjoy" — a corrective parent — sitting up in heaven with a frown on his face. He wants us to enjoy life at its fullest. He is the creator of life and therefore, He knows what is best for us and how we can get the most out of life. Read Philippians 4:4. Paul encourages us to "rejoice".
(2) Help the students realize it is possible to "party" without getting into trouble. They will probably encounter many situations, especially as they grow older, when they will be confronted with making decisions about drugs and alcohol. Too many young people believe "fun" is synonymous with "getting wasted". Losing control of one's faculties is not fun. Risking irreversible brain damage is not "fun". Encourage your students to pursue wholesome fun activities without doing anything they will regret, later.
Outside Activities:
Plan a fun activity with your junior high students that is really wild and different. Brainstorm ideas with them and your youth leaders, or check out some of the great ideas in the Ideas books, published by Youth Specialties, or Creative Socials and Special Events by Wayne Rice and Mike Yaconelli (Zondervan/Youth Specialties, 1986). | 1,180 | 689 | {
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Top hacks for the IB maths exam
Sitting the IB Mathematics exam next week? These tutor tips will help you feel calm and confident when you enter the exam hall, writes Kelly Ho.
With one week to go before International Baccalaureate students sit the compulsory Mathematics examination, Young Post sought advice from Tim Lee, co-founder of the Cane Elite Education Centre, and a top maths tutor, on how to make the last few days of revision count.
Get to grips with your graphics calculator
While calculators aren’t allowed in Paper 1, you should make good use of your graphics calculator in Paper 2, says Lee. When it comes to solving complicated equations, using a calculator will be much faster and easier than using algebra.
Lee’s advice is to find the solutions on the graphs, rather than using the “solve” key, because the graph can show multiple solutions to an equation. It’s also important to make sure you have the correct set-up on your device, such as the X-axis and Y-axis scaling, or whether you should be using radians as opposed to degrees.
Learn key words and formulas
There are a few key question words that are specific to the IB maths paper, such as “state”, “write down”, “find”, and “sketch”. When you see these words, you’ll be required to answer the question in a certain way, so it’s important to understand what each one means. Similarly, you need to know the terms and symbols inside your formula booklet, and when to apply certain formulas.
“If the question asks you to ‘state’ something, usually the answer can be obtained from the previous part, and there’s no need to show working. If you start showing your working, you’re wasting time,” says Lee.
Keep an error log book and read the mark scheme
Most students already know the importance of doing past papers, but Lee says that this is only useful if you also keep a log book of all the errors you make. Lee recommends writing down all the questions you get wrong – along with the correct answer – and sort them into different topics. That way, you’ll know which topics you’re doing well in, and which ones you need to look over again.
Write down all the questions you get wrong and sort them by topic
It’s also crucial to keep referring back to the mark scheme, as this will help you understand how each mark is given. This comes in particularly handy when you only know how to answer part of a question, or when you don’t have enough time to complete the whole thing.
The mark scheme will tell you how you can still grab a few points.
“Keeping an error log book and reading the mark scheme are a must – otherwise, working on past papers is not going to maximise the return on your invested time and effort,” Lee says.
Lee says you should try to do at least five past papers, starting with the 2014 paper and working forwards.
Annoyingly for students, the only way to get past papers is by buying them from the exam authority, or going to a tutoring company which will have already bought them. Some past IB students told Young Post that many of their peers would rather do papers from other public examinations than fork out for the IB ones, Lee advises against this.
“That’s a very bad idea. Different exams have different requirements, different mark schemes, and different ways of framing questions,” he says. Instead, Lee suggests signing up for just one or two classes at a tutoring centre, and asking the tutor for past papers. “Most tutors would be more than happy to do so – if they aren’t, it means they care more about the money than they care about you.”
Test-taking strategy
When the day of the exam arrives and you open your booklet, your instinct will probably be to start working through it in order straight away.
Lee, however, suggests taking 30 seconds to scan the paper, and picking out two or three questions that you know you can solve. This will give you a confidence boost at the very beginning of the test.
“Students will think ‘Oh, I’m scoring’, and that momentum can be carried on to the questions they don’t like,” Lee says.
As always, try not spend too much time on questions that are only worth a few points, and remember to save time for the harder questions at the end.
Common mistakes
After 10 years of teaching IB maths, Lee has identified a few common mistakes. He says that students often forget to add brackets when entering sums into their calculator, and end up with a completely different answer. They also tend to miss the negative signs, or make careless arithmetic mistakes.
A good way to avoid losing points over careless mistakes is by highlighting keywords and data as you’re reading a question. It’s also best to write down all your workings, rather than doing mental calculations. “If you notice that you haven’t used all the information given to you, then very likely there is something wrong,” says Lee.
Before the exam
Once you’ve done all your past papers, don’t tire yourself out with new problems the night before the exam. Instead, give yourself plenty of time to rest for at least two nights, then review your error logs on the day of the exam to remind yourself which topics will require a bit more of your attention. | 1,876 | 1,080 | {
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WHAT, ME LIE?
Topic: Lying
Purpose of this Session:
Preschoolers and younger children love to make up stories—to pretend. They have difficulty telling the difference between reality and fantasy. Most people don’t worry about their half-truths. But during the 4th–6th grades, lying can become a serious problem and, if left unchecked, a dangerous pattern can develop. Lies at this age are like those of adults, often told to deceive, conceal, or manipulate. And lying leads to more lying. Use this TalkSheet to discuss the consequences of lying and the advantages of honesty.
To Introduce the Topic:
Before the meeting begins, ask three volunteer young people to write down four statements about themselves, three that are true and one that is false. Make sure these statements are in good taste. They can be about anything from the color of their eyes to where they spent their last summer vacations.
Have each kid read his or her statements to the group. After each kid finishes, challenge the group to pick the statement that is a lie. Announce that you will be talking about lying.
The Discussion:
Item #1: This question establishes the fact that kids lie. You do not need to admonish the young people when they begin admitting to all the lies they tell and to whom they tell them. In fact, research indicates that punishment, especially harsh punishment, does not deter kids from lying. Rather, it increases the incidences of lying.
Item #2: Explore all the reasons why kids lie as well as why adults lie. Then talk about the consequences of lying related to each of the reasons. For example, if someone lies to protect a friend, is the friend really protected, or can this kind of lie actually hurt a friend in the long run?
Item #3: Contrast the difference between how kids feel when someone lies to them versus being told the truth. Discuss the difference between how kids feel when they lie to others versus telling them the truth.
Item #4: Use this situation to discuss again the consequences of lying versus the advantages of honesty.
Item #5: You can also talk about our God of truth and honesty (Deuteronomy 32:4; 2 Samuel 7:28; Psalm 146:6) and how we can depend upon him and trust him because of this. Also talk about God’s forgiveness when we lie.
To Close the Session:
Point out that God wants us to be honest because honesty protects us in the long run. Remind the group of the story of the boy who cried wolf. His word could no longer be trusted. This hurt him in the long run because when he needed the townspeople, no one believed him. Create a list with the group of all of the benefits of telling the truth. Encourage them to consider these benefits the next time they are tempted to lie. Young people need to know that honesty really is the best policy. | 1,022 | 595 | {
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1. What is an identity?
Find the values which the coefficients A, B, C, must have if
\[ A(x-1)(x-2) + B(x-2)(x-3) + C(x-3)(x-4) = x^2 - 2x - 2 \]
is to be an identity.
[25 marks.]
2. Solve the simultaneous equations
\[
\begin{align*}
x + 2y &= 9 \\
\frac{x}{y+1} + \frac{y}{x+1} &= 2
\end{align*}
\]
[25 marks.]
3. A clerk is employed at a salary of £310 for the first year and his salary is increased every year by £20. Calculate the total amount he will receive in salary over a period of 20 years.
Another clerk's salary is £215 for the first year. By how much must his salary be increased every year so that he will receive the same total amount in 20 years as the first clerk?
In how many years will the two clerks have received a total of £9,600 between them?
[30 marks.]
4. Factorise
(i) \( x^2 - 2xy + y^2 - z^2 \);
(ii) \( 3x^3 - x^2 - 10x + 8 \);
(iii) \( (7x-3)^2 - 5(7x-3)(3y-5) + 6(3y-5)^2 \).
[30 marks.]
5. (i) If \( y = \frac{3x+1}{2x-1} \), express \( x \) and \( \frac{x+1}{x+2} \) in terms of \( y \).
(ii) Write down the values of \( \log_4 64 \), \( \log_8 16 \), \( \log_9 \sqrt{3} \).
If \( \log_8 x = a \) and \( \log_2 y = a \), show that \( \log_{16} x + \log_{10} y = a \).
[30 marks.]
6. (i) The second term of a G.P. is 24 and the fifth term is 81. Find the first term.
(ii) Find the value of the expression \( x^3 - 7x^2 + 13x + 3 \) when \( x = 3 + \sqrt{2} \).
For what other values of \( x \) has the expression the same value?
[30 marks.]
7. Draw a graph of the function \( x^3 - 3x^2 - 3x + 6 \) for values of \( x \) from \(-2\) to \(+4\).
Write an account of how the function varies in sign and in magnitude as the value of \( x \) varies from \(-2\) to \(+4\).
Using your graph solve the equation \( x^3 - 3x^2 - 3x + 4 = 0 \), as accurately as you can.
[30 marks.] | 1,071 | 675 | {
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Polydipsia in Dogs and Cats (increased drinking) Fact Sheet
When a pet starts drinking more than usual, there may be a serious underlying disease.
What is the normal amount for a dog or cat to drink?
Textbooks reference normal water intake for dogs as 20–70 ml/kg body weight per day. Marked variation may be seen between individuals and the amount of water taken in food, and water lost through activity and/or panting etc., will be a major influence. Intake is considered definitively increased at over 100 ml/kg/day, but some pets will have notably increased drinking whilst still drinking less than this amount; the pet always has to be considered as an individual.
Why might my pet be drinking more?
Water balance is tightly controlled by the body through regulation of water intake and water loss in urine. In health, lack of water intake or excessive water loss means the pituitary gland in the brain releases ‘anti-diuretic hormone’ or ADH. ADH tells the kidneys to conserve water and make concentrated urine. In these circumstances, the thirst centre in the brain is also stimulated and this stimulates drinking.
Increased drinking can occur either because the concentrating mechanisms of the kidney fail, because the kidneys do not respond to ADH, because ADH is not produced or released, or because there is an excessive stimulus to drinking (primary polydipsia).
Loss of concentrating mechanisms in the kidney and/or failure of response to ADH can occur through kidney damage, high blood calcium, liver failure, kidney infection, diabetes mellitus (sugar diabetes), pyometra (womb infection), overactive adrenal glands, overactive thyroid glands and certain intoxications.
Failure of release or production of ADH (central diabetes insipidus) can occur because of brain damage through trauma, infection or cancer. Some animals are born with a defect in ADH production and release.
Causes of primary polydipsia in dogs and cats are obscure, although we have recognised this in association with gastrointestinal disease and urinary tract disease.
How are underlying causes of polydipsia in dogs and cats investigated?
At first presentation, it is typical to investigate increased drinking with standard blood and urine screens, which can readily identify common causes such as kidney failure. Subsequently, depending upon findings from the clinical history, tests may include; diagnostic imaging, such as ultrasound, to examine liver, kidneys and adrenal glands; urine analysis and urine culture; and tests of hormonal function.
When other possibilities are eliminated, the ability of the kidneys to concentrate urine and respond to ADH may be examined by a water deprivation test. In this test, if urine fails to concentrate after a significant restriction, synthetic ADH is administered and urine concentration measured. If urine concentrates during water restriction, concentrating mechanisms are considered to be functioning and the problem is considered to be a primary polydipsia, in which case tests of urinary disease and/or gastrointestinal tract disease may be indicated.
**What treatments are available?**
The treatment for polydipsia in dogs and cats is highly dependant upon the underlying cause. In certain diseases it may not be realistic to expect to be able to modify water intake. In chronic kidney failure, for example, free access to water is a part of treatment, and treatment is aimed at supporting kidney function and maintaining quality of life for as long as possible.
**What is the outlook?**
The outlook fundamentally depends upon the diagnosis and varies from very good to very poor. In a number of conditions, the outcome can be favourably influenced by early diagnosis, so increased drinking is usually considered an important sign and an indicator of the need for investigation.
If you have any further questions about polydipsia in dogs and cats you should speak to your veterinary surgeon who will be able to discuss this with you more fully.
*If you are concerned about the health of your pet, you should contact your veterinary surgeon.*
Davies Veterinary Specialists, Manor Farm Business Park, Higham Gobion, Herts SG5 3HR 01582 853878
©2018 Davies Veterinary Specialists Limited | 1,747 | 829 | {
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January 21, 2013
Mr. Mayor and council members,
Thank you for giving me the opportunity to speak on behalf of safe drinking water. My name is Tia Toutant and I’m here tonight to make a case for safe water as a parent of a child injured by ingested fluoride.
Imagine my surprise when I took my three year old son to his first dentist appointment and learned that he had DENTAL FLUOROSIS. When I asked our dentist what it was, I was told it is a condition due to an over exposure to fluoride. How does a three year old get over exposed to fluoride?
We did not use toothpaste with fluoride because he was so young and didn’t know how to properly spit.
I was stunned and saddened to learn he’d been poisoned by fluoride and perplexed as to how he got this condition. After being breastfed, we transitioned to infant formula that we mixed with our fluoridated tap water. I have since learned that fluoride from fluoridated tap water can damage formula-fed infants’ teeth by causing dental fluorosis and that minorities are at an increased risk of this damage\(^a\).
Now, at the age of 7 my son has had many cavities and fillings - water fluoridation not only caused his teeth permanent damage but it failed to protect him from dental decay, too. As his adult teeth are growing in we can see the effects of fluorosis on them. We don’t know what this fluoride poisoning has done to his bones, his brain or his other tissues. And we are not convinced that this is only a cosmetic concern as fluoridation promoters say – to think that ingesting fluoride has damaged his teeth cells but no other cells in his body…?!
How do I protect him from this? How do I limit his exposure to fluoride, which he obviously needs and deserves? I can't afford expensive filter systems. I can't afford the costly dental bills to cover-up the damage ingested fluoride has caused. These costs will only grow as he grows into adulthood. And every day I am forced to expose him to even more fluoride through our drinking water and in the bath.
I beg you to understand that fluoridation is not safe and not effective. It causes damage to some people. It damaged my son. We need safe municipal water, not water that is medicated with fluoride. Fluoride is easy to get for those that want it but next to impossible to avoid when it is in our water...It needs to be removed from Windsor’s drinking water so future generations do not have to suffer the embarrassment and high dental health costs that my son will face.
Thank you for your time
Tia Toutant
\(^a\) http://www.fluoridealert.org/studies/dental_fluorosis02/ | 1,005 | 573 | {
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of Technology Servomechanisms Laboratory. The machine can take a strip of punched tape and automatically mill a complete machine part. If the product begins to vary from the product "described" by holes in the tape, the machine makes corrections.
The advantage of many of the complex automatic machines lies in their versatility. They can be switched from the production of one part to another merely by changing the tape that instructs them.
Although American industry still is far from being "automatized," it nevertheless seems headed in that direction. Machines now are being thought about, talked about and experimented with that even may be able to do paper work which up to now could be done only by humans. Such machines may come in handy in payroll and accounting departments of medium-sized and large companies.
Other machines have been devised to predict the weather, to control the flow of a big city's traffic, to count paper money, to sort lemons according to color, to solve test mazes set up for them in the laboratory, and to play ticktacktoe.
One British-built electronic device, affectionately known as the Madam II, can even sing "God Save the Queen," when given a coded version of the score. No record or phonograph is in the machine.
Science News Letter, February 7, 1953
METEOROLOGY
Sun Affects Weather
TERRIFIC BURSTS of energy from the sun in the form of solar flares must have an effect on earth's weather, but nobody knows just what that effect is.
This was the consensus of the opinions of meteorologists, astronomers and other scientists who spent a full day discussing solar-weather relationships at the meeting of the American Meteorological Society in New York.
Dr. Donald H. Menzel, Harvard College Observatory astrophysicist, pointed out that the quality and quantity of solar radiation vary appreciably through the sunspot cycle, and that the energy sent out during these fluctuations certainly reaches the upper layers of the earth's atmosphere.
A pronounced effect is observed on the earth's magnetic field which can be seen in the aurora borealis, he said. However, so far as direct effects on the weather at the earth's surface are concerned, Dr. Menzel said that it is too early for these effects to be determined. He called for more studies of the relationships between solar activity and the weather.
Dr. Bernard Haurwitz, head of the meteorology department at New York University and a long-time student of solar weather relationships, was pessimistic about the ability now to establish such a direct relationship. A theory he propounded six years ago that the energy resulting from solar flares may heat the ozone high in our atmosphere which in turn heats the air we breathe is, he said, probably no longer valid.
Two recent cases of remarkable increases in temperature immediately following solar flares make his theory no longer good precisely because the increases were so large. Solar flares could not by themselves have brought about these changes in the earth's temperature, he said.
Dr. Haurwitz emphasized that, so far, there are few, if any, acceptable observations which show direct relationships between solar activity and the weather.
However, Dr. Joseph Kaplan and Hilda Kallman of the University of California at Los Angeles described what they said was a new mechanism by which increases in ultraviolet radiations from the sun are felt low in the earth's atmosphere. In this process, they said, the ultraviolet is transformed into absorbable infrared.
Science News Letter, February 7, 1953
GENETICS
Resistance to Leukemia in Mother Mouse's Milk
LEUKEMIA, CANCER of the blood, is influenced, in man at least, by a maternal resistance factor, or MRF.
This was reported by Dr. L. W. Law of the National Cancer Institute, Bethesda, Md., to the New York Academy of Sciences conference on parental age and characteristics of the offspring.
The leukemia-resistance factor is contributed both before birth and through the mothers' milk by the mother mouse low in tendency to get leukemia, Dr. Law said. However, no factor that tends to bring on leukemia, similar to the factor in the milk of mother mammals that is tumor-inducing, has been found in the low-leukemia mice.
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CHEMISTRY
New "Cold Bomb" Test Measures Air Pollution
A NEW test for measuring the smog-causing materials that pollute the air was described to the American Chemical Society's North Jersey section meeting in Newark.
Air pollution caused by the exhaust gases from autos and other incomplete combustion of hydrocarbons, such as from industrial plants, can be detected using a stainless steel "cold bomb," Ernest R. Quiran of the Esso Laboratories, Linden, N.J., reported.
With his co-workers, S. J. Metro and J. B. Lewis, Mr. Quiran made a synthetic smog to test the device, found that it would measure up to 95% of the noxious materials in mixtures containing only one-tenth of a percent of hydrocarbons.
Many scientists think that the Los Angeles smog is caused partly by the interaction of incompletely burned hydrocarbons with the ozone in the air.
In the new test, the gases are collected by adsorption on silica gel, a granulated material related to ordinary sand, which is kept at a temperature of 100 degrees below zero Fahrenheit. The collected gases are transferred to the cold bomb, a stainless steel container, where an electronic device, the mass spectrometer, then measures the amounts and kinds of gases in the bomb.
Sulfur compounds and carbon monoxide can also be detected by this method, the scientists state, but the amounts of these two chemicals cannot be measured.
Science News Letter, February 7, 1953
MEDICINE
Only Reducing Method
BATHS, EXERCISE, massage and other non-dietary methods recommended for reducing weight cannot accomplish this purpose. The "only logical method" of reducing weight is to reduce properly the intake of food.
This opinion is given in the Journal of the American Medical Association (Jan. 24) by Dr. Frank H. Krusen of Rochester, Minn., chairman of the Association's council on physical medicine and rehabilitation.
"A rapid movement of the head from right to left when the mashed potatoes and gravy are passed is the best exercise for reducing," in Dr. Krusen's opinion.
On hot baths, whether Turkish, Russian or some other variety, Dr. Krusen says it has been calculated that a person would have to take 370 such baths in which on each occasion the body temperature was raised two degrees Fahrenheit for one hour in order to lose one pound of fat.
"Massage," he says, "will not reduce local deposits of fat. Massage will not increase muscular strength."
Whether the massage is given by a person or by mechanical gadgets, "there is no scientific proof whatever" that it can be effective as a reducing measure.
Fat people overeat, Dr. Krusen says, "because they thoroughly enjoy fine food."
Such persons do not even realize that they are eating far more calories than they need. The appetite mechanism in the normal person functions to make him feel full and satisfied when he has eaten just enough food to fill his requirements for energy and to keep his reserves of fat at a constant normal level. Then he stops eating.
But the fat person who overeats enjoys good food so heartily that his level of satiation is almost unbelievably high.
"Even after an enormous meal he can still consume with gusto several after-dinner chocolate mints, coffee with cream and sugar, and sweet liqueur, and he will still," Dr. Krusen points out, "be ready to munch some salted nuts while drinking a highball a little later in the evening."
Science News Letter, February 7, 1953
BIO-ENGINEERING
Functional Anatomy Part of Engineering
A CERTAIN amount of functional anatomy may be added to the traditional engineering core of mathematical and physical sciences.
"Today there is an increasing accent upon human biology in engineering research," Dr. Craig Taylor, University of California at Los Angeles professor of engineering, pointed out. "In order to design structures, machines and other technical devices so that man can 'assimilate' them, modern engineers are more and more finding a knowledge of this subject necessary."
An example of such research in the U.C.L.A. department of engineering is in the development of artificial arms. A fairly detailed knowledge of the function of the natural arm is obviously necessary.
Other such studies, said Dr. Taylor, include those of human heat tolerance and of neuromuscular control. The heat tolerance factor is important in the design of jet and rocket planes where heat of friction may seriously affect the pilot. Neuromuscular control is an important factor in the design of controls for high performance aircraft.
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Hannah's Prayer
The Tabernacle should be set up, with the curtains covering only the back wall, and the roof section folded back so you can reach down into it to move the dolls, and the Veil, Ark and Waybread, altar and candelabra set up inside it. Secure the furnishings with little lumps of glue-tac, and put four lumps of glue-tac around the altar where Eli, Elkanah, Penninah and Hannah will stand to sacrifice, and one inside the tabernacle where Hannah will go to pray.
1 Samuel 1:1-20
Elkanah lived in Ramah, a town in the hill country of Ephraim. His great-great-grandfather was Zuph, so Elkanah was a member of the Zuph clan of the Ephraim tribe. Elkanah’s father was Jeroham, his grandfather was Elihu, and his great-grandfather was Tohu.
Elkanah had two wives, Hannah and Peninnah. Although Peninnah had children, Hannah did not have any.
Once a year Elkanah traveled from his hometown to Shiloh, where he worshiped the Lord All-Powerful and offered sacrifices. Eli was the Lord’s priest there, and his two sons Hophni and Phinehas served with him as priests.
Whenever Elkanah offered a sacrifice, he gave some of the meat to Peninnah and some to each of her sons and daughters. But he gave Hannah even more, because he loved Hannah very much, even though the Lord had kept her from having children of her own.
Peninnah liked to make Hannah feel miserable about not having any children, especially when the family went to the house of the Lord each year.
One day, Elkanah was there offering a sacrifice, when Hannah began crying and refused to eat. So Elkanah asked, “Hannah, why are you crying? Why won’t you eat? Why do you feel so bad? Don’t I mean more to you than ten sons?”
When the sacrifice had been offered, and they had eaten the meal, Hannah got
Storyteller: After the Children of Israel crossed the river Jordan they entered the land that God promised them, and lived and farmed in that land. One of God’s people was Elkanah, who lived in the hill country of Ephraim. Hold out the figure of Elkanah for the children to see.
Elkanah had two wives, Hannah and Peninnah. Put the figure of Elkanah down, and pick up the Hannah and Peninnah figures, one in each hand. Peninna had children, hold out the Peninna figure but Hannah did not have any children hold out the Hannah figure.
Put the figures down, and pick up the tabernacle. Place it carefully down in front of you, with the open side facing the children. Once a year Elkanah travelled to worship God in the Tabernacle. Eli was the priest there. Hold out the figure of Eli, and then place him outside the Tabernacle in front of the altar (on the glue-tac, so that he doesn’t fall over).
Elkanah worshipped God by offering a sacrifice. He brought a cow or goat, and Eli killed it on the altar and burned some of it. Place Elkanah next to the altar opposite Eli. Then Eli and Elkanah and Hannah and Peninnah all shared the meat from the sacrifice. Place Peninnah to one side of the altar, between Eli and Elkanah. Peninnah got enough meat to feed all her children
up and went to pray. Eli was sitting in his chair near the door to the place of worship. Hannah was brokenhearted and was crying as she prayed, “Lord All-Powerful, I am your servant, but I am so miserable! Please let me have a son. I will give him to you for as long as he lives, and his hair will never be cut.”
Hannah prayed silently to the Lord for a long time. But her lips were moving, and Eli thought she was drunk. 14 “How long are you going to stay drunk?” he asked. “Sober up!”
“Sir, please don’t think I’m no good!” Hannah answered. “I’m not drunk, and I haven’t been drinking. But I do feel miserable and terribly upset. I’ve been praying all this time, telling the Lord about my problems.”
Eli replied, “You may go home now and stop worrying. I’m sure the God of Israel will answer your prayer.”
“Sir, thank you for being so kind to me,” Hannah said. Then she left, and after eating something, she felt much better.
Elkanah and his family got up early the next morning and worshiped the Lord. Then they went back home to Ramah. Later the Lord blessed Elkanah and Hannah with a son. She named him Samuel because she had asked the Lord for him.
too ... *Place Hannah on the other side of the altar, opposite Peninnah* ... but Elkanah gave even more to Hannah because he loved her so much. But Hannah felt sad, because she had no children of her own to share it with.
One day when Elkanah was at the Tabernacle offering a sacrifice, Hannah began to cry. She wouldn’t eat. When the meal ended, Hannah went to pray. *Move Hannah into the Tabernacle, in front of the Veil*. She prayed “Lord All-powerful, please let me have a son.” She prayed silently for a long time, just moving her lips.
*Move Eli into the Tabernacle behind Hannah*. Eli thought she was drunk, and scolded her: “Sober up!” But Hannah told him “I haven’t been drinking! I am miserable, and I have been telling my troubles to the Lord.”
Eli answered. “I am sure the God of Israel will answer your prayer.”
The next day, Elkanah and his family went home to Ramah ... *Move Elkanah, Peninnah and Hannah forward a few inches toward the children, so that they are outside the Tabernacle* ... and after a time, ... *place baby Samuel in Hannah’s arms* .... Hannah had a son. She called the baby Samuel, which means “he came from God.” | 2,003 | 1,321 | {
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CIRCULAR
To: All Head teachers
Government and Private Secondary Schools,
RE: LITERATURE IN ENGLISH SET BOOKS FOR SENIOR THREE (3), 2023
The Ministry of Education and Sports through NCDC, rolled out the competence based curriculum in 2020. The New Curriculum Menu resulted in the re-organisation of the specific subject content, teaching methodology and assessment modalities. Accordingly, this re-organisation brought about the reduction in the number of Literature in English set books to be studied by learners for the Lower Secondary cycle. Although the current set books are still running (2020-2025), there is need to guide the teachers on how to select the preferred text per genre, from the prescribed list.
The current texts on the list of the set books are:
Section A:
Either: Francis Imbuga: *The Return of Mgofu* (Play)
Or: William Shakespeare: *The Merchant of Venice* (Play)
Either: John Steinbeck: *The Pearl* (Novel)
Or: Lawrence Darmani: *Grief Child* (Novel)
Section B:
Sylvester Onzivua: *The Heart Soothers* (Play)
Okiya Omatatah Okoiti: *Voice of the People* (Play)
Victor Byabamazima: *Shadows of Time* (Novel)
Chinua Achebe: *Things Fall Apart* (Novel)
Daniel Mengara: *Mema* (Novel)
Poetry Section:
David Rubadiri: Growing up with Poetry
A.D. Amateshe: An Anthology of East African Poetry
This circular serves to give further guidance as follows:
1. The above set books shall be maintained up to 2025.
2. By the end of the cycle, learners are expected to have studied three texts in all: one (1) play, one (1) novel, one (1) poetry anthology - in addition to the general literature knowledge.
3. Only one (1) text should be studied in each section. If a play is selected from section A, then a novel MUST be selected from section B. However, if a novel is selected from section A, then a play MUST be selected from section B.
4. Learners should study a variety of poems from one of the prescribed poetry set books.
Yours Sincerely,
Dr. Richard Irumba
For DIRECTOR
CC: The Permanent Secretary, Ministry of Education and Sports.
The Executive Director, UNEB
The Director Basic and Secondary Education
The Director, Directorate of Education Standards
The Commissioner Government Secondary Schools
The Commissioner Private Schools and Institutions
The Chairperson, ASSHU | 1,189 | 560 | {
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Onigiri — a product for marketing, a solution for hunger.
2611: Shibuya Makuhari Senior High School
Key words: Onigiri, In-flight meal, poverty, world hunger, washoku, japanese culture
1. Introduction
Inspired with the most local food we have in Japan, we propose a plan that aims to provide a sufficient solution for hunger while spreading the Japanese cuisine throughout the world. Knowing that the food situation in developed countries and developing countries are very different from one another, we realized that different plans which are best suited for the two areas are needed. Thus, we prepared two separate plans for each regions: spreading onigiri in developed countries starting by serving it as in-flight meals, and introducing onigiri in developing countries as a solution for hunger. We believe that these plans together will serve as a solution to reducing world hunger and making people’s food life even more healthy and enjoyable.
2. Methods and Results
After looking at the characteristics of onigiri that attract many Japanese such as having unique and variable ingredients, its healthiness, and how it is very easy to carry around, we realized that serving them as an in-flight meal would be idealistic. It will be perfect for both airlines that wants to provide good meals so that customers have a comfortable flight, and for spreading onigiri to foreigners traveling to Japan. Therefore, we created a plan to serve delicious onigiri as in-flight meals to customers flying to and from Japan. In our plan, we provide customers with “Onigiri Leaflets” when serving onigiri, leaflets which introduces the features of onigiri raised above alongside with its history and nutrition. Customers will also be provided with a coupon of onigiri that they can use in popular Japanese food restaurants in the countries that they will be arriving at, after they post pictures of onigiri on social media. Thus aiming to make onigiri noticed among foreigners as much as sushi is. This plan will help foreigners realize through their flight experience and through social media the deliciousness of onigiri and its importance to the Japanese people.
Though many efforts are being made to reduce world hunger, it still is a major problem especially in areas of extreme poverty in developing countries. As we were doing research, we came across the Onigiri Action, a project by a NPO, TABLE FOR TWO that aims to solve world hunger. In this project, for each onigiri that gets posted on social media, 5 lunches will be provided to Asia and Africa. We thought that by spreading onigiri all over the world, people joining the Onigiri Action will increase, and as a result, reduce hunger in developing countries. Furthermore, we believe that by introducing onigiri in Africa and Asia using the ingredients that can be obtained locally, onigiri will become a solution against hunger in those places.
3. Conclusion
We firmly believe that our plan can change the world: not by money or fame, but through the most local food we have in our hands. Onigiri is a symbol of Washoku in which the food culture of Japan has developed and protected throughout its prolonged history. Our plan takes this food to its next level, as a solution of hunger and as a way to spread the daintiness of Washoku.
References
一般社団法人おにぎり協会 Onigiri Society 「おにぎりの歴史」 <https://www.onigiri.or.jp/history>
TABLE FOR TWO「おにぎりアクション 2018」<https://onigiri-action.com/> | 1,354 | 729 | {
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**Phonics/Spelling**
Login to Phonics Play and play a game (Free access using the username march20 and password home) [https://new.phonicsplay.co.uk/resources](https://new.phonicsplay.co.uk/resources)
Continue to learn and spell the Year 1 Common Exception words that you have a poster of. Can you spell the words in a spelling test?
Read stories written by the famous author, Julia Donaldson. Visit Oxford Owl to access Oxford Reading Tree books. [https://home.oxfordowl.co.uk/](https://home.oxfordowl.co.uk/)
**English**
This week we are looking at the book *Zog* by Julia Donaldson. Can you read the description below and draw the dragon?
**DRAGON DRAW**
- Draw a dragon with these features:
- Give it a long tail.
- Draw two horns on its head
- Draw flames coming from its mouth
- Give it two, huge, scaly wings
- Make sure it has sharp teeth
- Put spikes on its tail
- Draw eight, green spots on its body.
You could also draw your own dragon and describe it using adjectives!
**Maths**
This week for maths we will be focusing on counting to 100. There are various lesson clips on the following link for white rose.
[https://whiterosemaths.com/homelearning/year-1/](https://whiterosemaths.com/homelearning/year-1/) if you click on Week 9.
You can watch the lesson videos that will go through counting to 100, partitioning and comparing numbers.
Can you use a hundreds square to find one less than a given number?
Can you practise partitioning numbers into tens and ones?
Can you compare numbers to 100 using the greater than and less than signs?
You can also click on the link below to use The Oak Academy resources. There is a video for each lesson and there are quizzes and activities to complete.
[https://classroom.thenational.academy/lessons/to-recognise-read-and-write-numbers-to-100/activities/1](https://classroom.thenational.academy/lessons/to-recognise-read-and-write-numbers-to-100/activities/1)
You can also visit the BBC Bitesize website and click on the following link to help with your learning this week: [https://www.topmarks.co.uk/learning-to-count/paint-the-squares](https://www.topmarks.co.uk/learning-to-count/paint-the-squares) [https://www.bbc.co.uk/bitesize/subjects/zjxhfg8](https://www.bbc.co.uk/bitesize/subjects/zjxhfg8)
**Science**
This week we will learn about plants and I want you to visit the following sites and play on the game below to test your knowledge of plants:
[http://flash.topmarks.co.uk/2264](http://flash.topmarks.co.uk/2264) Growing Plants: Help Sparky the Alien with activities on growing plants which include labelling parts of a plant, finding out what a seed needs to grow and the life cycle of plants.
This BBC Online Activity allows you to water a plant and watch it grow.
[https://www.bbc.co.uk/bitesize/topics/zpxnyrd/articles/zxxsyrd](https://www.bbc.co.uk/bitesize/topics/zpxnyrd/articles/zxxsyrd)
[http://www.primaryhomeworkhelp.co.uk/revision/Science/living/plants.html](http://www.primaryhomeworkhelp.co.uk/revision/Science/living/plants.html) | 1,500 | 750 | {
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My Reception Learning Journey Grid. Week beginning 22.6.2020
Please email me if there is anything that I can help with. Have a lovely week, Miss Wallace 😊
**Phonics/Spelling**
- Log on to Phonics Play – online phonics games- (Free access using the username march20 and password home).
- Play, ‘Pick a Picture’. [https://www.phonicsplay.co.uk/resources/phase/2/pick-a-picture](https://www.phonicsplay.co.uk/resources/phase/2/pick-a-picture)
Alternatively, the adult writes a word, e.g. teeth and then the child draws a picture to match the word. Don’t forget to practise with the digraphs and trigraphs.
- Play the online game ‘Picnic on Pluto’. If not online, write some real and nonsense words on card. Your child needs to read them and then sort them into the 2 group…one for the alien Obb (not real words) and one for the alien Bob (real words).
- Your child can practice reading the tricky words: into, he, she, me, we, be, you, are, they, my all, her. Look at newspapers, magazines or leaflets together and circle these words with a felt tip pen or highlighter. Can you write the words in a simple sentence?
**English**
This week can you read the book *Zog* by Julia Donaldson with an adult. Below is a link to watch the book [https://www.bbc.co.uk/iplayer/episode/b0bwdw8y/zog](https://www.bbc.co.uk/iplayer/episode/b0bwdw8y/zog)
- Look at the dragons in the illustrations in *Zog*. Can you draw/paint Zog the dragon and describe him? **CHALLENGE**: You could write a sentence about him using describing words for what he looks like!
OR
- Can you draw a detailed dragon? Can you describe your dragon. What would your dragon be like? What powers does it have? Can you label your dragon?
**Maths**
This week in maths, we will be using the resources from the White Rose Home Learning. [https://whiterosemaths.com/homelearning/early-years/](https://whiterosemaths.com/homelearning/early-years/)
- Can you practise counting reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.
- Can you complete missing number sequences to 10 and 20? Use a number line to help you.
- In practical activities can you help your child add 2 single digit numbers together? You could use a tens frame to help.
- Can you also help your child to solve subtraction stories like below:
![Image of subtraction story]
- Visit these websites for games to help you:
- [https://www.bbc.co.uk/cbeebies/topics/numeracy](https://www.bbc.co.uk/cbeebies/topics/numeracy)
- [https://www.topmarks.co.uk/maths-games/3-5-years/counting](https://www.topmarks.co.uk/maths-games/3-5-years/counting)
- [https://home.oxfordowl.co.uk/kids-activities/fun-maths-games-and-activities/](https://home.oxfordowl.co.uk/kids-activities/fun-maths-games-and-activities/)
Don’t forget to practise forming your numbers.
**Understanding the World task:**
This week we will be looking at plants. Below are some games to play on to learn more: [http://flash.topmarks.co.uk/2265](http://flash.topmarks.co.uk/2265)
On this link are activities based round the character Sparky the Alien growing plants. Children can compare vegetables and fruits, label the parts of a tree, spell the parts of a plant and put life cycle pictures in order.
You could plant some seeds with an adult and investigate what seeds need to grow and help to look after them. | 1,568 | 857 | {
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The strangest thing comes out of your tap
It covers three-fifths of the globe and is essential for life as we know it. Yet water remains one of the most bizarre, complex and misunderstood fluids.
Many believe that science takes the wonder out of the world by analysing it to death. The example of water shows that the reverse is true: the more we know about water, the more mysterious it becomes. Only a few days ago a joint Japanese-American team made another strange discovery: you actually can "flatten" water to create a glassy form of ice.
The properties of water defy expectations. It is liquid at room temperature, whereas substances made of similarly-sized molecules, such as methane, are gases. The boiling point, melting point and heat-conducting abilities of water are higher than those of any comparable substance.
Most substances shrink when you cool them, but ice takes up more space. From one perspective — that of passengers of the Titanic, for example — this is bad news, as ice floats. Fortunately for things that swim, paddle and wallow, an insulating skin of ice forms on a lake to protect the waters below so that they remain liquid.
Water also has dazzling properties as a solvent. Sugar, salt and other minerals dissolve readily, making it an ideal medium to transport nutrients into cells. This is why the search for alien life is allied with that for alien water.
All of its strange properties can be understood in terms of water's molecular make-up. In 1784, the English chemist Henry Cavendish (1731-1810) described its chemical composition, a combination of hydrogen and oxygen. But it was not until 1932 that Linus Pauling discovered that water molecules are held together by hydrogen bonds.
These bonds are formed in this way at room temperature. The molecules link up to make a liquid, rather than move independently, as in a gas. In ice, hydrogen bonds hold each water molecule apart, at bond length, so the solid is less dense than the liquid. This is why we should blame hydrogen bonds for the loss of the Titanic.
Hydrogen bonds explain other mysteries. At atmospheric pressure and temperatures below freezing, the molecules link together in larger networks whose fundamental building blocks are six-membered rings of hexagonal symmetry. This symmetry is preserved in snowflakes.
To date, about a dozen solid forms — or phases — of water have been found, with a few more awaiting confirmation. For example, one was found by using a special anvil, tipped with diamonds, to compress water 6,000 times more than normal at temperatures between -10C and -50C to create a form of ice that may exist on other planets in the solar system.
In the past few days, a new type of ice, called "Nebraska ice", has been created by squashing water flat. Dr Kenichiro Koga from Fukuoka University of Education, Dr Hideki Tanaka of Okayama University, and Prof Xiao Zeng of the University of Nebraska-Lincoln forced water to form a two-dimensional glass-like substance instead of three-dimensional ice crystals.
The achievement grew out of computer simulations that came up with the startling prediction that water could be made to flow like a liquid at temperatures below minus 100C. | 1,282 | 665 | {
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Definition
Pencil grip is only one component of handwriting. Most children naturally develop a pencil grip that is comfortable for them. In any kinder or school class a variety of pencil grips will be seen. Acceptable pencil grips include those shown in Figure 1.
Encourage your child to hold her pencil in a way that allows her hand and fingers to move freely and easily when writing or drawing. General guidelines for a good pencil grip, as shown in figure 2, include:
- the pencil is held in a stable position between the thumb, index and middle fingers
- the ring and little fingers are bent and rest comfortably on the table
- the index finger and thumb form an open space
- the wrist is bent back slightly, and the forearm is resting on the table
- the pencil is held about 1–2 cm from the tip.
Figure 1: Acceptable pencil grips.
A pencil grip is only a problem if a child has difficulty writing legibly, at a reasonable speed, or complains of a sore or tired hand when writing.
If an awkward grip pattern becomes a habit it is more difficult to change later. Pencil grips are easier to change in kinder and the early school years.
Figure 2: A good pencil grip.
Helpful strategies
- Show your child the correct finger and thumb positioning for holding the pencil and help him place his fingers and thumb in these positions.
- Try a commercially available pencil grip. Your child, however, will need to learn how to correctly and consistently hold the grip. Pencil grips are available from your occupational therapist.
- Encourage your child to practice for a few minutes each day until your child automatically and consistently uses a suitable pencil grip.
- Give feedback to your child to help him become aware of his finger and thumb positions and praise him whenever he demonstrates a suitable pencil grip.
- Encourage your child to do lots of fun and interesting drawing and writing activities using different types of textas, coloured pencils, crayons and chalks so he is motivated to practice.
Sitting and paper position
General guidelines for a good sitting position, as shown in figure 3, include:
- bottom back on the chair
- feet flat on the floor
- forearms rest comfortably on the table
- table and chair suitable for your child’s size.
The paper position should be sloped at the same angle as the writing arm and steadied with the non-writing hand (Figure 4). This will help your child see what she is writing and make it easier for her writing hand to move across the page.
Please talk to your occupational therapist if you have any queries about the above information. | 1,061 | 537 | {
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GENERAL INSTRUCTIONS:
1. All questions are compulsory.
2. Marks allotted to questions are indicated against each of them.
3. Answers should be brief and to the point.
1. __________ is offering products at special prices to clear off excess inventory. 1
a) Rebate
b) Discount
c) Refund
d) Quantity Gift
2. “75ml at the price of 50ml” of Enchanteur is an example of one of the sales promotion techniques. Identify the technique 1
a) Rebate
b) Product Combination
c) Refund
d) Quantity Gift
3. Anything that can be offered to satisfy a need or want. 1
a) Demand
b) Resources
c) Quantity
d) Product
4. The consumer products which are purchased frequently with least time and effort. 1
a) Shopping Products
b) Durable Products
c) Convenience Products
d) Speciality Products
5. The marketing concept which was widely used during the Industrial Revolution. 1
a) Selling Concept
b) Production Concept
c) Exchange Concept
d) Marketing Concept
6. __________ involves preparing goods for transport, sale and exchange.
a) Packaging
b) Branding
c) Warehousing
d) Labeling
7. Fixing the exchange value of a product is called ____________.
a) Grading
b) Branding
c) Pricing
d) Product Planning
8. The oral presentation of message in the form of conversation with the customers for the purpose of making sale.
a) Sales Promotion
b) Advertising
c) Publicity
d) Personal Selling
9. The _______________ concept of marketing focuses on sales promotion techniques.
a) Selling Concept
b) Production Concept
c) Exchange Concept
d) Marketing Concept
10. Explain any two features of marketing.
11. What is the importance of after sales service in marketing?
12. Identify the following products and give an example for each:
a) Products which are used as inputs in producing other products.
b) The intangible consumer products which include activities or benefits that provide satisfaction to the customers.
13. Explain Transportation as a Physical Supply Function of marketing.
14. What are the limitations of Sales Promotion?
15. Define: a) Marketing b) Market
16. Explain the nature of marketing as a system.
17. Define the term Marketing Management
18. Distinguish between Shopping Products and Speciality Products. Give one example for each.
19. Write a short note on Publicity.
20. List any three characteristics of a good brand name.
21. “The present day marketing is consumer oriented”. Comment
22. Draw a neat label of your favourite product giving all the necessary information relating to the product.
23. Differentiate between Marketing and Selling on the basis of
a) Objective
b) Beginning and end
c) Emphasis
24. Explain the Indirect Channels of physical distribution.
25. Describe the Societal Marketing Concept.
26. Explain any three factors influencing Price Determination
27. Briefly explain any five Facilitating Functions of marketing.
28. “Determination of marketing mix is an important decision which the marketing manager has to take”. In the light of the statement, explain the factors determining the marketing mix of a firm. | 1,679 | 727 | {
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What to do AFTER the flood
Follow the instructions of the authorities before taking any action, like going back to the house, shovelling mud, emptying water from basements, etc.
- Do not pass along flooded roads: there may be chasms, potholes, open manholes or severed wires. In addition, water may be contaminated by fuel or other substances.
- Pay attention to areas where the water has receded: the road surface may be weakened and collapse.
- Check to see if you can reactivate the gas and the electrical system. If necessary, ask for the advice of a technician.
- Before using the sewage systems, gather information on whether drainage systems, septic tanks and wells are not damaged.
Before drinking tap water make sure that municipal ordinances or warnings do not prohibit it; do not eat food that have come into contact with floodwater: it could be contaminated.
What to do BEFORE the flood
During this phase, when an alert is issued, some preventive actions can be taken to reduce the risk.
- Stay informed on any risks in the area and the measures adopted by your Municipality.
- Do not sleep in basements and avoid staying there.
- Protect premises located at street level and shut the doors of cellars, basements or garages only if doing so does not expose you to danger.
If you need to move, first evaluate the path and avoid areas that might get flooded.
- Evaluate if you need to secure the car or other properties: it can be dangerous.
- Share what you know about the alert and on correct behaviours.
- Check that your child’s school is informed of the ongoing alert and is ready to activate its own emergency plan.
Hang up this card in a clearly visible place for the whole family: it will remember you the correct conduct during a flood.
What to do DURING the flood
If you are indoors
Do not go down in the cellars, basements or garages to secure the goods: you will risk your life.
Absolutely do not go outside to secure the car.
If you are in a basement or ground floor, go to the upper floors. Avoid the elevator: it may get stuck.
Help the elderly and people with disabilities who are in the building.
Turn off the gas and the electrical system. Do not touch wirings and equipment with wet hands or feet.
Do not drink tap water: it may be contaminated.
Limit mobile phone use: leaving phone lines free facilitates relief efforts.
Stay informed on how the situation evolves and follow directions provided by the authorities.
If you are outdoors
Move away from the flooded area: due to the speed at which water flows, even a few inches could make you fall.
Reach quickly the nearest high area or move to the higher floors of a building avoiding heading to slopes or artificial embankments that could collapse.
Be careful where you walk: there may be chasms, potholes, open manholes etc.
Avoid using the car. Even a few inches of water may cause you to lose control of the vehicle or cause the car turning off: you will run the risk of being trapped.
Avoid underpasses, embankments, bridges: stopping or transiting in these places can be very dangerous.
Limit mobile phone use: leaving phone lines free facilitates relief efforts.
Stay informed on how the situation evolves and follow the directions provided by the authorities. | 1,270 | 683 | {
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Assemble the head
Use pattern: Page2/Page3.
1. Cut out A1 by cutting along the lines.
★ Cut along the line marked .
2. Make a mountain fold and valley fold on A1.
★ Trace along the mountain fold line and valley fold line with a stencil pen, scoring it to make it easier to fold.
3. The parts will be easier to assemble if curled.
★ Using the photo as a guide, move your fingers in the direction of the arrow, adjusting the pressure to curl the paper.
4. Add a slight curl to A1 when attaching it.
★ Attach the triangular glue tabs so that the front side becomes convex.
★ Using the photo as a guide, attach in the direction of the arrow.
The Assembly instructions are divided into four blocks: A (head), B (arms, body), C (legs), and D (tree branch, display stand). Follow the instructions for each block to assemble your koala.
★ marks a basic assembly technique that remains the same regardless of the part. Instructions are printed only for the first instance.
<Caution>
※ Keep scissors and glue away from small children.
※ Be careful not to cut your fingers when using scissors.
5) Attach A2 and A3, and attach them to A1.
6) Attach A1 and A4, and attach them to A5.
7) Attach A6 and A7, and A8 and A9.
Apply glue to the area marked by the blue line.
8) Attach the ears to A4 and A5, and the head is complete.
B Assemble the arms and body
Use pattern: Page4 to Page6.
1) Assemble B1 to B4, attach them in order.
2) Attach B5 to B8 in the same way.
3. Assemble B9 and B10, and B11 and B12 together.
4. Attach B10 and B12, and attach the arms to them.
5. Attach the head and body.
6. Attach B13 and B14, and attach them to the body, and the body is complete.
C. Assemble the legs
Use pattern: Page 7.
1. Assemble C1 and C2, and attach them to the body.
2. Assemble C3 and C4, and attach them to the legs.
3. Assemble C5, C6 and C7, and attach them together. Attach C8, C9 and C10 in the same way.
Attach the legs to the body, and the legs are complete.
Apply glue to the area marked by the blue line.
D Make the tree branch and display stand
Use pattern: Page8/Page9.
1 Assemble D2, D3 and D4, and D6 and D7.
2 Attach D1 to D7 in order.
Apply glue to the area marked by the blue line.
3 Attach D8 and D9, and attach D4 to them.
4 Perch the koala on the tree branch, and you're done! | 1,051 | 628 | {
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A few examples of the invasive plants and animals that could become a serious problem in our waterways:
**FLOATING PENNYWORT**
Freshwater plants like floating pennywort can block waterways by restricting navigation and clogging up ponds and lakes. This species is not yet widespread in Northern Ireland but if not controlled now, by stopping its spread, as in parts of Britain and Europe it has resulted in costing £millions to manage.
**ASIAN CLAM**
The Asian clam can have major negative impacts in our water bodies potentially damaging native invertebrates, nutrient levels, salmonid spawning grounds and freshwater pearl mussel habitat.
**KILLER SHRIMP**
This shrimp is a voracious predator of other small animals including our native shrimp and young fish, which can significantly impact on the whole ecosystem. Its small size (3 cm max) means it could easily be hidden in damp parts of your boat or clothing, where it can survive for two weeks.
Find out more about invasive plants and animals and how you can help to stop the spread at: http://invasivespeciesireland.com/what-can-i-do/check-clean-dry/
Invasive plants and animals block waterways and harm the environment
Don’t spread them on your boat
CHECK CLEAN DRY
Photos from GBNNSS
Invasive plants and animals from all over the world have been introduced accidentally to Northern Ireland. Over fifty different species have already been found in our lakes, rivers, and other waterways, and the number of new arrivals is increasing rapidly.
They cause serious environmental problems that can be irreversible – outcompeting native wildlife, damaging ecosystems, and spreading disease. They can also clog propellers and damage boats, and block up waterways restricting navigation and increasing the risk of flooding.
They can be small and hard to spot so are easily spread on damp boats, equipment and clothing. Protect the environment and fishing you enjoy by keeping your kit free of invasive plants and animals.
It’s even more important to Check Clean Dry if you’re taking your boat abroad to make sure you don’t bring any plants or animals back with you.
Make sure everything is clean and has been dried thoroughly before you use it again at home.
**CHECK**
Check boats, equipment and clothing after leaving the water for mud, aquatic animals or plant material. Remove anything you find and leave it at the site. Reapply anti-fouling annually.
**CLEAN**
Clean everything thoroughly as soon as you can, paying attention to ropes, bilges, trailers, and areas that are damp and hard to access. Use hot water if you can.
**DRY**
Dry - drain water from every part of your boat and trailer before leaving the site. Dry everything for as long as possible before using elsewhere as some invasive plants and animals can survive for two weeks in damp conditions.
Remember to check these places
You can request free Check Clean Dry awareness-raising materials for your club from http://invasivespeciesireland.com/what-can-i-do/check-clean-dry/ | 1,193 | 614 | {
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SECTION #2
Aquatic Invasive Species: Why Should We Care?
AIS: Hydrilla
What are Aquatic Invasive Species (AIS)
The New York State Invasive Species Task Force defines AIS as aquatic organisms (plants, animals, and pathogens) that are not native to the aquatic ecosystem under consideration and whose introduction causes or is likely to cause economic or environmental harm or harm to human health.
The number of AIS in any specific waterbody in New York State varies. More than 180 nonnative and invasive aquatic species have been identified in the Great Lakes Basin alone. AIS are often well-adapted to spread throughout an ecosystem. They can limit food and habitat for, and compete with, and displace, native species. Annual AIS costs in environmental losses and economic damages for the United States are estimated at more than $100 billion; the Great Lakes region accounts for more than $100 million of the total (Rosaen et al., 2012). NYS expenditures to address AIS in 2009 and 2010, excluding Great Lakes Restoration Initiative funds, were more than $2 million (Rosaen et al., 2012).
Reasons to Be Concerned About AIS
Economics: The federal, state, and local costs to manage AIS increase each year as AIS populations continue to grow and spread. Infestations of AIS that limit recreation, clog waterways, prevent boating, and obstruct water pipes may impact the value of public and privately-owned property.
Health: AIS can carry pathogens and parasites that are harmful to native species and potentially to human health. For example, Botulism (type E) is a bacterial disease that has caused die offs in fish (e.g., freshwater drum, smallmouth bass, lake sturgeon) and waterbirds (e.g., ring-billed gulls, common loons, long-tailed ducks) in NY’s Lakes Erie and Ontario. Since 1960 there are no reports of human poisoning from type E botulism, however, precautionary measures are recommended when handling animals affected by the disease.
Coping with aquatic invasive species can be expensive in terms of funding: at left, a mechanical harvester at work on Sodus Bay, and in terms of time and manpower: at right, a Rotary Club member helps at a water chestnut hand-pull on Oneida Lake.
toxin (U.S. Environmental Protection Agency Great Lakes National Office, 2013). Zebra and quagga mussels (AIS) likely play an important role in two transmittal pathways of botulism. Beds of zebra and quagga mussels change ecosystem conditions, creating suitable offshore habitat for the toxin and the mussels accumulate the toxin. Zebra and quagga mussels also create clearer water conditions, allowing light to better penetrate the water, causing prolific growth of the native Cladophora algae. The dense algal mats decay, creating anaerobic conditions that promote botulism bacteria accumulation in near shore habitats.
**Ecology:** AIS can out-compete and displace native species, disrupting food webs and altering native aquatic species population abundance and composition. These ecosystem changes may make once suitable habitat less favorable for native aquatic animals such as sport fish and macro invertebrates.
**Recreation:** With the ability to grow faster and reproduce more frequently than many native aquatic species, and lacking natural predators, AIS can overwhelm the natural habitats. Aquatic invasive plants can form dense mats of vegetation, making it difficult or impossible to boat, swim, or fish. Species such as spiny and fishhook waterfleas are a nuisance to anglers. These invasive waterfleas attach on fishing lines and nets forming cotton-like globs. Zebra mussels can cut the feet of swimmers and encrust historic shipwrecks.
**What Can We Do to Limit the Spread of AIS?**
- Develop watercraft inspection programs to intercept the introduction of AIS by teaching boaters how to look for, remove, and properly dispose of aquatic hitchhikers using watercraft inspection.
- Educate boaters on how they can help prevent the spread of AIS by regularly inspecting boats, trailers, and other recreational equipment for hitchhiking organisms and debris, and by draining all spaces that can hold water every time boats enter and leave a waterbody.
- Inspect and **Clean~Drain~Dry** all watercraft and related items; specific examples include, but are not limited to, fishing boats, houseboats, cabin cruisers, ski boats, sail boats, row boats, trailers, personal watercraft, canoes, kayaks, paddleboards, inflatables, and scuba gear.
Above: Clean~Drain~Dry practices help prevent and slow the spread of invasive species from one body of water to another.
Below: Aquatic invasive species can have a major impact on the ecology of an area where they become established. | 2,042 | 1,001 | {
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Landscapes around Canberra
- a geological excursion for students of all ages
Woolshed Creek
Rock outcrops around Canberra tell us about the early history and evolution of the region’s landscapes.
Canberra region landscapes
The landscapes around Canberra had their origins over 400 million years ago during the Paleozoic geological era on the margins of the supercontinent called Gondwana. Since those formative years the landscapes have been shaped and deeply eroded to reveal the rocks we now see at outcrops around Canberra.
Simplified geology extract from — Geological Map of the ACT, 2008.
This publication was compiled for the ACT Division, Geological Society of Australia, by Douglas Finlayson.
The Canberra region is in the southeastern part of the Lachlan Orogen (or Lachlan Fold Belt), a geological province that stretches from near South Australia to the Australian southeast Tasman Sea coast.
During the Paleozoic era this province was subjected to major orogenic (mountain building) events, the Benambran Orogeny Phase 1 (444-440 Ma) and Phase 2 (431-428 Ma) and the Tabberabberan Orogeny (about 400—370 Ma).
Ma = million years ago
During the early part of the Paleozoic era Australia was part of the Gondwana supercontinent that also included India, Antarctica, Africa, and South America.
Australia was surrounded by warm waters north of the Equator. The Paleo-Pacific Ocean lithospheric plate was colliding with Gondwana and there were subduction zones, with associated volcanoes and earthquakes, dipping under its Australia-Antarctica-South America margins, much like the tectonic processes happening today under Japan.
During the later part of the Paleozoic era, during the Silurian geological period, Australia was still part of the Gondwana supercontinent and still at tropical latitudes with the Paleo-Pacific Ocean lithospheric plate colliding with Gondwana with consequent subduction zones, volcanoes and earthquakes.
Woolshed Creek Fossil Site
The fossil site was first discovered by the Rev. William B. Clarke in 1844. Clarke is often referred to as the “Father of Australian Geology”. He had many scientific contacts in London and Cambridge and he sent rock and fossil samples back to UK where they were compared with others from around the world.
The brachiopod fossils from Woolshed Creek were recognised by Clarke as belonging to the Silurian geological period, an exciting discovery indicating for the first time that rocks of this age were present in Australia. A small area of fossiliferous mudstone within the Canberra Formation crops out in the bed of Woolshed Creek near Canberra Airport where the twin Fairbairn Avenue bridges cross the creek.
Access
Vehicle access to the fossil site is through the Duntroon College and Australian Defence Force Academy campus. Enter from the Fairbairn Avenue entrance (two field guns) into General Bridges Drive/Campbell Road, then first left into Hopkins Drive that passes through playing fields and a golf course to the large Majura Parkway underpass and No.1 Cricket Oval.
There is plenty of roadside parking around the underpass. A pedestrian pathway links the car parking and information sign to the fossil site.
Discovery
In 1844, Clarke, pastor and geologist, visited the area around Robert Campbell’s *Duntroon* property during his travels in southern New South Wales on behalf of the colonial government, and undoubtedly stayed with Campbell whom he would have known from his period as headmaster of the Kings School from 1839 to 1841, a school established partly at Campbell’s instigation.
*Woolshed Creek fossil site viewed from the Fairbairn Avenue bridge across the creek.*
The Woolshed Creek fossil site is now on the ACT Heritage Register and deservedly so. It gives us a window into life in the Canberra region about 425 million years ago. Its contribution to the intellectual and scientific debates of the 19th century at a local, national and international level was significant.
Silurian Marine Life
The figure below shows possible life in the Canberra region during the Silurian geological period (444 - 416 Ma). All life was in the sea. Eastern Australia was part of the Gondwana supercontinent near the equator and the Canberra region was offshore in a warm shallow sea with lots of marine life.
Figure © from Naturmuseum Senckenberg, Germany.
Enjoy your excursion around Canberra
Further information on all geoheritage sites around Canberra can be downloaded from the Geological Society of Australia web site—
https://www.gsa.org.au/Public/Geoheritage/
and look for ACT Sites and Maps on the pulldown menu. | 2,037 | 976 | {
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My Vote My Voice
Easy Read Guide to Wales’ Main Political Parties
People have different ideas about how the country should be run.
A political party is a group of people who share similar ideas about how the country should be run.
Political parties want to be in government so they can turn their ideas into law.
The government is a group of people who have the power make laws and set rules for the country.
Wales has four main political parties.
They are:
- the Labour Party
- the Conservative Party
- the Liberal Democrats
- Plaid Cymru
Some political parties are often described as being either left-wing or right-wing.
Some political parties are also described as being in the centre.
Left-wing political parties believe in equality. This means that they want all people to be given equal chances and have more support from the government.
Right-wing political parties believe in tradition. This means that they want people to make their own decisions about their lives and for the government to be smaller.
Political parties in the centre support a balance between left-wing and right-wing ideas.
This means they want equality and also want people to make their own decisions about their own lives.
Most main political parties in Scotland are based in the centre, but each lean in different directions.
These positions are called centre-left, centre-right, and centrist.
The Labour Party is centre-left.
They believe that the government should do more to help people who earn less money and are in need.
They want to spend more money on public services, like schools, transport, and the NHS.
The Conservative Party is centre-right.
They believe that the government should be smaller to give people more freedom.
They are also called “the Tories.”
They want to cut taxes so people can keep more of their own money and spend it.
Taxes are the money people pay to the Government. The Government spends this money on public services.
The Liberal Democrats are centrist.
They believe that the government should support the neediest and give people more freedom.
They are also called “the LibDems” for short.
They want to put money into public services but also want people to pay less taxes.
The Labour Party, the Conservative Party, and the Liberal Democrats are **unionists**.
This means they want Wales to stay as part of the United Kingdom.
Plaid Cymru are **centre-left**. Their name is Welsh for “Party of Wales.”
They are also called “**Plaid**” for short.
They want Wales to be an **independent country**.
This means Wales would leave the United Kingdom and would make all of its own laws.
All of these political parties have **Members of Parliament** elected from all over Wales.
A Member of Parliament is also called an **MP**. An MP is elected to speak for people living in their area in **Parliament**.
Parliament is where the United Kingdom’s laws are made.
A general election is when the people of the country vote for the next government.
General elections usually happen every 5 years.
Every part of the United Kingdom, including Wales, votes in a general election.
The party with the most MPs after a general election forms the government.
The Conservative Party have the most MPs and are the party in government.
Their leader is Rishi Sunak and he is the Prime Minister.
The Prime Minister is in charge of the government.
The Labour Party has the second-most MPs and form the Official Opposition.
Their leader is Sir Keir Starmer and he is the Leader of the Opposition.
This means they challenge the government and make it explain its decisions. At the next general election, they want to replace the government.
The Liberal Democrats are also part of the Official Opposition.
Their leader is Sir Ed Davey.
Plaid Cymru are also part of the Official Opposition.
Their leader in Parliament is Liz Saville-Roberts.
My Vote My Voice is on a mission to register more autistic people and people with learning disabilities to vote at the next general election.
Visit www.myvotemyvoice.org.uk to find out more!
Get in touch
email@example.com
#MyVoteMyVoice
Let’s vote!
With thanks to Photosymbols and the Electoral Commission
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It’s a Drag!
This is a simple experiment that you can try at home to understand what the drag of a 3D object is. For this experiment you need:
- A simple cart made with Lego (4 wheels and a small platform will do)
- Plasticine
- A round stick (an ice lolly stick, a chopstick, …)
- A hairdryer
Put a bit of the plasticine on the platform of the cart and insert one end of the stick into it. The other end of the stick is where we are going to place the objects we want to measure the drag of. Let’s try first with a sphere: shape the plasticine into a ball and insert it on the free end of the stick (without deforming it too much!). Switch on the hairdryer and point towards the sphere on top of the stick – see how far the cart goes and measure that distance on the floor.
Next, modify the back half of the sphere to make it into a cone shape. Do not change the front half and do not add/remove plasticine as we want to 1) have the same frontal area facing the hairdryer and 2) maintain the same weight. Switch on the hairdryer again and see how far the cart travels this time.
Can you explain why the distance is different?
Answers and follow-on experiments
You can compare the drag of these objects by measuring the distance travelled by the cart on each of the cases.
In fluid dynamics, drag is a force that opposes the motion of an object through the air. The cone-shape object is what we call a streamlined object and it deflects...
the air gradually over its surface reducing the resistance to the flowing air. When the air is forced to turn more sharply, like in the case of the sphere, the air cannot follow the shape of the object and the resistance of the body to the flowing air increases. See the ‘Flow Visualization’ activity to understand what happens to the flow when it is subject to certain sudden geometrical changes.
For our experiment the larger the resistance (drag) of the object to the flowing air, the further the cart can travel.
An object shaped like an aeroplane would present low resistance to the air going around it as it is designed to minimise drag. In our experiment, an object shaped like an airplane would move only a short distance along the floor as it does not oppose the motion of the air through it as much as the other objects.
**Follow-on experiments:**
- Repeat the same experiments for different object sizes and shapes, and see how far the cart travels down the track each time.
- Some hairdryers allow you to change the air speed – if you can do that, check what happens when you change the air speed in the cases above. Does the air resistance depend on the air speed?
- One way to recover part of the energy that is wasted when the cart travels would be to install an extension spring between a fixed point at the start and the cart. This spring creates a resistance to the cart’s pulling force and stores the energy, which can be used to bring the cart back when the hairdryer is switched off. Use a spring, or a rubber band, and attach one end to a fix point at the start and the other end to the cart and check whether you can bring the cart back!
**Note for experimentalists!**
- Do each test a few times and average your data.
- The distance covered by our cart also depends on the friction between the cart wheels and the floor, and this friction depends on the weight of the object. To make sure we are comparing only the effect of drag, try to keep the weight of the test object constant.
- Point the hairdryer to the centre of the object. Do not direct the air directly to the wheels of the cart as you would be observing a different mechanism. | 1,276 | 788 | {
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The Political Lincoln: Honest Abe on Campaigns and Elections
Program for General Audiences (Libraries, Museums, Senior Homes, Community Groups, Etc.)
It is commonly said that Abraham Lincoln failed numerous times to be elected to various offices until he was finally elected President. Come hear Mr. Lincoln himself prove the absurdity of that claim while describing his many interesting campaign and election experiences over a long and eventful career, during a time of political intrigue and tumult when the very destiny of our nation was at stake. From 1832 when a humble 23-year-old political newcomer sought his neighbors’ vote to be one of their state representatives to 1864 when a politically savvy, incumbent President – beloved by some and despised by others – strove to unite a fractured nation, Mr. Lincoln’s campaign and election history is educational, entertaining, and inspirational.
Did you know that Lincoln once faced an opponent who slandered him as an infidel; that of nine direct elections by the people, he only lost once; that in his famous Senatorial defeat to Stephen Douglas he actually won the popular vote; that in a previous Senatorial attempt he sacrificed his own chance for the sake of the anti-slavery cause; that at the 1860 Republican convention in Chicago his supporters used some trickery to improve his chances at the nomination; that after he was elected President in 1860, dissenters attempted to disrupt the certification of the vote by Congress; or that in 1864 the Republican Party changed its name? Learn about all of this and much more as “Honest Abe” dishes on campaigns and elections, and shares some of the lessons he learned along the way.
This program is most appropriate for adults and for older youth/teenagers (recommended for 12 years old on up). It runs one hour and is followed by an additional time of Q&A, photos, and informal interaction. It is also available virtually, whether live via video conferencing (Zoom) or live-streaming (Facebook Live or YouTube Live) or as a pre-recorded video. Unlike many of Mr. Lincoln’s programs, this one is not currently available in Spanish.
Mr. Lincoln is portrayed by Kevin Wood, a professional Lincoln presenter who bears a remarkable resemblance to “the Great Emancipator” and who is extremely knowledgeable about his life and times. Mr. Wood has been portraying Mr. Lincoln since the year 2000, and on a professional basis since 2015. He has made over 2,400 appearances in 35 states plus Washington DC and two foreign countries: Canada and Spain. Mr. Wood also writes an occasional blog – “Loath to Close… Still!” – which encourages others to reflect upon and learn from President Lincoln’s life and legacy. For more information, visit www.mrlincoln.com.
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Am I at risk from chemicals?
Chemicals such as fertilizers, detergents, oils, disinfectants and plant protection products can play an important role in everyday life on the farm. However, if these chemicals are not used safely, then you could be at risk. The potential of chemicals on your farm to cause harm depends on a number of factors including how dangerous the chemicals may be and how long and how often you are exposed to them. It is also important to remember that chemicals naturally occurring on the farm, such as slurry gases, can also be dangerous.
Chemical exposure can result in health effects such as cancer, birth defects, burns, skin rashes, and lung, liver or kidney disease.
When using chemicals on the farm, it is important to know how dangerous they are. It is also important to ensure that you have the necessary controls in place to keep you, your family and the environment safe.
Do’s and Don’ts when using chemicals
Do study the label and the safety data sheet (SDS)
Do read and follow the instructions before use
Do use any protective clothing recommended
Do keep chemicals locked away and out of reach of children
Do dispose of empty containers safely
Don’t transfer chemicals into unmarked containers
Don’t use flammable chemicals near sources of ignition
Don’t mix chemicals, unless you are sure they don’t react
Don’t enter area where slurry is being agitated
Where can I get more information?
- Your local supplier or manufacturer
- The Health and Safety Authority
- www.hsa.ie/chemicals
- firstname.lastname@example.org
- 0818 289 389
- Pesticide Registration and Control Division of DAFM relating to Biocidal and Plant Protection Products
- www.pcs.agriculture.gov.ie
- National Poisons Information Centre
- www.poisons.ie in cases of emergency
How do I know if a chemical is dangerous?
The label on the chemical container indicates the dangerous properties of the chemical. Below is an example of a hazard label. Additional information can be found in the safety data sheet (SDS) which is supplied with the chemical (if you don’t receive one, ask your supplier). The SDS provides important information about the hazards of the chemical and how to use, handle, store and dispose of it safely.
What do the hazard pictograms mean?
| Pictogram | Description |
|-----------|-------------|
| ![Pictogram] | Life threatening even in small amounts and brief exposure |
| ![Pictogram] | Causes very serious long-term health effects |
| ![Pictogram] | Causes skin and eye burns |
| ![Pictogram] | Destruction of metals |
| ![Pictogram] | Skin and eye irritation |
| ![Pictogram] | Adverse health effects |
| ![Pictogram] | Damage to ozone layer |
| ![Pictogram] | Explosive - sensitive to fire, heat, vibration and friction |
| ![Pictogram] | Highly flammable - serious fires if exposed to sparks, flames, heat |
| ![Pictogram] | Causes or intensifies fire, increases fire risk |
| ![Pictogram] | Container explodes if heated. Very cold liquid burns when touched. |
| ![Pictogram] | Very toxic to aquatic life |
Pictograms accompanied by the appropriate hazard statement | 1,454 | 694 | {
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Teachers play a crucial role in educating our children in the Mother Tongue Languages (MTL). Children are more motivated to learn when teachers actively employ a variety of pedagogical approaches to engage them, and create opportunities for them to use their MTL confidently. For those keen to pick the minds of their peers, the annual MTL Symposium is a valuable platform to exchange views and ideas and learn from other educators and parents.
At her booth, Ms Rohaini Binte Haron, Vice Principal at PCF Bukit Panjang Blk 111 Gangsa Road, intends to showcase her method of incorporating rhymes and rhythms into her Malay language lessons. As she explains, “Simple rhymes work well for children’s limited attention span [as these] help children imitate sounds and pick up the language faster.”
Ms Rohaini, 53, believes it is beneficial for children to be able to speak two languages as they “can make new friends, create strong relationships in their second language, and develop important personal skills in this increasingly diverse society”. Nur Elyana Ameera, six, of PCF Bukit Panjang says, “I like to learn Malay because it makes me happy and it is fun.”
To encourage her teachers to innovate, Ms Neo Guat Keng, Principal at PCF Bukit Panjang, sends them on courses, seminars and learning journeys to expose them to different teaching methods. “Teachers will do a sharing session after their experience, and contribute a fresh idea based on those ideas shared,” she says.
Mrs Kamalam Srimivasan, 64, who is representing Saraswathy Kindergarten at this year’s MTL Symposium, makes learning fun and interactive for the children in her mother tongue class. “Playful activities encourage the children to talk more and in turn, they learn the language through oral communication.” Shaping Tamil letters out of dough, for example, is a tactile process that helps children remember the letters and words better.
Saraswathy Kindergarten also uses technology for MTL lessons. Online songs, stories and games are not only a visual treat, they provide voice clarity to help familiarise pre-schoolers with the sounds of different words. The children are also encouraged to interview their parents in Tamil — for instance, about their occupations or Singapore’s history — and video the process to share with the class. It helps them become confident speakers and raises their self-esteem, says the centre’s Principal, Mrs Rajendran Tadhmavathi, 54.
Vijayakumar Prajeet, six, says he likes learning Tamil, “because then I can read Tamil storybooks. I feel good about myself”.
MTL SYMPOSIUM 2015
The 4th Mother Tongue Languages (MTL) Symposium will be held at the Suntec Singapore Exhibition and Convention Centre, from 11am to 8pm on Saturday, 29 August 2015. The annual event is targeted at educators working with primary and lower primary levels. This year’s theme, “Our Mother Tongues as Living Languages”, emphasises building a firm MTL foundation from young and making learning a family-centred effort.
Come and learn from experts, educators and the community through sharing sessions, workshops and exhibits. Admission is free. Members of the public can register at www.mtls.com.sg for the sharing sessions and workshops by end-July. | 1,360 | 690 | {
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Classification of goods and services
Private goods
- A private good is a product that must be purchased to be consumed, and consumption by one individual prevents another individual from consuming it. In other words, a good is considered to be a private good if there is competition between individuals to obtain the good and if consuming the good prevents someone else from consuming it.
- They have two important characteristics:
**Excludability and Rivalry**
**Excludability:** where it is possible to exclude one from consumption
**Rivalry:** where consumption by one person reduces availability for others
| Excludable | Non-Excludable |
|------------|----------------|
| Private Goods | Common Goods |
| Food, clothes, cars and other consumer goods | Fish, timber, coal |
| Club Goods | Public Goods |
| Cinemas, private parks, satellite TV | air, national defence |
Public goods
There are two specific characteristics of a public good. These are:
It must be **non-excludable**. This means that once the good has been provided for one consumer, it is impossible to stop all other consumers from benefitting from the good.
It must also be **non-rival**. As more and more people consume the good, the benefit to those already consuming the product must not be diminished.
Once a lighthouse is built to warn one ship at sea away from a dangerous area of rocks, then by its very nature, this service will automatically be provided to all ships that sail within a certain distance of the lighthouse. It is non-excludable. Equally, the fact that other ships see the light given by the lighthouse and are warned away from dangerous rocks does not reduce the benefit that any one particular ship receives from that warning. It is non-rival. However, very few goods are purely public goods in the sense that they match both of the above characteristics in full.
Non-excludability
Once provided you can’t stop anyone benefitting from the good.
Non-rivalry
If somebody benefits from good, it doesn’t reduce the amount available for others.
Public Good
Free Rider Problem - Individuals have an incentive to use good without contributing towards cost.
Quasi-public goods
- Quasi public goods are semi-non-rival and semi-non-excludable.
- Semi-non-rival is up to point, more consumers using a park, beach or road do not reduce the space available for others. But eventually beaches, become crowded as do parks/leisure facilities. Open-access Wi-Fi networks become crowded.
- Semi-non-excludable: It is possible but difficult or costly to exclude non-playing consumers. Example fencing a park or beach and charging an entrance fee; or building toll booths on congested road routes.
Merit goods, demerit goods
- Merit good is people underestimate benefits. Has positive externalities, e.g. education.
Merit goods are those goods and services that the government feels that people will under-consume, and which ought to be subsidised or provided free at the point of use so that consumption does not depend primarily on the ability to pay for the good or service.
- Demerit good is people underestimate costs. Has negative externalities, e.g. drugs/alcohol.
A demerit good is defined as a good which can have a negative impact on the consumer but these damaging effects may be unknown or ignored by the consumer. Demerit goods also usually have negative externalities – where consumption causes a harmful effect on a third party. | 1,469 | 717 | {
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HORUNAA
Hop tu naa: A guide to a Manx tradition
Your Hop tu naa pack includes:
- Some background notes
- Themed pictures for you to use
- Hop tu naa banners
- Gingerbread recipe
- Recordings of Hop tu naa rhymes
- Hampton Creer narrating the real story of Jinny the Witch
Some History:
The origins of Hop tu naa are unclear but celebrations at this time of year have always played an important role in the Island.
In days gone by people recognised the need to prepare for the onset of winter. This meant not only getting their domestic provisions sorted out but also having a good time. In the Island these celebrations are known as Hop tu naa.
The customs at this time of year included:
Setting fires to the gorse to ward off bad fairies
Having fun - children would make toffee and bobbing apples
Predicting the future - girls would bake what was known as a 'dumb cake' (Soddag Valloo). Once this had been cooked and eaten the young girls on going to bed (backwards) would see a sign of their future husband in a dream
Going around the houses singing rhymes and asking for rewards
Up until very recently in the Island early November was a time for letting land, payment of rent and for hiring workers.
At this time Hollantide Fairs would be held in many areas in which there would be stalls selling a variety of produce: one such product would be Hollantide Gingerbread
Laa Souney - Hollantide Day
Oie Houney - Hollantide Night
Hop tu naa Put in the pot
Hop tu naa Scald my throat
Hop tu naa I met an ole woman
Hop tu naa She was baking bonnags
Hop tu naa I asked her for a bit
Hop tu naa She gave me a bit, as big as my toe
Hop tu naa She dipped it in milk
Hop tu naa She wrapped it in silk
Hop tu naa Are you going to give us anything before we run away by the light of the moon.
Hop tu Naa...tra la laa
Hop tu naa: A guide to a Manx tradition
The real Jinny the Witch!
A copy of an interview of Hampton Creer explaining who Jinny the Witch really was is available on your CD. There is also a transcript of the interview with this pack.
Key points:
Jinny’s real name was Joney Lowney
She lived in Braddan on the Mount Murray back road
She was tried at Bishop’s Court for witchcraft in 1715 and 1716
Joney’s greatest crime was stopping the Ballaughton Corn Mill, infuriated as she was, by the poor quality of the grain
She was sentenced to 14 day imprisonment, fined £3 and made to stand at the 4 market crosses dressed in sackcloth
In England or Scotland she would have been burned at the stake
She died in January 1725 and is buried at Old Kirk Braddan
In Joney’s first trial she was accused of vanishing one evening and did not return ‘until the following morning with plenty of fishes’
In many rhymes the following is a common refrain and is likely to refer to the evidence given in court:
*Jinny the witch went over the house
To get the stick to lather the mouse
Hop tu naa, my mother’s gone away
and wont be back until the morning*
Why we should celebrate Hop tu naa
It’s a great story
It’s a key part of Manx history
It tells us a lot about Manx traditions
It is a very old custom
The rhymes are good fun
Making turnip lanterns takes real skill and bravery!
It is our way of acknowledging the onset of winter
It’s Manx! | 1,384 | 809 | {
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Although only 1% of the world’s population is totally dependent on water from desalination plants for domestic use, the percentage is set to grow quickly as demand for the precious resource increases in regions such as Asia and the Middle East, according to a recently published study by Adroit Market Research, an Indian consulting firm.
The United Nations, in fact, foresees more than 14% of the world population facing water scarcity by 2025, it says.
«Water desalination market by source is bifurcated into seawater and brackish water», the study explains. «(And) sea water holds the major market share in 2018 and it is expected to drive the water desalination industry over the coming years».
And reverse osmosis, a process that uses membranes to purify water, will remain the dominant technology to satisfy this expected heightened demand for desalination plants. «Reverse Osmosis technique is widely adopted by the industries and municipalities for seawater treatment», it says.
Having spent an estimated $8.6 billion in 2019, the Middle East is the region with the highest investment rate in water desalination. But the Asia-Pacific is seen having the highest growth rate in the market, equal to 10% per year.
The need to invest in desalination is becoming all the more urgent as the gap between the availability of water and the demand for it for domestic and industrial uses is expected to widen to 40% by 2030, the study says. The reasons are multiple: population increase, reduced supply of fresh water, industrialisation, greater public awareness of the need to protect water sources and the introduction of stricter laws for water treatment.
For example, the number of people living in regions that suffer from severe water stress is expected to increase by 1 billion to reach 3.9 billion, nearly half of the world’s expected population of 8.1 billion by 2030.
As a consequence, the global desalination market is seen growing at an annual rate of 9.5% from $18.5 billion in 2019 to $32 billion in 2025.
Having enjoyed a market share of 55% in 2019, reverse osmosis is bound to remain the leading technology for the coming years, with an annual growth rate of 10.6% as demand for large-scale desalination plants increases.
The Middle East and Africa are the regions that are poorest in fresh water, having only 1% of the estimated total in the world. Alongside desalination, there is also the treatment of wastewater. Dedicated plants treat 43% of wastewater, the highest rate among developing countries, such as Algeria, Libya, Morocco and Egypt. «This region possesses the maximum opportunities for reuse and recycling of wastewater but only a few countries such as Algeria, Libya, Morocco and Egypt in the North Africa have successfully implemented wastewater reuse and treatment programs».
In the Asia-Pacific, China and India are the drivers of the desalination market, while Japan and South Korea lead in wastewater treatment. Industrial pollution in China and India, with the pouring of waste in rivers and other water bodies, is spurring investment in water recycling and other measures to reduce the trend. «Due to a rapid increase in population, people have less access to clean drinking water, especially in rural areas».
Examples of desalination plants helping alleviate endemic drought are numerous. In South Africa, Cape Town has historically struggled with a lack of water. In 2018, the Koeberg nuclear power plant run by the Eskom public utility launched a mobile groundwater desalination plant to meet its needs while avoiding taking it from the city residents.
Meanwhile, hotel operator Tsogo Sun Hotels plans to build its own desalination plant to provide guests with drinking water and avoid possible shortcomings from the local utilities.
Salini Impregilo and Fisia Italimpianti are contributing to improve the lives of 14 million people thanks to water purification, desalination, water treatment and water pollution reduction projects under construction.
The future of water
Fisia Italimpianti S.p.A. | 1,641 | 843 | {
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Stick to the Basics of Pool Care
“Save Time and Money”
Taking care of swimming pools takes lots of time consuming work. There are many theories and chemical choices to help keep pools clean and free of algae problems.
However, over the past 20 years, the pool industry has gotten away from basic time-tested methods and use of algaecides to keeping swimming pools clean and trouble-free - without unnecessary chemicals.
#1 - Chlorination Control:
a) Keep chlorine between 1.0 and 3.0 ppm.
Free chlorine = active chlorine sanitizer
Combined chlorine = less active chlorine
Free + combined = total chlorine.
b) How much chlorine to shock pool?
Subtract free from total chlorine and multiply the difference by 10, this determines ppm chlorine to achieve break-point chlorination.
c) When to shock pool?
Whenever the free and total chlorine levels are greater than 25%, this represents high combined chlorine levels which must be eliminated by shocking the pool.
Note:
1 pound of chlorine at 75% active releases approx. 4 to 5 ppm Cl in 20,000 gallons.
#2 - pH Control Levels:
Keep pH at 7.2 to 7.8 at all times.
At pH 7.0 - chlorine is 75% active
At pH 7.5 - chlorine is 50% active
At pH 8.0 - chlorine is only 20% active
#3 - Cyanuric Acid Control (CYA):
Keep CYA levels: 30 to 50 ppm - 100 max.
Any levels above 50 ppm CYA:
- Causes chlorine to be less effective
- Decreases chlorine’s sanitizing ability
- Can significantly increase chlorine usage
#4 - Algae Control Tips:
To kill algae, use an EPA approved algaecide for best results. Avoid chlorine consuming algaecides.
#5 - Circulation & Filtration
Maintain adequate circulation for your size pool and keep filter unit clean.
Up until 1998, service techs only flocculated pools to remove particulates and never used phosphate removers to prevent algae . . . they relied on time tested algaecides.
Promoters of the phosphate removers found using a larger scale such as parts per billion appeared as a much larger number than “parts per million” the industry standard.
Go here to learn more about the truth about phosphates
DID YOU KNOW: the phosphates you find within fertilizers is there for flower-bud development. The TRUE food source for algae is GLUCOSE, a simple sugar from photosynthesis. And NITRATES are the primary stimulant in fertilizers that causes algae to bloom.
This is why you should test for nitrates before using an expensive phosphate remover.
If nitrates are high, you’ll need to drain some to all of the pool water to prevent frequent algae blooms.
Save Time and Worry by Using an Algaecide
Pooltec® is an Superior EPA registered Algaecide
In the past, swimming pools have been kept clean and free of algae with just chlorine, pH control and with an occasional algaecide usage. In recent years, service techs have turned to flocculants like phosphate removers to help control algae instead of EPA registered algaecides.
Even though phosphates are a small component of fertilizer, it is nitrogen that causes plants to bloom. *In fact, it is GLUCOSE (a simple sugar) that is the true food for algae growth, not phosphates.*
Taking care of a chlorinated swimming pool is much different than a lake or stream that has had complex algae issues in the past.
POOLTEC®
3-in-1 Pool Water Treatment
1 - Prevents & kills green, yellow and black algae-fungus (kills green and yellow algae in 4 to 24 hours)
2 - Clarifies pool water ultra clear
3 - Boosts chlorine effectiveness and results
Why work so hard using flocculants like phosphate removers which requires extra time and energy when you can use a multi-task product like Pooltec® that creates pristine water quality, ultra-clear water and enhances chlorine performance while reducing chlorine usage and CYA buildup?
Follow the basics:
1 - chlorine, 2 - pH, 3 - CYA, 4 - filtration / circulation
Available in 32 ounce to 55 gallon drum
EPA registered since 1992
1-559-299-7660 1-800-289-7660
www.easycarewater.com
©2022 EasyCare Products USA, div. of McGrayel Company, Inc., Fresno, California | 1,966 | 963 | {
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A longtime battle for a few Hubbardston residents continues as they try to defend and preserve a North American native grassland bird species, the bobolink.
Ms. Howes, her husband and a few other local residents have been fighting for several years for a delayed mowing date on the Mount Jefferson conservation area. The Open Space Committee is in charge of taking care of the land and can control when the mowing occurs. The town acquired the 40 acres of open fields in 2000 and organized a leasing agreement with farmers to cut the hay on the land twice a year to keep it from returning to woodlands.
The problem, said Ms. Howes, is that the mowing takes place too early in the year, while young birds are still in their nests. The birds begin their nesting season in May until about mid-July and only nest once — the mowing takes place in early June and September, or at a farmer’s discretion.
Ms. Howes, a Hubbardston resident since 2004, was a member of the Open Space Committee from 2005 to 2007, and during that time she began the attempt to rescue the bobolinks and stop the early cutting of the hayfields.
Once the committee voted against her request, she remained persistent. In 2012, she approached the board again with a written proposal. According to Ms. Howes, all proposals were denied, including the idea of allowing bobolink supporters to raise and donate the $1,078 that the leasing farmer paid the town annually.
Ms. Howes even petitioned to have a warrant item placed on the June 2013 Town Meeting agenda. Ultimately, it was turned down, according to Ms. Howes, because of misinformation given to residents.
According to a letter to the editor that appeared in *The Gardner News* in December 2013, the committee chairwoman explained that the farmer who mows the fields voluntarily offered to delay the mowing until July 1.
Hubbardston’s town administrator Anita Scheipers said last Wednesday that the last year has
Ms. Howes, who is a member of the Conservation Commission and the Open Space Committee, said she has been trying to get a response from the town.
“I’ve written as far back (to selectmen) as 2013,” she said. “I have had no reaction in return.”
In her letter, she wrote that clear cutting bobolinks fields is nothing for conservation.
“It becomes a political issue’s select board and Open Space Committee are made up of compassionate individuals who have a positive environmental ethic,” Ms. Howes expressed in her letter.
At a meeting earlier in the week, selectmen responded to the letter they had received.
“We responded in a very professional way when we responded to her on Aug. 25,” explained Selectman Michael Stauder.
Selectmen Chairman Daniel Galante said that board would rather not get into a “back and forth.”
One of the arguments made by committees and boards has been that waiting to cut the hay decreases its quality, which would hurt the farmers.
“It’s not a farm, it’s a conservation area,” Ms. Howes said.
“It’s all politics and all I want to do is save birds,” she added.
Ms. Howes even petitioned to have a warrant item placed on the June 2013 Town Meeting agenda. Ultimately, it was turned down, according to Ms. Howes, because of misinformation given to residents.
According to a letter to the editor that appeared in The Gardner News in December 2013, the committee chairwoman explained that the farmer who mows the fields voluntarily offered to delay the mowing until July 1.
Hubbardston’s town administrator Anita Scheipers said last Wednesday that the last year has | 1,394 | 764 | {
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Here are the answers to the quiz:
1. c. St. Francis
2. b. Turkey
note: Nothing was written down about the man St. Nicholas until about 300 years after he was dead, so other than his name, all else is legend.
3. a. Saturn, god of agriculture
note: Other cultures and religions had winter festivals that involved their specific gods, but the likeness of Father Christmas comes from the image of Saturn.
4. c. Kris Kringle
5. a. a man dressed as the devil being Santa's helper
note: People get strange ideas....
6. a. Washington Irving
7. d. a cartoonist
note: He was a political cartoonist and artist for Harper's Weekly. He remembered Moore's poem from nearly 40 years prior, and beginning in 1863, for the next 23 years he drew a new Santa each year. He was the first to draw the workshop and started the idea of Santa living at the North Pole. Major expeditions to the North Pole were going on at that time.
8. b. Rudolph
9. c. violence
note: From its beginnings, the winter festival was known as a time of up-side-downs. It was more community and publicly oriented, not centered around home and family as it is today. It was much like a combination of trick-or-treat and New Year's carousing. Those of "lower" social status thought they had a right to expect a day of living as the upper classes and being in charge. The expected gifts from people more well-to-do than they were. Throughout the years, there were cycles of time periods when gangs roamed the streets demanding things on Christmas Day.
10. b. Indiana
note: The town name was changed by the town members to encourage tourism.
11. c. mouse/guitar
note: A mouse chewed through the bellows of the organ. Joseph Mohr had written a poem that Franz Gruber, the church organist put to music. Mr. Gruber instead played the guitar during the service while a children's choir sang.
12. c. 40 years
13. d. 20
14. a. the dove
15. d. 90 miles
16. d. 28
note: click here for a list of towns in the USA named Bethlehem.
17. d. all of the above
18. a. 1800’s
note: Clement Moore's poem, Washington Irving's book, Thomas Nast's illustrations, and Charles Dickens' book *A Christmas Carol* were all instrumental in forming the current cultural ideas of Christmas.
19. c. early 300’s
20. a. Christmas customs were not part of American culture and the European forces were drinking (alcoholic beverages) in celebration of Christmas. | 1,050 | 585 | {
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TUMBATU – the mystique Island
Tumbatu is one of Zanzibar’s best kept secrets, as to enter the island you need special permission. Watumbatu are living as a very close, self-supporting community. Tumbatu has only one road to walk on but no scooters or cars. Even though they are living on the island where in the 11th century the Shiraz built the first stone building in the entire Zanzibar Archipelago. After arriving at the beach of Jongowe, you will see how the Watumbatu prepare their fishing nets, fish traps and how they build and maintain their boats – all by hand! In a short walk you will arrive at the school of Jongowe and learn about who built the school and the importance of the huge and old Baobab trees to the community. You will see the difference between new and old sections of the village, and you will visit the house of a fisherman’s family. We will show you the unspoken secrets of Tumbatu, as they are world famous for witchcraft.
EXCURSIONS
Tumbatu (full day tour with packed lunch) * Marked excursions are part of our program
TUMBATU – special information:
As Tumbatu is a very special excursion and only possible based on the trust of the elders with their community of Tumbatu, we would like to provide a little extra information for the benefit of all, of which you should pay attention:
1. Please note that you may have to walk knee deep in the sea, while entering the boat or reaching the island, depending on the tides. Therefore, you need waterproof shoes and clothes which can be wet, but no beach wear!
2. The Watumbatu are very religious and do not accept our type of clothes. You have to wear a Kanga around your hip and for women a scarf/kanga to cover your hair! NOT allowed is beachwear or shoulder free T shirts! Best is a wide trouser or long pair of shorts with a Polo Shirt or T Shirt!
3. Photographs are only allowed after you get the permission from our guide! No photographs without permission
4. Based on the type of excursion, we are not able to serve you a normal lunch. Therefore please note that we only provide packed lunch with soft drinks. Only packed lunch with soft drinks
5. As you probably heard, it is very rare to get permission for Tumbatu, therefore we expect you to follow the rules of the guide and show respect at any time. Many of the Watumbatu have never been on Unguja! Show respect to the Watumbatu at all times and follow the rules of the guide.
* Marked excursions are part of our program
The Zanzibar Archipelago is a group of islands off the coast of Tanzania in the Indian Ocean. The main island, Unguja, is home to Stone Town, a UNESCO World Heritage Site known for its well-preserved 19th-century architecture and vibrant culture. The archipelago is a popular tourist destination, offering beautiful beaches, rich marine life, and a unique blend of African and Arab influences.
The people of Zanzibar are known for their hospitality and resilience. Despite facing challenges such as poverty and climate change, they continue to thrive and preserve their traditions. The local economy is primarily based on tourism, agriculture, and fishing. The fishing industry is particularly important, with many communities relying on the sea for their livelihoods.
Education is highly valued in Zanzibar, and there are numerous schools and universities across the archipelago. The government has made significant efforts to improve education quality and access, ensuring that young people have the opportunity to pursue their dreams.
In conclusion, Zanzibar is a fascinating place with a rich history and vibrant culture. Its people are warm and welcoming, and their resilience in the face of adversity is truly inspiring. Whether you're interested in history, culture, or nature, Zanzibar offers a unique and unforgettable experience. | 1,457 | 819 | {
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A Christmas Quiz:
1. To whom is attributed the idea of a creche, also known as a nativity scene?
a. Constantine
b. St. Augustine
c. St. Francis of Assisi
d. Charlemagne
2. What country is the historical St. Nicholas said to have come from?
a. Russia
b. Turkey
c. Persia
d. Italy
3. Which Roman god is the precursor to Father Christmas?
a. Saturn
b. Mars
c. Apollo
d. Mithras
4. Which name alternative for Santa Clause comes from the German tradition that the Christ-Child, or "Christkindl," traveled the earth bringing gifts?
a. Father Christmas
b. Saint Nick
c. Kris Kringle
d. The Children's Friend
5. Who is Black Peter?
a. a man dressed as the devil being Santa's helper
b. the elf who cleaned the chimney before Santa went down
c. a representation of Peter as he denied Christ
d. a bishop who dressed in black and helped the poor
6. Who wrote a book on Dutch history in 1808 that greatly influenced the current version of Santa Claus?
a. Washington Irving
b. Charles Dickens
c. Mark Twain
d. Sir Walter Scott
7. Who was Thomas Nast?
a. the Puritan governor who outlawed Christmas
b. the newspaper editor who answered the question, "Is there a Santa Claus?"
c. the man who wrote "Up on the House Top"
d. a cartoonist who drew a picture of Santa Claus
8. What Christmas character(s) got its (their) start in an advertisement for the department store Montgomery Ward?
a. Frosty the Snowman
b. Rudolph
c. Santa's elves
d. the little drummer boy
9. Why was Christmas Day a day of apprehension and even fear in Europe by the 1400's, and as late as the 1800's?
a. people rarely had enough to eat
b. it was feared the animals might speak, communicate, and revolt
c. violence, rioting, and looting were common
d. if someone hadn't paid their year-end taxes to the king they would be imprisoned
10. In which state is the town of Santa Claus?
a. Illinois
b. Indiana
c. Connecticut
d. Maine
11. What animal led to the minor crisis that resulted in "Silent Night" being written? What instrument was used while singing it for its first generation?
a. pig/no instrument
b. horse/harp
c. mouse/guitar
d. sparrow/violin
12. Approximately how many years after its composition was the authorship of "Silent Night" generally known?
a. 5
b. 100
c. 40
d. 25
13. How many baby boys are estimated to have been killed due to Herod's decree?
a. 1000
b. 250
c. 35,000
d. 20
14. What post birth sacrifice indicates that Mary and Joseph were poor?
a. the dove
b. the bull
c. the lamb
d. the grain
15. About how many miles is it from Nazareth to Bethlehem?
a. 12
b. 500
c. 20
d. 90
16. How many places are named Bethlehem in the United States?
a. 3
b. 17
c. 28
d. 31
17. Why did the Puritans outlaw Christmas?
a. they associated it with the British monarchy and royal court
b. the customs of the celebration included "monstrous" parades and disrupted church services
c. it was a festival full of drunkenness and lewd exhibition
d. all of the above
18. During what time period were most of our Christmas "traditions" solidified?
a. 1800's
b. 300's
c. 1500's
d. none of the above
19. Approximately when did the winter celebration begin to include Christ's birth?
a. late 1200's
b. mid 100's
c. early 300's
d. early 600's
20. How may Puritan rejection of the winter festival have helped win the Revolutionary War?
a. b and c
b. Christmas customs were not yet part of the American culture, so it was reasonable to proceed with the war effort on Christmas Day.
c. the European forces, the British and the Germans, were heavily involved in "celebrating" on a crucial Christmas Day
d. Americans were so used to rioting on Christmas Day, so fighting on that day was easy. | 1,823 | 1,018 | {
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SECTION - A
1. Identify the key factors which affect the Organisational Design? Briefly discuss the principles of a good Organisational Design. Explain with examples.
2. Distinguish between the Functional and Product Organisation, and Line and Staff Organisation. Discuss their merits and demerits with suitable examples.
3. What is Organising and Analysing Work? Briefly discuss ‘Scientific Management’ and ‘Human Relations’ approaches to organising and analysing work.
4. Define and describe Organisational Diagnosis and its purpose. Discuss with suitable examples the role of various organisational sub-systems and processes as components of organisational diagnosis.
5. Write short notes on any three of the following:
(a) Institution Building.
(b) Questionnaire as a diagnostic tool.
(c) Essentials for success of Organisational Development.
(d) Team Building.
(e) Commonly used interventions for managing change.
6. Read the following case carefully and answer the questions given at the end.
Sunrise Industries wasn’t always a big industrial giant. In fact, it had a very humble beginning. Kamaldeep, an electrical engineer, set up a small scale industrial unit in 1975. To start with, he undertook assembly and sale of sewing machines under the name ‘Sunrise’ and gradually started manufacture of certain spare parts. Because of better quality, greater selling skills and lower profit margin, his sales turnover touched the figure of Rs. 1 crore during 1979 - 80. The products included sewing machines, irons, fans, geysers, etc.
In 1981, Kamaldeep entered into a partnership with Ankit, an MBA, who contributed a lot of capital into the business. The firm acquired a big industrial plot in the New Industrial Area, of Ludhiana and converted their business into a company known as Sunrise Industries Ltd. in 1982. The brand name ‘Sunrise’ was also registered in the name of the company. The company started the commercial production of single tub washing machines and instant geysers in 1983. Kamaldeep looked after production and Ankit took care of marketing and finance. They never looked back as they had a motivated work force of 40 workers and 5 foremen who worked like a big family.
It was during 1990 that the company shifted its head office to New Delhi and entered into a technical collaboration agreement with a foreign company. As a result, new generation twin tub semi-automatic washing machines and vacuum cleaners were launched in 1991 and the products were well received in the market because of latest technology and expanding market for electrical gadgets. The sales turnover increased tremendously every year.
During the first few years, the management and employees of Sunrise Industries were nothing more than a group of friends and relatives. There were no job descriptions, no formalized procedures and not much division of labour. All the people worked together and shared the problems of each other. The decision-making was participative in the sense everyone was free to give his opinion whenever any problem arose. Thus, there were cordial relations between the management and the employees. But after the collaboration agreement in 1990, the organisation structure of the company started changing dramatically. Because of massive expansion, a large number of workers, foremen, executives and professionals were recruited and separate departments were created for the production of sewing machines, irons, fans, geysers, washing machines and vacuum cleaners. Formalization
got momentum further with the creation of separate Finance, Marketing and Human Resource divisions. Now all the jobs in the company are standardized, there are job descriptions, manuals, many rules and procedure and also an elaborate management information system. All the important decisions are taken at the top and there are many layers between the top management and the workers because of vertical differentiation that has taken place during the past five years.
The quarterly reports of the last year reveal that percentage of customer complaints is on the rise, the morale of the workers is going down and commitment of the workers to the organisation is on the decline.
Questions:
(a) What changes in structural dimensions have taken place in Sunrise Industries?
(b) Is the present structure organic? Give reasons for your answer.
(c) Which approach to organisation do you feel can help the company tackle the current problems? | 1,801 | 866 | {
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Course Outcome Summary
Required Program Core Course
ART 170 Life Drawing
Course Information
Division: Humanities/Social Sciences
Contact Hours: 90
Lecture Hours: 45
Lab Hours: 45
Total Credits: 3
Prerequisites: ART 151 or ART 180
Course Description
This is an introductory course in drawing the human figure from a live model. Numerous approaches, including varied media and drawing techniques, as well as the examination of human anatomy and its structure, will be discussed and explored. Understanding of the various attitudes of the human form will be emphasized.
This course is a required core course for students pursuing an AFA in fine art.
Program Outcomes Addressed by this Course:
Upon successful completion of this course, students should be able to meet the program outcomes listed below:
A. Identify major artists, art movements, and important art works from prehistory through the contemporary periods and understand the underlying causes of style changes to those periods. (history)
B. Understand the visualization process of translating three-dimensional space and form onto a two-dimensional format, develop competence in using dry media techniques and demonstrate a sense of craftsmanship in the end product. (drawing)
E. Identify the three components of art, understand the vocabulary of art, the vocabulary of two-dimensional design and utilize design strategies and techniques to produce a product that demonstrates craftsmanship and presentation. (design)
F. Discover the creative process and how it can be applied to everyday life, develop technical skill in various media and explore the world of aesthetics. (personal enrichment)
Course Outcomes
In order to evidence success in this course, the students will be able to:
1. Identify/Recognize the major anatomical muscle and bone structures of the human form
Applies To Program Outcomes A and B
2. Identify/Recognize the properties and characteristics of different drawing media
Applies To Program Outcome E
3. Identify/Recognize the different approaches to drawing the human form
Applies To Program Outcomes A and B
4. Identify/Recognize the various levels of skill and technique development through the critical analysis of
student drawings
Applies To Program Outcomes B and E
5. Identify/Recognize the importance of a properly prepared portfolio
Applies To Program Outcomes B and E
6. Demonstrate/Practice the ability to identify the major muscle and bone structures of the human form through research, muscle and bone identification, and repeated drawings of the figure
Applies To Program Outcomes A and B
7. Demonstrate/Practice the ability to identify various media characteristics by repeated use of each when drawing the figure
Applies To Program Outcome B
8. Demonstrate/Practice the ability to draw the human figure using the different techniques and approaches learned in the classroom
Applies To Program Outcome B
9. Demonstrate/Practice the ability to critically analyze a drawing by verbally critiquing drawings based on skill, technique, and impact
Applies To Program Outcomes A, B, and F
10. Believe/Feel/Think that he or she has gained the knowledge and skill level to draw the human figure with confidence
Applies To Program Outcome B
11. Believe/Feel/Think that he or she can recognize quality in drawing
Applies To Program Outcomes B and F
12. Believe/Feel/Think that skill level in figure drawing is developed through discipline and numerous drawings
Applies To Program Outcome B
13. Believe/Feel/Think that he or she can enjoy the process of drawing the figure
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Notable Notes from the Principal:
Happy New Year!
Welcome back from what I hope was a happy and safe Winter Break. We are excited to see what 2022 brings for us.
With the lifting of restrictions, we hope to take more field trips, including the end-of-year ones. We look forward to being able to get out and be more involved and spread our joy and achievement to our community.
As we keep waiting on the snow, please make sure you are connected on Dojo or Remind for notifications of snow days or delayed starts. We will also post it on Facebook, our website, and the local news stations. With the weather turning colder, please send your students in the appropriate clothing for outdoor recess; GLOBE will do indoor recess if the “feels like” temperature is 19 degrees or below.
Welcome back to the second semester and a Happy New Year!
Katherine Siegel,
Director of Education/Principal
February Sneak Peek:
- 2/4 - Board Elections/Village Assembly & Art Walk
- 2/8 - SAC Meeting
- 2/21 - Presidents Day - NO School
- 2/28 - Board Meeting
Teachers Spotlight
Holly Ferrell—Second Grade Teacher
As the holidays come to an end, and we begin the New Year, our 2nd grade will be learning about North America’s geography, and environments for living things in Science. We will also dive into graphing and measurement in math and the kiddos will continue to work on writing about descriptive personal events. We look forward to the new year and all it has to offer us.
Deena Smith—Music Teacher
Happy New Year! I want to thank all the families that attended our Holiday concerts! Even though our rehearsal time was cut short before Thanksgiving, we were able to still hold our concerts. I know a lot of people were appreciative of being able to gather and hear our students perform. January is a good time to accomplish a lot of learning in the music room. The students are refreshed just after a break, and we can concentrate on music basics that are so necessary to be successful. Our band students have learned several notes and are getting better sounds every day on their instruments. I am enjoying being here at GLOBE, and am looking forward to learning more music with our students!
Kathy Corbett—P.E. Teacher
It is so great to have all of your children back at school. In PE we are continuing our unit on catching and throwing, learning the specific techniques of the underhand throw and the overhand throw. We will be practicing our throwing and catching with a game called Jail Ball. Ask your athlete how to play Jail Ball, as I’m sure they would love to tell you. In some of our classes we are also playing some special math relay throwing and catching games with addition, subtraction and multiplication math facts.
Casey Friesen—S.T.E.A.M. Teacher
In January in STEAM we will be learning about coding and robotics! Younger students will learn the basics of what is a code by using block coding. What this does is it allows students to see that a certain button/color makes the robot do a certain function. As for the older students we will be working on coding some very nice robots that the Air Force Academy lent out to our school. These robots can range from basic functions from moving back and forth to complex functions that involve servos, sensors, and motors to pick items up. In order to write the code for these robots, students will have to learn a computer-based language called “C.” I am very excited to see what the students can do with coding!
News from Nurse Jen
Cold & Flu Season is upon us. The following are reasons to keep your child home from school
1. Your child does not feel well enough to participate in normal activities.
2. Your child needs more care than staff can give and still care for other children.
3. Your child’s illness is on this list:
- Diarrhea (child may return 24 hours after last episode)
- Fever (100 degrees - child should be fever free for 24 hours without medication before returning to school)
- Flu-like symptoms
- Cough (severe, uncontrolled, or wheezing)
- Rash with fever
- Vomiting - (child may return 24 hours after last episode)
If your child presents with these symptoms during the day, you will be called to pick him/her up.
January Birthday’s
Ms. Dettman—4th/5th Grade
Kinder-Lily, Wyatt, & Helena
3rd grade—Saoirse
5th grade- Jackson, & Jesse
6th grade - Andrew | 1,763 | 969 | {
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The Diatom Project pays homage to the species of algae that generated crude oil, the most important source of energy of our society today.
Diatoms are a major group of unicellular algae found in marine and fresh waters as well as damp soils. This microscopic life is part of the elementary basis of food chains, and its remains are responsible for the formation of the oil we use today (a silica geometrically patterned cell wall of silica (silicon oxide) called a frustule). Fossil diatoms have been found dating back to the Precambrian era (3.5 billion years ago), but evidence suggests an origin of approximately 200 million years ago. While the exact process by which diatoms formed crude oil is still debated, scientists agree that diatoms might have been the main source of crude oil. This species that makes up the majority of the world’s oceans, our modern human society is dependent on their family heritage as well.
The installation consists of one or more sculptures of an enlarged diatom stone fossil placed on the desert sand. Part of the diatom consists of shaped solar cells, making it an energy producing sculpture. By adding this green technology, this work marks the beginning of an era where renewable forms of energy offer alternatives that are in balance with nature.
The enlargement of a diatom to a large shape (± 3 meters, depending on the budgetary possibilities), is a new kind of usage and development to allow for a public space. The basis of the installation is a large “fossilized” diatom carved out of a local Abu Dhabi / Dullay stone by a CNC machine. The diatom is then scanned by a laser scanner, in a collaboration of the artist with a biolab to take and analyse samples of local diatoms using a light microscope, scanning electron microscope images as well as a microscopic 3D laser scan. A selection of the diatoms is to be made based on aesthetic criteria, production and budgetary push-backs. The selected diatoms are then shaped into organic forms, like a ‘functioning’ energy producing sculpture. The photovoltaic cells are shaped into organic forms by laser technology and mimick the diatoms photosynthetic function.
SAFETY AND ENVIRONMENTAL ASPECT
The sculpture is mounted on a high strength polycarbonate cover and on the bottom it is held in place by a small concrete foundation. There should be no risk whatsoever for either public or environment. As much as possible, the diatom will be produced locally and shipped to the place of installation, as to limit transport costs and CO2 emissions.
SITE 2: Depending on the budget, the project can be installed as a single sculpture, or be inspired as a “vibratory site” with several diatom fossils.
Please note that these are these visualisations we didn’t use (microscopic) 3D scanning techniques so this doesn’t look as organic and accurate as the final result will be. (see 4/4 process)
No definite design for the artwork is suggested. Instead this is a proposal for a process to create a shape based on the local environment.
1. Collection of a local Abu Dhabi or Dubai water sample
In collaboration with a local biolab e.g. Environment Agency - Abu Dhabi www.ead.ae
2. Analysis of the sample and creation of 2D microscopic imagery of the diatoms
3. Investigation of feasible diatom(s) based on budget, production limitations.
Possible candidate: Coscinodiscus sp
eg. diatom should be relatively small / young so patterns don’t consist of too many pieces. (scale could need adjusting)
4. 3D microscopic laser scan
eg. with the Keyence VK-9700 series which has a resolution of 1 nanometer
5. 3D model adjustments
1. CAD file for CNC producing of the stone fossil
2. CAD files for laser cutting the solar cells
6. Production
| Photovoltaic system | Stone fossil | Protective cover | Concrete foundation & power line |
|---------------------|--------------|------------------|----------------------------------|
| Back Contact PV Cells e.g. www.photovolttech.be | Supply of large local stone | Polycarbonate Half sphere or cylinder | Local contractor |
| Laser Cutting PV Cells e.g. www.m-solv.com | Shaping of stone by CNC | | |
| Assembling solar cells into working installation e.g. www.soltech.be | | | | | 1,987 | 918 | {
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Penetrate Your Opponent
Date: Jul 03, 2017 | Duration: 60 Min | Team: SoccerSpecific
Intensity: (6/10) | Category: Tech / Tact
Setup: Groups of 4-6, 2-3 repetitions per variation per distance, 12-18 total sprints, 360-540 yards total sprint distance covered with and without the ball.
Instructions: Start with movement prep, 15 yard distance: side shuffle, 2 and 2 forward shuffle, high knees, carioca, open hips forward, open hips backward. Progression 1- shown with yellow players, the second player in line slips a ball through for the first player in line to react and run onto it and dribble at pace to the 20 yard cone. Progression 2- shown with the red players, the coach plays a ball which initiates the sprint from the first player in line to arrive to the ball as quickly as possible and dribble at pace.
Coaching Points: Between progressions include dynamic movements: 1-kick straight, kick across, knee hug hamstring, quad stretch. 2- lateral lunge to balance, lunge reach and rotate, deep squat side to side. 3- Reverse lunge to hip cradle, on back alternate leg swings, flip over head to heel. 4-stability bounds lateral, straight leg skip 20 yards. Proper sprint mechanics, first step must be forward, punch leg and arms forward towards the ball. No wasted movements or steps, acceleration and deceleration when manipulating the ball at pace.
Setup: 4v4 inside playing area with a player from each team inside five yard channel with a ball at their feet. Multi-directional when the coach plays a new ball into playing area. Coach dictates possession and tempo of activity.
Instructions: The objective of 4v4 in the middle is to maintain good possession in order to open up space and dribble over end line. As shown, player A has dribbled over end line and player B highlighted in yellow has penetrated playing area on the dribble. The red team can maintain possession and dribble across other end line. If ball goes out of bounds a new ball is played in from the coach. Only when a new ball is played in can the team choose which direction to attack, if ball is turned over they must attack other end line.
Coaching Points: When to dribble? When to pass? Be aggressive and take players on 1V1, if things close down quickly put your foot on ball and switch point of attack. Player waiting in the channel must anticipate where space to attack will be and enter playing area there, thus making it difficult for the four defending players in the middle to react, recover and deny penetration.
Setup: 7v7, as shown 4v4 inside the playing area with two attackers and one defender in each of the five yard channels. Directional play to two small goals. The two attackers must stay in their half of the channel but the defender can defend either attacker.
Instructions: The players in the middle must possess the ball in order to find one of their attackers with a penetrating pass to feet, once ball is received in five yard channel, one att player can join the channel making it a 2v1 to goal. If ball is won by the def or goes out of bounds, a new ball is played in by the coach standing behind the two goals. If ball goes out of bounds during 4v4 possession in the mid playing area, a new ball is played in from the coach on the side. Play for a designated amount of time and keep score.
Coaching Points: Draw the opp in, quickly switch point of attack and find appropriate penetrating pass to the target. Create overloads by beating the opponent 1v1 on the dribble. Execution of the 2v1 in the final channel to goal, committing numbers forward with a penetrating run by a joining midfielder into the channel.
Penetrate Your Opponent
Date: Jul 03, 2017 | Duration: 60 Min | Team: SoccerSpecific
Intensity: 🟡 (6/10) | Category: Tech / Tact
Setup: 8v8 to two big goals, organize your teams in a 2-3-1 and 3-2-1 formations.
Instructions: All players must be over the half field line for the goal to count.
Coaching Points: All previous coaching points
2X10 Min 70X50 | 1,670 | 931 | {
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The basic unit of the Chinese language is the zi (字), i.e. a Chinese word. Each zi has a written form (called a character, made up of strokes), a sound (made up of consonant and vowel) and a meaning (or multiple meanings). When we speak or write Chinese, we string zi together to form terms, phrases and sentences.
In Putonghua (the spoken form of Modern Standard Chinese) each zi is pronounced in one of four tones:
1st tone: 1 = diacritical mark — pitch: 5 to 5, highest prolonged
2nd tone: 2 = diacritical mark / pitch: 3 to 5, middle to high
3rd tone: 3 = diacritical mark U pitch: 2 to 1 to 4, low to lowest to high
4th tone: 4 = diacritical mark \ pitch: 5 to 1, highest to lowest)
To pronounce each zi below, follow its pinyin and the given tone number. Light-sound words, which have no definite pitch, carry no diacritical mark and are marked by 0.
This week: Words about group tours
點 Putonghua pronunciation: dian3
Cantonese pronunciation: dim2
Meaning: point, dot, spot, droplet, touch, count, decorate, ignite, select, snack
點 (radical 火 = fire huo3, fire) as verb means 點頭 (dian3 tou2 = dot-head = nod/approve), 點數 (dian3 shu4 = count-numbers), 點名 (dian3 ming2 = point-name = roll-call/nominate), 點火 (dian3 huo3 = ignite-fire), 點化 (dian3 hua4 = touch-transform = enlighten).
Noun 點 means drop/point/jot/iota: 起點 (qi3 dian3 = starting-point), 賣點 (mai4 dian3 = selling-point), 冰點 (bing1 dian3 = ice/freezing-point). 點滴 (dian3 di1 = dot-drop) means small bits or intravenous drip.
Harbor 點綴 (dian3 zhui4 = dotted-attached = dotted/decorated) with sails is 旅遊點 (lü3 you2 dian3 = travel-leisurely-roam-point = tourist spot). 雨點 (yü3 dian3 = rain-drops) fall, tourists 有點冷 (you3 dian2 leng3 = are/feel-a-bit-cold), eat 點心 (dian3 xin1 = bit-of-heart = small delicacies/dim-sum).
by Diana Yue | 961 | 574 | {
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COVID-19 SOCIAL/PHYSICAL DISTANCING
WHAT IS SOCIAL/PHYSICAL DISTANCING?
- Keeping a physical distance (at least 2 metres or 6 feet) between you and others when outside of your home.
- It is also involves limiting the number of people you come in close contact with.
WHY DO I NEED TO PRACTICE SOCIAL/PHYSICAL DISTANCING?
- To decrease the spread of COVID-19 in your community
- Social/physical distancing is an important way to stop you from getting sick and to protect others, especially Elders and people with chronic health conditions.
WHY IS 2 METRES/6 FEET NEEDED FOR SOCIAL/PHYSICAL DISTANCE?
- COVID-19 is transmitted by droplets that come out of a person’s mouth when they cough or sneeze. There are lots of different studies that have measured how far droplets can travel when someone sneezes or coughs.
- According to the World Health Organization, if a person is within 1 meter (3 feet) of someone who coughs or sneezes, they can breathe in these droplets.
- The Public Health Agency of Canada and Public Health Ontario advise at least 2 metres (6 feet).
As COVID-19 is a new coronavirus we are always learning more about it. This information is accurate as of April 1, 2020.
HOW DO I PRACTICE SOCIAL/PHYSICAL DISTANCING?
- Keep a distance of **2 metres (6 feet)** from others when outside of your home.
- Avoid common greetings, such as handshakes – try waving or nodding instead.
- **Stay home as much as possible.** Do not have people visit your home.
- Use technology to keep in touch with friends and family (instead of leaving home to visit them).
- Work from home if you are able.
- Try to limit your trips to the grocery store and keep 2 metres (6 feet) between you and the next person in the lineup at the register.
CAN I GO OUTSIDE?
- You can go outside to get some fresh air.
- Remember to always maintain 2 metres (6 feet) distance between yourself and others **even when outdoors.**
WHAT ABOUT TAKING MY CHILD OUTDOORS?
- Avoid public places and spaces.
- Only go outside to get some fresh air, for a short walk or going for a bike ride. Always maintain 2 metres (6 feet) distance between yourself and others **even when outdoors.**
CAN I GO TO COMMUNITY GATHERINGS OR EVENTS?
- No, community gatherings and social events (i.e. traditional gatherings, sports tournaments, BINGO) of any size **should be avoided or postponed.**
As COVID-19 is a new coronavirus we are always learning more about it. This information is accurate as of April 1, 2020. | 1,232 | 593 | {
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It’s hitting and it’s hitting hard. You know what I’m talking about… the glorious season called winter and all the lovely things that come along with it. The hot chocolate and warm fireplaces are great during the holidays but when the festivities are over, now what?
For people who live in colder climates, winter can bring about a slew of health conditions. Our physical, mental & emotional health can be affected.
**What is SAD?**
Seasonal Affective Disorder or (SAD) is a temporary depression that occurs during the late fall and winter months. A more common term for this condition might be known as the “Winter Blues.”
**Symptoms of SAD**
Symptoms vary in degree and range from:
- Feeling depressed for most of the day
- Tired or low energy
- Problems with sleep (oversleeping or inability to sleep)
- Changes in appetite especially a craving for foods high in carbohydrates or “comfort foods”
- Weight gain
- Feeling sluggish
- Difficulty concentrating
- Irritability, agitation or anxiety
Technically, in order to be clinically diagnosed with SAD you must have experienced the above symptoms for at least two years in a row around the same time of year. However, in my personal experience, when reaching for a handful of cookies while crying at a Pampers commercial, one season of SAD is enough for a self diagnosis!
*Between 4% and 6% of people in the United States suffer from SAD. Another 10% to 20% may experience a mild form of winter-onset SAD.*
Importance of Sunlight
This lack of sunlight impacts our bodies significantly! When we are exposed to sunlight our bodies produce Serotonin and synthesize vitamin D, which help improve our sleep and boost our mood.
Some experts believe that a lack of sunlight increases the body’s production of a body chemical called melatonin. Melatonin is a chemical that aids sleep, but in excess can cause symptoms of depression.
What you can do?
You don’t have to suffer from these symptoms. There are many things you can do to avoid and prevent the onset of SAD.
Diet
It is important to maintain a healthy diet with complex carbohydrates, fresh fruits, vegetables and lean proteins to combat SAD. Some foods you can incorporate into your diet include:
- Swiss Chard
- Blue Potatoes
- Grass Fed Lamb
- Dark Chocolate
- Asparagus
- Honey
- Eggs
Numerous studies have shown that the brain produces feelings of happiness when you consume high-calorie, high-fat foods. Opt for healthier choices!
Supplements
Vitamin D
As mentioned, we synthesize vitamin D from the sun, and since there is less exposure to the sun during the winter months, it is important to make sure we are maintain healthy levels of Vitamin D with supplementation.
Omegas
Our bodies cannot make these essential omega-3 fatty acids on their own, so we’ve got to eat them!
• Oily, fatty fish (mackerel, herring, salmon, sardines, anchovies) are the best sources of omega-3s because they contain the “more potent” forms of omega-3s.
• Other sources rich in alpha-linolenic acid (ALA) include: oils of flaxseed, hemp, canola and walnuts.
**5-HTP**
Also known as 5-Hydroxytryptophan, 5-HTP increases the synthesis of serotonin. Natural forms of 5 HTP can be produced from the seeds of an African plant (Griffonia simplicifolia)
**Essential Oils**
Essential Oils can be ingested, placed on the skin or inhaled.
- Lemon & grapefruit (mild depression, water retention)
- Rosemary, basil (fatigue, mental confusion, respiratory concerns)
- Pettigrain & bergamot (balancing, uplifting)
- Lavender (insomnia, tension headaches)
- Clary sage (mild depression, aggression, PMS)
**Exercise**
Movement is an integral part of our lives. Exercise has been proven to improve mood, relieve stress and increases energy. Oxygenating our brains and bodies has a variety of health benefits which will help you out of the “winter blues.”
Heat loss tends to come from the hands, feet and head, so wear gloves, warm socks and a hat and you’ll tend to find it easier to regulate temperature if you opt to exercise outside.
**Acupuncture**
Acupuncture helps treat the root of the problem as well as the symptoms. It can help move and redirect stagnant energy or qi (“chee”) to reestablish a balance in the body. A state of relaxation is achieved during a treatment which carries on into your daily life. Acupuncture releases endorphins to boost mood and helps to reduce stress. Acupuncture also helps quell those comfort food cravings.
Whether it is “winter blues,” clinically or self diagnosed Seasonal Affective Disorder, you don’t have to find yourself grabbing for junk food crying at diaper commercials! Take control of your life and your health with these effective ways to prevent and treat Seasonal Affective Disorder. | 2,041 | 1,055 | {
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WHAT IS A CONCUSSION?
A concussion is a brain injury that:
- Is caused by a blow to the head or body.
- From contact with another player, hitting a hard surface such as the ground, ice or floor, or being hit by a piece of equipment such as a bat, lacrosse stick or field hockey ball.
- Can change the way your brain normally works.
- Can range from mild to severe.
- Presents itself differently for each athlete.
- Can occur during practice or competition in ANY sport.
- Can happen even if you do not lose consciousness.
WHAT ARE THE SYMPTOMS OF A CONCUSSION?
You can’t see a concussion, but you might notice some of the symptoms right away. Other symptoms can show up hours or days after the injury.
Concussion symptoms include:
- Amnesia.
- Confusion.
- Headache.
- Loss of consciousness.
- Balance problems or dizziness.
- Double or fuzzy vision.
- Sensitivity to light or noise.
- Nausea (feeling that you might vomit).
- Feeling sluggish, foggy or groggy.
- Feeling unusually irritable.
- Concentration or memory problems (forgetting game plays, facts, meeting times).
- Slowed reaction time.
Exercise or activities that involve a lot of concentration, such as studying, working on the computer, or playing video games may cause concussion symptoms (such as headache or tiredness) to reappear or get worse.
WHAT SHOULD I DO IF I THINK I HAVE A CONCUSSION?
Don’t hide it. Tell your athletic trainer, coach, and parents. Never ignore a blow to the head. Also, tell your athletic trainer and coach if one of your teammates might have a concussion. Sports have injury timeouts and player substitutions so that you can get checked out.
Report it. Do not return to participation in a game, practice or other activity with symptoms. The sooner you get checked out, the sooner you may be able to return to play.
Get checked out. Your physician, athletic trainer, or health care professional can tell you if you have had a concussion and when you are cleared to return to play. A concussion can affect your ability to perform everyday activities, your reaction time, balance, sleep, and classroom performance.
Take time to recover. If you have had a concussion, your brain needs time to heal. While your brain is still healing, you are much more likely to have a repeat concussion. In rare cases, repeat concussions can cause permanent brain damage, and even death. Severe brain injury can change your whole life. Once cleared to resume activity by the physician, you will follow a Return-To-Play Protocol.
HOW CAN I PREVENT A CONCUSSION?
Basic steps you can take to protect yourself from concussion:
- Do not initiate contact with your head or helmet. You can still get a concussion if you are wearing a helmet.
- Avoid striking an opponent in the head. Undercutting, flying elbows, stepping on a head, checking an unprotected opponent, and sticks to the head all cause concussions.
- Follow your athletics department’s rules for safety and the rules of the sport.
- Practice good sportsmanship at all times.
- Practice and perfect the skills of the sport.
Reference: 2010 NCAA Concussion Fact Sheet for Student-Athletes | 1,364 | 678 | {
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Lower your risk of heart disease:
Know your diabetes ABCs
Diabetes can lead to narrowed or blocked blood vessels, which can cause:
- Narrowed or blocked blood vessels in the heart
- Heart attack
- Stroke
Heart problems can happen because of:
- High cholesterol
- LDL is the “bad” cholesterol that builds up
- High “triglycerides” can also be bad
- High blood pressure
You may not know if you have high cholesterol or high blood pressure. Your doctor can do tests to tell you if you have these problems.
You can lower your chance of having heart problems if you control your diabetes ABCs:
A is for “A1C test”
Your blood sugar average for the last 2-3 months. The American Diabetes Association (ADA) says the goal is below 7%.
B is for “Blood pressure”
The ADA says aim to be below 130/80 mmHg.
C is for “Cholesterol”
The ADA says LDL cholesterol should be below 100 mg/dL and triglycerides should be below 150 mg/dL.
Talk with your doctor about your goals for your diabetes ABCs.
Ways you can control your diabetes ABCs
Make smart food choices
Changing what you eat can help your diabetes ABCs. Try to:
• Eat lean, not fatty, meats
• Choose low-fat or fat-free dairy products
• Eat at least 5 fruit or vegetable servings a day
• Eat less food high in cholesterol—egg yolks, meat and poultry, and dairy products
• Only use oils that can lower your cholesterol—olive oil or canola oil
• Eat fish 2 or 3 times a week
• Bake, roast, or grill food and use nonstick pans and cooking sprays
• Get more fiber
• Use less salt and sodium
Stop smoking
Talk to your doctor about how to quit smoking
Be more active
Lose—or stop gaining—weight:
• Ask your doctor about the right activity program for you
• Start slowly (5 minutes a day) and add a little at a time
• Work up to 30 minutes most days of the week
Take your medicines
• Your doctor may have you take medicines for each of your diabetes ABCs.
• You may have to take more than 1 medicine.
• You and your doctor can decide what medicine is best for you.
• Do not start or stop taking medicine without talking to your doctor first.
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SECTION A
1. Attempt all questions in brief.
| a. | Why computer is known as data processing system? |
|----|-------------------------------------------------|
| b. | Name the few protocols used for email on the internet. |
| c. | Differentiate between LAN, WAN and MAN. |
| d. | Why operating system is important for computer system? |
| e. | What is an IP address? Write down the different classes of IP Address. |
| f. | How can you measure the quality of algorithm? |
| g. | Define Mainframe computer? Give the name of any one mainframe computer. |
SECTION B
2. Attempt any three of the following:
| a. | Draw a block diagram of basic components of a computer system. Explain each component of computer system. |
|----|---------------------------------------------------------------------------------------------------------------|
| b. | Define algorithm and its characteristics. Write algorithm to find out the factorial of a given number? |
| c. | What is an Operating System? Explain all the types of operating systems. |
| d. | Explain different functions of each layer of the OSI model with the help of diagram. |
| e. | Discuss the architecture and functioning of the internet. |
SECTION C
3. Attempt any one part of the following:
| a. | Explain different generations of computers. |
|----|---------------------------------------------|
| b. | Write short notes on:
(a) FTP
(b) SMTP
(c) TELNET |
4. Attempt any one part of the following:
| a. | Explain different topologies in computer networks with the help of diagram. |
|----|---------------------------------------------------------------------------|
| b. | What is flow chart? Draw a flow chart for find out maximum no. among three numbers. |
5. Attempt any one part of the following: 7*1 = 7
a. What do you mean by internet? Explain main characteristics and services of internet.
b. Define and differentiate between uniprogramming and multiprogramming system. What are their relative advantages and disadvantages?
6. Attempt any one part of the following: 7*1 = 7
a. Explain the term Multimedia and different component of multimedia with the help of an example.
b. Write four differences between each of the following: (a) impact and nonimpact printers (b) volatile and non-volatile memory
7. Attempt any one part of the following: 7*1 = 7
a. Write four differences between each of the following:
(a) Router and Gateway
(b) Packet Switching and Circuit Switching
b. What is Cache Memory? How it reduces the mismatch of processor and main memory speed? | 1,369 | 552 | {
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RED PHALAROPE MORTALITY IN SOUTHERN CALIFORNIA
In southern California, Red Phalaropes *Phalaropus fulicarius* are fairly common fall migrants, although their abundance varies from year to year. They are most often seen on the open ocean, but they occasionally occur near shore, and in some years numbers appear on coastal ponds.
Beginning on 17 November 1969 Red Phalaropes were reported dead and dying on the beach of southern California from San Diego northward for at least 50 miles. The extent of this die-off is not known but was apparently quite large since it received notice in local newspapers. On 22 November, dead Red Phalaropes were observed in the water on several occasions and were being fed upon by Fulmars *Fulmarus glacialis* and large gulls *Larus* sp. Over a dozen birds were found floating in the kelp beds near the Coronados Islands, Baja California, and observations on the islands the following May revealed several skeletons of phalaropes that had been plucked clean by gulls. In late December there were reports of a few whitish sandpipers, presumably phalaropes, dead on the beach near the tip of Baja California, and also of more dying birds on the beach north of San Diego. At that time abnormally high numbers of Red Phalaropes were found walking along the beaches, searching for food in kelp cast up by the waves.
Twenty specimens picked up from beaches in the San Diego area in late November were donated to the San Diego Natural History Museum. In each case they were found to be in a starved condition, weighing only half as much as birds collected on the breeding grounds in June. Weights of 13 females ranged from 27.3-45.5 grams with an average of 33.2 grams; of six males from 23.6-31.6 grams with an average of 27.7 grams; one unsexed bird weighed 31.8 grams. Weights of Red Phalaropes from Victoria Island, Canada (Parmelee, Stevens, and Schmidt, Natl. Mus. Canada Bull. 22: 140, 1967), collected in June are: eight females, 49.5-77.0 (62.2) grams; nine males, 43.0-60.0 (53.3) grams.
The stomachs of most birds were empty except that they all contained small whitish or orange balls, 1.7 to 4.4 mm in diameter, of a synthetic nature. Most birds contained only a few balls but one contained as many as 36. The source of this material, which also was washed-up along the tide line on the beach in the La Jolla area, could not be identified. Mr. Gary Smith, of Scripps Institute of Oceanography, reported (pers. com.) that the material was largely inert. Several stomachs contained chink shells *Lacuna* sp., which occur normally on the kelp, but no other food remains were encountered.
Apparently the abundance of surface plankton in southern California was much reduced in the fall of 1969. One possible indication of surface food shortage is that on 22 November many Sooty Shearwaters *Puffinus griseus* were seen diving for food but none were observed feeding at the surface. Both feeding methods are used by this species. It appears that phalaropes were unable to find adequate food at sea. Those that came ashore to feed along the wrack line and in coastal ponds probably encountered better feeding conditions. Those that tried to subsist at sea on the floating balls died of starvation. A previous report of mortality (Ross, Condor 24: 66-67, 1922) that occurred in October 1921 also indicated that the birds were thin.
*Suzanne I. Bond, San Diego Natural History Museum, P. O. Box 1390, San Diego, California 92112* | 1,510 | 830 | {
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KEY CONCEPT
Jesus’ disciples share in his life and in his work. The Holy Spirit helps us proclaim the Gospel in our words and actions.
QUICK SESSION OVERVIEW
STEP 1 - WELCOME
STEP 2 - INVITE
STEP 3 - DISCOVER
STEP 4 - LIVE
STEP 5 - CLOSING
HELPFUL HINT OF THE DAY
Use Lent to Draw Deeper to the Lord
-Lent is a beautiful time to help us refocus on our relationship with Christ and what is truly important in our life
-Choose a fast to do during the time of Lent to help to sacrifice something for the Lord
-This should be something that you do regularly, brings you comfort, and is good!
-Offer this up to God to help you refocus on Him and not the things of this world that we get enjoyment from
-Also, during this time, prayer for the children of our church. Make a commitment to say an extra prayer for them during this time!
**STEP 1 - WELCOME**
**TIP**
Community Activity
**STEP 2 - INVITE**
**TIP**
Let us Pray
- Say Our Father and Glory Be
- Do God’s Word section on pg. 189
- Ask What do you wonder questions.
**STEP 3 - DISCOVER**
**TIP**
Someone Special (pg. 200)
- Read paragraphs
- Read God’s word
- Do the activity on the branch (pg. 201)
Activity – Something Beautiful for God
Talking Jesus’ Message to Others (pg. 202)
- Read the paragraph
- Discuss people who serve Jesus and share his love
Jesus’ Followers today
Read paragraph
Talk about the pictures. Do the children know who can proclaim the Gospel in our parish? (Padre (Fr. Donn) and Deacon Joe)
**STEP 4 – LIVE**
**TIP**
**Our Catholic Life**
- Read paragraph on pg. 204 on how you can share the good news.
- Do the Share the Gifts section. May need to help children identify their own gifts and talents.
**Lent Insert**
Talk about Lent (Love and Sacrifice) on pg. 32
Remind them when Lent starts (Ash Wednesday is Feb 17th this year)
Remind them how many days Lent is celebrated.
- During Lent we try to do something to make ourselves better and our world a better place. We call a promise to try to do better a resolution.
- Think of something you could do or give up during Lent as a sacrifice to help make yourself a better person.
Talk about the special days that happen during Lent and Holy Week. (Palm Sunday, Holy Thursday, Good Friday, Holy Saturday, and Easter)
Talk about Blessed Mother Teresa of Calcutta (pg. 205)
**Take Homes**
- Remind the children to review the Faith and Family section with their parents
- Chapter Reviews.
**STEP 5 – CLOSING**
**TIP**
**Closing Prayer**
Say Hail Mary
Something Beautiful for God
A. Read each story. Circle the letter of the answer that gives the best way to show God’s love.
1. A boy in your class drops his lunch tray. He is standing there with his lunch all over the floor. He begins to cry. What would you do?
a. Laugh and tell your friends that he is clumsy.
b. Help him clean up, and offer to share your lunch with him.
c. Pray that this never happens to you.
2. Your mom or dad comes home late from work, feeling very tired. You want to go to the mall to get things for an art project that is due in two weeks. What would you do?
a. Demand that Mom or Dad take you to the mall right away.
b. Tell your teacher that your parent would not help you with your project.
c. Wait until your mom or dad asks you about your day, and tell her or him about your art project.
B. Draw a picture about one of these stories, showing God’s love.
Our sacrifice is a little thing,
When we consider the sacrifice of our King.
Mandy Grove '12
ministry-to-children.com
PALM SUNDAY
MAUNDY THURSDAY
GOOD FRIDAY | 1,617 | 897 | {
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I'm an elephant, I'm a big elephant,
I'm an elephant, I'm a big elephant,
I'm an elephant, I'm a big elephant,
I'm an elephant, I'm a big elephant!
«Дружба начинается с улыбки»
Bus
«Собирайка»
Masha and the Bear
Bus 1010
«Вспомни сказку»
The Three Bears
The Bear and the Honey
Once upon a time, there was a bear who lived in a forest. The bear loved to eat honey, but he couldn't find any in his forest. So, one day, he decided to go on an adventure to find some.
He walked for miles and miles until he came across a beautiful garden. The garden was filled with colorful flowers and tall trees. The bear was amazed by the beauty of the garden and decided to explore it further.
As he walked deeper into the garden, he saw a small house in the distance. The house looked old and abandoned, but the bear didn't mind. He knew that he would find what he was looking for soon.
The bear continued his journey through the garden, passing by a stream and a waterfall. He heard the sound of birds singing and felt the warmth of the sun on his fur. It was a beautiful day, and the bear felt happy and content.
Finally, after walking for hours, the bear reached the small house. He knocked on the door, but no one answered. The bear decided to look around the house and see if he could find any honey.
He opened the door and stepped inside. The house was empty, but the bear noticed a jar of honey on a shelf in the kitchen. He was so excited! He grabbed the jar and ran out of the house, determined to take the honey back to his forest.
On his way home, the bear met a group of animals who were also on their way to the forest. They were surprised to see the bear carrying a jar of honey, but they were happy to help him carry it.
Together, they walked through the forest, passing by trees and bushes. The bear was grateful for the company and the help, and he knew that he had made the right decision to share his honey with his friends.
When they finally arrived at the bear's forest, the animals were amazed by the amount of honey the bear had brought back. They all agreed that it was a wonderful day, and they decided to celebrate by having a feast.
The bear shared his honey with everyone, and they all enjoyed the delicious treat. From that day on, the bear became known as the "Honey Bear" and was loved by all the animals in the forest.
Moral: Sharing is caring, and helping others can bring joy to everyone.
The Bear and the Seven Little Bears
Once upon a time, there was a big brown bear who lived in a beautiful house made of wood. The house had colorful decorations and was very special to the bear.
One day, the bear decided to go on a long journey. Before he left, he told his seven little bears to take care of their home. He warned them not to let anyone into the house without his permission.
The little bears were very happy to have such a big, strong father. They promised to be good and follow his instructions carefully.
As the bear set off on his journey, he knew that his little bears would be safe and well taken care of. He felt proud and happy knowing that they were so responsible and loving.
The bear traveled far and wide, meeting many interesting animals along the way. He shared his adventures with his friends and made new ones too.
After a long time, the bear finally returned home. He was greeted by his seven little bears, who had been waiting for him with open arms. They were so happy to see him again and couldn’t wait to hear all about his travels.
The bear told his little bears all about his exciting journey, and they listened with great interest. They were amazed at all the things he had seen and learned.
From that day on, the bear and his little bears lived happily together, always taking care of each other and enjoying life to the fullest.
The little girl was very happy to see her father and grandmother. She ran towards them, but when she got close, she saw that they had changed into a big man and an old woman. The little girl was very scared and cried out for help.
Her father and grandmother told her not to be afraid and that everything would be all right. They explained that they had been turned into a big man and an old woman by a wicked witch who wanted to eat them. The little girl promised to help them and to find a way to get rid of the witch.
Children's faces on a Christmas background. Vector illustration.
BUS 1010
«Найди пару»
Horses are known for their speed and agility, which is why they are often used in equestrian sports such as show jumping and dressage.
A cute yellow duckling standing on a white background.
The goat is a small, cloven-hoofed mammal belonging to the family Caprinae. It is domesticated and is raised for meat, milk, and fiber. Goats are known for their adaptability to various environments and their ability to thrive in both rural and urban settings. They are often kept for their milk, which is used to make cheese, butter, and other dairy products. Goats also provide wool, which can be used to make clothing and other textiles. In some cultures, goats are considered sacred animals and are worshipped or honored in religious ceremonies.
German Shepherd
Kitten
A young goose stands on a patch of green plants, its fluffy feathers a mix of light and dark shades. The background is a blend of dirt and more greenery, creating a natural setting for the young bird.
The city of the future is a place where people can live, work, and play in harmony with nature. It is a place where technology and sustainability go hand in hand, creating a more sustainable and livable environment for all.
Bus
«Раскраска»
BUS 1010
«Дружба начинается с улыбки» | 1,610 | 1,299 | {
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The general name for the various snake-gods and snake-people in Hindu mythology is Naga. In the old days in India worship of the Naga was widespread. At the entrance of many old and deserted temples one can still see the traditional lifesize statues of cobras, the keepers of sacred ground that was once trod by many devotees. One famous temple is Nagercoil in South India. Here a great five-headed healing god, Nagaraja, is worshiped. He is the king of snakes. Many live cobras were seen there, both inside and outside of the temple, but no person was ever bitten. Stories about healing magical powers go back five hundred years, when the ruling king Vira Udaya Marthandavarma was cured of leprosy. Since that time this temple of serpent worship has been open to the public, among which have been followers from different religious faiths like Buddhism, Jainism and even Christianity.
In the biblical story of Creation the snake has a cunning character when she persuades Eve, the first woman, and Adam, to eat fruits of the tree of knowledge of good and evil. By the direction of the snake, Adam and Eve wanted to open their eyes and be like God, but in fact only became conscious of their own physical nudity. Then when God wants to speak to Adam again, he finds him hiding out of fear to be seen this way. ‘Who gave you the knowledge that you are naked?’ Have you been eating from that tree, which I have told you not to eat?’, God asks Adam and Eve, and they both point at the snake who deceived them, whereupon God curses the snake above all the cattle and animals in the field, ‘On your belly shall you go and dust you shall eat, all the days of your life’.
In Hinduism, the snake has quite a different position, and is associated with the divine in the form of Lord Shiva and Lord Vishnu. Shiva is wearing the snake primarily as an ornament, around the knot in his hair, around his shoulder as sacred thread, as a belt around his waist and as bracelets and anklets. In one of the prayers to Shiva, one of his
Photo: National Geographic, Vol. 138 nr. 3, (Sept. 1970), page 393; no indication about photographer and object.
names is Bhujagendraharam, He is wearing the king of snakes as his garland. He is the Guru or master of many Yogis, and the Lord of the Divine Mother, called Shakti. Another name for Shakti is Kundalini. In Tantric traditions she is described as a curled up snake at the base of the spine, which slumbers and can be roused by either spiritual practice or spontaneously, to be united with Shiva in the crown of the head. By this the devotee attains cosmic consciousness.
There are many fascinating stories around the snake in different cultures and religions around the world. In India the Nagas, the snake gods, are the keepers of the riches of land and sea, and they are connected to hundreds of lakes, sources and wells. According to Narada, the son of Lord Brahma, the heavenly abode Nagaloka or Patala, which is beneath the earth, is the most beautiful of all higher and lower worlds. Some of its snake-residents have five, seven, ten or a thousand heads jewelled with gems that shine like the Sun and therefore drive away all darkness.
Naga Panchami is a special religious celebration in the worship of the snake in India. In a ritual manner, cobras and other snakes are worshiped as the divine and symbolically given milk. Each year this takes place in the month of August.
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The celebration of the Eucharist is the Church’s most important form of worship. In the Eucharist, the Church remembers what Jesus said and did at the Last Supper and receives the Body and Blood of Christ.
**HELPFUL HINT OF THE DAY**
Share with Your Students “What’s Up”
- Leading a group means guiding them step by step through the time together, so let them know what’s next
- Be specific when guiding them to what else they can expect from the lesson. It allows students to feel comfortable knowing what else they may experience throughout the class
- Being specific helps our brains to envision directions
- Put directions in the positive – “Keep your glass up” – helps us get it right
- When we put them in the negative – “Don’t spill that!” – we envision spilling the glass and often do just that!
**STEP 1 - WELCOME**
**TIP**
Community Activity
Can do one of the activities at the end of the lesson plans
**STEP 2 - INVITE**
**TIP**
Let us Pray
Say prayer.
Say Our Father and Hail Mary
Read God’s word of the loaves and fishes story. Talk about the story and ask What do you wonder questions.
Special Celebrations
- Read paragraphs.
- Talk about the faith words – Sacraments and Last Supper
God’s word
- Read the Last supper story. Why were Jesus and his friends celebrating?
- Discuss how we relive the last supper and what the priest does at the mass. Can the children tell you about the mass? Do they remember their First Holy Communion? What does the Extraordinary Minister of Communion say to you before giving you the body of Christ (host) or a taste of the special blood?
The Heart of our worship
- Discuss what happens at the mass
- Talk about how to genuflect correctly, how important it is to be reverent and sit, kneel, and stand appropriately during mass.
- Be sure to review Catholic teaching that we are to attend mass on Sunday or Saturday evenings and Holy Days of Obligation.
- Continue paragraphs on pg. 101
STEP 4 – LIVE
TIP
Our Catholic Life
• Discuss how we show respect at Mass.
Saints Lesson:
• Watch Brother Francis video on The Saints.
o Go to: saintalberts.formed.org
o Find your Parish in the search bar and create a free account (if you already have a Formed account, go to formed.org and login)
o Once registered, search in the site for “Brother Francis: The Saints”
• Can review several saints that are important to you with the children.
Take Home:
• Remind the children to share the Family and Faith section with their parents
• Chapter review
• Send home extra handout
STEP 5 – CLOSING
TIP
Our Father and Glory Be
Maze Puzzle
The Good Shepherd
Help the sheep find his way to the shepherd.
"I am the good shepherd; I know my sheep and my sheep know me."
John 10:14 (NIV)
WORD SEARCH
Heart Commandments Jesus
Love Neighbor Mind
Scribe Soul Strength
Understanding
- All Saints -
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11 CALIFORNIANS
DISCUSSION QUESTIONS
NINE: THORN
Either with a group or on your own, use the following questions to explore Bible passages and apply insights from the video session.
What stood out to you from the video?
Read 2 Corinthians 11:16-33
1. Describe a moment from your life when you felt silly or embarrassed in front of others. How do you feel as you relive that memory? What did you learn about yourself during that circumstance?
2. What opinion do you hold of Paul as you read through the difficulties he encountered as he preached the gospel throughout the world? Why do you think Paul goes to such great lengths to describe the turmoil he experienced? What was he trying to convey to the Corinthians?
3. Why do people typically avoid talking about their weaknesses? Why are we obsessed with promoting our strengths instead?
4. What are some creative ways by which we can take a circumstance where we appear weak or foolish and use it as an opportunity to share the good news?
5. Many scholars disagree on the nature of Paul’s “thorn.” Some argue that it was a physical ailment, like a limp or glaucoma. Others argue that it was a constant temptation to sin that Paul couldn’t quite shake. If you were in Paul’s place, what would your personal thorn be?
6. What is the difference between how Satan viewed the thorn he sent to Paul and how God viewed the thorn? What does this teach us about the difference in God’s point of view and Satan’s point of view?
7. Describe your thoughts and emotions as you read the following words: “My grace is sufficient for you, for my power is made perfect in weakness.” How does God join us in the midst of our pain?
8. Share a time when you pushed through a difficult period of life and came out stronger on the other side. What confidence do we gain by knowing that God empowers us in moments of weakness and struggle?
DEEPER STUDY QUESTIONS
Read Mark 14:32-42
9. The cup that Jesus talks about in this story is a symbol for the punishment of the sins of all mankind. Jesus asks God to take the cup away from him. How does this story strike you, to see that Jesus did not want to go to the cross? Why do you believe that Jesus chose to do the Father’s will rather than his own?
10. How do these stories of weakness influence later stories of triumph? How does this story about the garden of Gethsemane change your view of the story where Jesus ultimately rises from the dead?
A PRAYER FOR SERENITY
The following is a remarkably famous prayer by Reinhold Niebuhr entitled “The Serenity Prayer.” It has been used to great success in programs like Alcoholics Anonymous and other twelve-step programs. Move slowly through this prayer, reading each word purposefully and meditating on each phrase, as we strive to accept the painful moments of life with grace and strength.
God, grant me the serenity
to accept the things I cannot change,
the courage to change the things I can,
and the wisdom to know the difference.
Living one day at a time,
enjoying one moment at a time;
accepting hardship as a pathway to peace;
taking, as Jesus did,
this sinful world as it is,
not as I would have it;
trusting that You will make all things right
if I surrender to Your will;
so that I may be reasonably happy in this life
and supremely happy with You forever in the next.
Amen.
Every time we find ourselves in discomfort... It’s an opportunity to meditate and pray and be in the present moment with God. It’s an opportunity to learn how to be okay, regardless of whatever situation we’re in. It’s an opportunity to find peace even while everything around us is chaos.
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Volunteers and Helpers – Self Care
It’s important to help others during an emergency, but it’s also important to take care of yourself. If you push yourself too hard, you may burn out – become ill, physically or emotionally exhausted or depressed.
Taking care of yourself during an emergency is anything but selfish. In fact, it’s a very responsible thing to do, because it means you can remain effective in helping others.
Things to remember when helping out in an emergency
• Understand that nobody involved in an emergency or disaster is untouched by it; and sadness, grief and anger are normal reactions.
• You may not want to leave until the work is finished and may try to override your own fatigue with dedication and determination.
• You may deny your body’s need for food, rest and recovery time.
• You may feel emotions more fully or less fully than you usually do.
• You’ll often feel the pain of the victims and may experience this as secondary trauma – or “compassion fatigue.”
• Understand that you are not the only one who can help in this situation – you’re part of the team of care-givers.
Tips on taking care of yourself when helping in an emergency
• Don’t over exert or over commit yourself.
• Get enough rest, exercise different muscles and maintain a healthy diet.
• Avoid excessive junk food, caffeine or alcohol.
• Make sure you take time for yourself. Taking a short break, away from the crisis and stress, can help you maintain your physical and emotional energy.
• Practice self-awareness – learn to recognize and heed the warning signs of physical and emotional fatigue.
• Talk about how you are feeling with your co-workers during appropriate times.
• Try to avoid identifying with victims’ pain, grief and struggle – it can hamper your effective helping skills.
• Look for the positive and set realistic goals for your volunteer time commitment.
• Rotate what you do, from frontline work to support jobs – it’ll ease physical and mental stress.
• Stay in touch with family and friends who are not involved in the crisis.
If you find yourself over extended or feel overwhelming stress, you need to make use of assistance programs yourself. Trained professionals are available to help you:
- Manitoba Farm and Rural Support Services: 1-866-367-3276 (1-866-FOR-FARM) toll free; www.ruralsupport.ca
- Klinic Community Health Centre 24-hour Crisis Line: 204-786-8686 in Winnipeg; or 1-888-322-3019 toll free
- Health Links – Info Santé can help you find resources through your local regional health authority or community mental health services office: 204-788-8200 in Winnipeg; or 1-888-315-9257 toll free | 1,137 | 564 | {
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Jesse Franklin Gibson came to Clemson in 1936 from the crossroads community of Centenary. An engineering major, Gibson joined the Swamp Fox Club which had been organized the previous year by the boys from Marion County to provide a social forum to relieve the rigors of cadet life. Gibson was assigned to 2nd Platoon of D Company, 2nd Battalion, 2nd Regiment of the Cadet Brigade. He remained at Clemson only one year before returning to Centenary. Back home, Gibson worked in farming and served as the treasurer of Terrell’s Bay Baptist Church.
Gibson reported for active duty in November 1942, just as America’s fortunes in World War II began to turn. He was assigned to Headquarters Battery of the 374th Field Artillery Battalion, one of the 105 mm howitzer battalions assigned to the 100th Infantry Division.
In September of 1944, Gibson’s battalion moved from its training base at Fort Bragg, North Carolina to Camp Kilmer, New Jersey. It boarded the Hoboken Ferry and crossed to New York’s Pier 44. The battalion loaded its gear and personnel aboard the USAT George Washington for a fourteen day Atlantic crossing to Europe. The ship passed through the Straights of Gibraltar, reaching Marseilles, France on October 20, 1944.
The 374th and its parent 100th Infantry Division, became part of 7th Army and moved north from Marseilles up the Rhone River Valley, reaching its bivouac near Sainte-Hélène on October 29. The battalion was formally committed to combat at Raon l’Etape and began firing its howitzers in support of 100th Infantry Division operations. The battalion continued to support the 100th’s advance as it moved into the rugged Vosges Mountains toward the French-German frontier.
The fast and accurate fire of the 374th’s artillery helped the division beat back a determined German counterattack which commenced on New Year’s Eve 1944. At one point, with flanking units pulling back from the line, the 379th Infantry Regiment was exposed to German attacks from three sides. The 374th’s shelling helped blunt the German attack and enabled the division to hold its positions.
On March 16, 1945, Gibson’s battalion reached the Rhine River. Six days later, it crossed through the vaunted Siegfried Line and into Germany. The battalion continued to advance through what its official history called “beautiful country prostituted by the Nazi Regime,” capturing the towns of Frankenbach and Heilbronn.
On April 22, near the village of Manolzweiler, east of Stuttgart, Germany, Jesse Gibson was killed in an ambush by German snipers. The 374th Battalion history described him as “one of our best boys.” The following day, the 374th, after a record-setting 178 consecutive days on the line, was pulled out and placed in the 7th Army’s reserve.
Private First Class Jesse Franklin Gibson was posthumously awarded the Bronze Star and the Purple Heart. He was survived by his mother, five sisters, and two brothers, one of whom was serving in the Army and the other in the Marines. Gibson was buried at the Lorraine American Military Cemetery in France. A memorial marker was placed in the Centenary Cemetery.
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Sapphire Class Newsletter
Sapphire Class Teacher - Miss Brazil
Teaching Assistant - Mrs Feekings
Curriculum information
Our Term 3 topic: The Great Fire of London
This term our topic is 'The Great Fire of London'. We have linked Science, Literacy, Art and History together to look at the subject from a variety of angles. We will be making bread and gingerbread men, and using drama to gain an understanding of the situation.
In maths, we will learn about graphs, tally charts and tables in Statistics, and 2 and 3 D shape, including symmetry.
In English, we will be changing the ending to a traditional tale and writing persuasive letters. In spelling, we will be learning to add comparative endings to words (-er, est) and tense endings (-ing, -ed).
In SPaG, we will be learning to use the apostrophe in different ways (contraction and possession).
In Science, we are learning about materials and linking this in to why the Great Fire spread so rapidly and the re-building of London without thatched roofed houses afterwards.
This term our Music will be beginning to learn to play simple tunes, such as London's Burning, on the ocarina.
In P.E. we will learn batting and fielding skills and will concentrate on balance in gymnastics.
R.E. will look at how Jewish people live by learning about their home life and festivals.
We will continue to use Zippy Time in PSHE.
How can you help at home?
Times tables songs (2, 5, 10, 3)
Reading - books, comics, signs, labels—anything!
Spelling words with apostrophes which show contractions: eg. Can’t, don’t, she’ll etc
Writing simple stories using adjectives and adverbs
Counting coins to make small amounts of money
Finding change
Water bottles
Please could you ensure that your child brings a named drink bottle to school each day, to have in the classroom. This should contain water only, no juice or squash please.
Clothing
Please make sure all items of your child’s clothing has their name on it. It makes it much easier to reunite children with lost clothes. This includes their PE kit.
P.E is on Mondays and Thursdays. Please could you ensure your child has their P.E kit in school. Please remove earrings on these days - this is an important health and safety issue.
Reading books
Each week your child is listened to reading in Guided Reading, as well as in different situations. Reading is a tricky skill to master and your child will benefit from reading with you at home, as much as possible, to build confidence and fluency and to develop comprehension.
It is also very beneficial (and fabulous for your child!) if you continue to read to them – thank you! | 1,046 | 579 | {
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Last week we heard how Jesus sent out the twelve to teach people about God and heal them. Now the twelve return to Jesus to tell him all they had done. The people who followed Jesus were called Disciples. There were 12 very special disciples and sometime they are known as the Apostles. The apostles gathered together with Jesus and reported all they had done and taught. He said to them, “Come away by yourselves to a deserted place and rest a while.”
People were coming and going in great numbers, and they had no opportunity even to eat. So they went off in the boat by themselves to a deserted place. People saw them leaving and many came to know about it. They hastened there on foot from all the towns and arrived at the place before them. When he disembarked and saw the vast crowd, his heart was moved with pity for them, for they were like sheep without a shepherd; and he began to teach them many things.
It would have been an easy thing for Jesus to say to the crowd, "You all go on your way. We are tired and need some rest. Come back some other time." But Jesus didn't do that.
A shepherd never ignores his sheep when they need him.
Then, because so many people were coming and going that they did not even have a chance to eat, he said to them, "Come with me by yourselves to a quiet place and get some rest." So they went away by themselves in a boat to a solitary place. Mark 6:30-32
Puzzle is based on Mark 6:30-34
ACROSS
5. The early followers of Jesus
6. To take solid food through the mouth
7. Without noise or activity
8. To give knowledge or skills to others
DOWN
1. A small vessel for traveling on water
2. A large group of people
3. Any group of men, women, and children
4. To take a break from activity
EAT PEOPLE
TEACH QUIET
BOAT REST
APOSTLES CROWD
Copyright © Sermons 4 Kids, Inc. • All rights reserved • www.sermons4kids.com
During mass we listen to 2 readings from the bible. The first reading is from the Old Testament. The second reading is from the New Testament. Between the first and second reading we have a psalm (the p is silent so we say salm). Sometimes we sing the psalm.
This week’s psalm is my favourite one, The Lord is my Shepherd. Jesus often referred to himself as a shepherd and we are his sheep. This only a part of the psalm. See if you can find it in The bible, look for psalm 23
The Lord is my shepherd,
I shall not want;
(I have everything I need.)
He makes me lie down in green Pastures.
(He gives me a safe place to sleep.)
He leads me beside still waters;
(He gives me food and drink.)
He restores my soul.
(He gives me strength when I am in need.)
He leads me in the path of righteousness for his names sake.
(He helps me do the right thing.)
Even though I walk through the dark valley
(When I am troubled and sad.)
I am not afraid,
for you are with me;
your rod and staff comfort me.
Surely goodness and mercy shall follow me all the days of my life,
(He will always forgive me when I am sorry.)
and I shall dwell in the house of the lord forever.
(There is a place for me in heaven.)
Can you find 10 differences
Each day we find ourselves facing difficult situations and we have difficult choices to make. We often ask ourselves, "Who can I trust?" The answer is, "Jesus." He is our shepherd we are his sheep. We can say, "The Lord is my shepherd, I shall not want." We can trust him in every situation.
Dear Jesus, you are the Our Shepherd and we are your sheep. We put our trust in you. Amen. | 1,274 | 831 | {
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Lazarus Park was created in 2021 as part of the Middlebury Bridge & Rail Project through a unique partnership between the Town of Middlebury, the National Bank of Middlebury, the Marble Works Partnership, and the Vermont Agency of Transportation.
The park is named after the Lazarus family, whose department store occupied this site for most of the 20th century. The park incorporates granite blocks taken from the rail corridor while the labyrinth, funded by St. Stephen’s Episcopal Church, creates a contemplative space in the center of town. Lazarus Park and Printers Alley form an accessible gateway to Riverfront Park and the historic Marble Works District. Between 1898 and 1931 the Marble Works district was the home of the Brandon Italian Marble Company, a significant contributor to Middlebury’s growth in the early 1900s.
Looking north towards Main Street, 1939, with the first Lazarus Building visible left of center. Photo courtesy of Henry Sheldon Museum
The Lazarus Department Store
In 1911, Harry and Stella Lazarus opened a clothing store called the Middlebury Supply Company in what became known as the Lazarowitz Block, a two-story, Italianate building constructed in the late 19th century. The building stood in the location of Lazarus Park. In 1946, Harry’s son Stanton took over the business and renamed it the Lazarus Department Store. A fire in 1964 destroyed the original building. Following the fire, the store moved into the adjacent Beckwith Block (now the Duclos Building) until a two story replacement, seen in the photo below, was built on this site in 1970. The Beckwith Building was also the home of the well-known United Five and Dime store, which was run by Stan’s brother Eugene “Mike” Lazarus from 1939 to 1985. In 1984 Stan Lazarus sold the business to long-time employee Helen Haerle, who moved the store back into the Beckwith Block and operated it until its closing in 1996. Several businesses rented space in the Lazarus building from 1984 until its demolition in 2015.
The Lazarus family, one of the first Jewish families in Middlebury, were esteemed for their generosity and civic mindedness. The family donated its historic North Pleasant Street home—today it is known as Havurah House—to the Jewish community of Addison County. The Stanton S. Lazarus and Eugene M. Lazarus Scholarship for Community Service, awarded annually to a Middlebury Union High School Senior, honors the long history of public service by the Lazarus family.
1979 photograph of the Lazarus Department Store, built after the original store burned in 1964 and demolished in 2015. Photo courtesy of Henry Sheldon Museum
Printers Alley
Printers Alley is named for Middlebury’s many historical printing presses, newspapers, and publishers. The village’s first newspaper, the *Middlebury Mercury*, was published in 1801 by Joseph Huntington and John Fitch, who also built the first printing office in the village. The printing and publishing business thrived in the early 19th century and by the 1850s, over 15 different newspapers had been published in Middlebury and there were at least six printers in the village. The publishing industry eventually consolidated and by the 1920s, Middlebury had only one newspaper, the *Middlebury Register*. One of Vermont’s longest running newspapers, it was founded in 1836 and closed in 1947, at which point the *Addison County Independent* was founded. The limestone and marble mill building in front of you, which was built in 1825 as a gas works, was the first home of the *Addison County Independent*.
1970s aerial photograph of downtown Middlebury. Photo courtesy of Henry Sheldon Museum | 1,597 | 782 | {
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THE BENEFITS OF OWNING A FIDDLE LEAF FIG
• Acts as an air purifier
• Helps control air humidity
• Striking and attractive addition to your home
HOW TO CARE FOR A FIDDLE LEAF FIG
SUNLIGHT
• Bright, filtered light
• Keep out of direct afternoon sun (maximum of one hour)
WATER
• Do not overwater
• Use a moisture meter to determine when it is necessary to water
• Allow your plant to drain completely between waterings
FEEDING
• Fertilize with each watering
• Use a liquid plant fertilizer such as Dyna-Gro Foliage-Pro Liquid Plant Food (9-3-6)
PRUNING
• Prune regularly to keep your plant healthy, appropriately sized, and to encourage new growth using a sharp, clean tool
• Regularly remove damaged leaves or branches
FIDDLE LEAF FIG TROUBLESHOOTING
BROWN SPOTS
There are four common causes of brown spots on fiddle leaf figs:
• Fungal Infection from Root Rot
When fiddle leaf figs receive too much moisture, a fungal infection can spread from the roots to the leaves, causing the leaves to turn brown and eventually fall off. If the roots are brown and mushy in appearance, remove the damaged roots and leaves and then repot the plant in new soil. Resist the urge to overwater, and let your plant drain completely when watering.
• Bacterial Infection
Bacterial leaf spots are more brown in color than black, and especially are found on new young leaves. The spots are usually on new growth, have irregular margins, and can be found anywhere on the leaf. If less than 50 percent of the leaves are affected, you can treat by removing all affected leaves, repotting with new soil, allowing the plant to dry out between waterings, and giving it plenty of sun.
• Dryness
Fiddle leaf figs need regular watering and roughly 30-65 percent relative humidity; otherwise, your plant will look wilted and the soil may shrunk from the sides of the pot. Create more ideal conditions by misting or changing to a location with a less dry environment.
• Insect Damage
Insect damage is indicated by small dark spots that turn into holes, with evidence of insects on the plant. Spray both sides of the leaves with a neem oil product, and reinspect the plant after two weeks. Repeat the spraying process if the infestation still appears.
DRY, FLIMSY, PUCKERED, DROOPY, OR CURLY LEAVES
Make sure your plant is not located in locations that are too cold (such as near windows, doors, or vents). Also, create an environment with ideal humidity by misting or setting up a humidifier nearby. Water regularly once a week, and let your plant drain completely between waterings.
RED OR WHITE SPOTS ON LEAVES
Red spots can be caused by inconsistent watering with new growth, and will fade eventually. White spots can be caused by powdery mildew, fungus, or hard water stains (use filtered or distilled water instead).
YELLOW LEAVES
Yellow leaves indicate a possible deficiency in light or nutrients, which is reversible by moving the plant to a location with bright, filtered light, and feeding with fertilizer.
DROPPING LEAVES
Leaf drop can be due to shock, dry conditions, or root rot. Provide consistent lighting, watering, and temperature conditions to help your plant recover.
Images from Fiddle Leaf Fig Plant Resource. For more information, please see fiddleleaffigplant.com | 1,460 | 746 | {
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What is an undescended testicle?
As a boy baby is growing in the womb, the testicles are developing in the abdomen. They travel down a tunnel called the inguinal canal into the scrotum during pregnancy. When the testicles (one or both) cannot be felt in the scrotum, they are called “undescended”.
How do I know if my child has an undescended testicle?
Here are some of the symptoms your child may have:
Your child’s doctor will check your child’s scrotum for testicles at his checkups. This will happen during his first years of life. If your child’s doctor cannot feel a testicle, or the scrotum looks smaller on one side, this may mean your child has an undescended testicle. If this is the case, your child’s doctor will refer your child to a surgeon for evaluation.
Do you have to surgically repair the undescended testicle?
Testicles need to be in the scrotum in order to work properly. Undescended testicles will most likely not work well. In some cases, they may not produce sperm. They are also more likely to turn into cancer. This happens when the child is older.
What happens before surgery?
The undescended testicle can be located anywhere from the abdomen to the top of the scrotum. Your child’s surgeon will order an ultrasound test to find the location of the testicle. Your child’s surgeon will continue to watch the undescended testicle between 6 months and 12 months of age. This is because the testicle may descend on its own before scheduling surgery.
How is an undescended testicle treated?
The treatment for an undescended testicle is surgery. This surgical procedure is called an orchiopexy. An ultrasound will help your child’s surgeon find the testicle. This will help to determine what type of surgery is needed.
Testicles that are high in the abdomen may need to be moved in two surgeries, instead of one. Sometimes a testicle can be damaged during development, and your child’s may have no testicle or a just a very small testicle. If the testicle is very small, it will be removed. If it is not removed, it is possible to turn into cancer when your child is older.
What happens during surgery?
During surgery, the undescended testicle(s) is brought down into the scrotum. This is kept in place with stitches.
What happens after surgery?
As soon as your child wakes up after surgery, someone from the recovery room will call you so you can be with your child again.
When can we go home?
Your child will go home the same day of surgery, usually a few hours after he recovers from anesthesia.
How do I care for my child at home?
Incision Care:
• There will be an incision in the groin or a few small incisions at the belly button and on the belly. This will depend on the surgical procedure performed.
• Reinforced sticky bandages may be applied. A clear plastic dressing or a gauze dressing will cover the incision.
• Remove the dressings according to your surgeon’s instructions.
• Expect bruising and swelling for at least 3-5 days.
• If the operation is performed through the scrotum, a dissolvable stitch (or suture) is placed. This will fall out on its own.
How do I care for my child at home?
**Pain Control:**
- Your child may need pain medicine for the first 24-48 hours after surgery. Sometimes this will be needed for 3-4 days.
- Some children require prescription pain medication at home. Give your child all medications as directed by your child’s doctor.
- If your child is still uncomfortable, call your child’s surgeon. Some children need more medicine than others.
**Activity:**
- Your child should avoid contact sports for 2-3 weeks after surgery.
When should I call the office?
*If your child experiences any of the following, please call our office:*
- Bleeding or drainage at the incision.
- Fever above 101 F.
- Vomiting or throwing up
- Not peeing or fewer wet diapers than usual.
- Redness, swelling, increased soreness or pus draining from incisions
Your child will need to follow up with the surgeon. You will receive specific instructions for follow up when your child is discharged.
Please don’t hesitate to call our office if you have any problems or concerns.
Surgeon: ________________________________
Nurse Practitioner(s): ______________________
Phone Number (daytime): ___________________
Phone Number (after hours): _________________
Thank you for allowing us to care for your child. | 1,761 | 976 | {
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Entrepreneur Ideology:
Success In Business Is A Matter Of Choice
By Ronnie Jones, JD
Choices determine results. Consider icons in science, the arts, and sports who choose to sacrifice social norms to acquire knowledge, practice, and train to achieve success. Success in business is a matter of choice. Those choosing to seek the hook-up usually get hooked up. Those choosing to “work smarter, not harder” sometimes get out-smarted. Choosing a meaningful economic belief system consisting of a set of organized beliefs, values, and ideas that shape the way to think, act, and conduct business is the “yellow-brick road” to success in business, not being reactive, relying on another’s benchmark study, or simply following the leader.
Book Review: World American Magazine
Reprinted with the permission of Warlock Asylum
As an author, entrepreneur, and founder of The Kally Group, Inc., Ronnie Jones has created an excellent tool to enable children, adolescents, teenagers, and young adults in their quest to become tomorrow’s business leaders with an incredible book titled *Introducing Youth to Entrepreneurship*. This literary treasure chest is uniquely formatted to convey essential business concepts in a manner that can be easily understood by post-modern youth.
*Introducing Youth to Entrepreneurship* begins by clearly establishing the importance of value, time, and money – qualities that the young entrepreneur must gain in order to create a successful venture. In further development of these principles, the author introduces an array of illustrated characters that make it easier for children and teens to embrace and discover the how the business world operates and their potential role in it.
The book paves its way into the hearts and minds of its aspiring readership by this educational journey both fun and rewarding. *Introducing Youth to Entrepreneurship* hosts its fair share of wordplay, games, short stories, and crossword puzzles that all work to strengthen its ability to educate and prepare our children for an enjoyable walk alongside the road of success.
https://www.thekallygroup.com/bookstore/
The Kally Group’s Entrepreneur Education Division Announces Partnering with The Restore Black America Foundation
The Kally Group’s Entrepreneur Education Division offers adult and youth curriculums, both designed to provide relevant information to make informed decisions when considering or continuing self-employment or business ownership.
The adult curriculum, "The Makings of Entrepreneurs," is an educational program consisting of courses, seminars, and workshops. Each is designed to "bridge the gap" between business ownership, acquired knowledge, and the employee workplace experience. They offer practical tools and methodologies for developing a proactive and financially stable company.
The “Youth Initiative” curriculum is designed to enhance and empower our youth’s socio-economic development. Its two-fold purpose is to prepare youth: (1) for successful vocational careers if corporate is not their immediate choice, and (2) to adapt when they reach their age of majority and become responsible for their actions.
The Restore Black America Foundation was founded to implement changes of ideologies in six areas affecting the Black community and its socio-economic development. These areas include: Culture, Health, Economics, Politics, Family, and Spirituality. RBA’s charge to our community is to administer a 100-year plan to restore unity and cultural support. In furtherance of this charge, The RBA Foundation will have a strategic focus on business and financial curriculums for black entrepreneurs, as economics is the nucleus to all the other issues in the community. However, we will not stop there, the Foundation will partner with experts and counselors in the remaining five areas to offer strategic life plans to effect positive changes in our society.
The Restore Black America book contains a defined 6 step action plan on how to achieve wealth, gain political power, rebuild the community, and improve and maintain health. Available in paperback and audiobook. | 1,742 | 775 | {
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Make this a week of family awareness. Discover ways you can help others in your parish or neighborhood, there are people who need your concern and help. Take the time to find out about them. Here are a few suggestions.
1. Bake a casserole or special dessert for a shut-in neighbor.
2. Offer your services as family baby-sitters to a young couple who seldom gets out.
3. Donate magazines and books to a hospital or nursing care facility in your area.
4. Collect toys and games to donate to a local charity or children’s hospital.
5. Decorate a “mission box” and place it on the kitchen table where everyone in the family can add to it. When the box is filled, send the money to the missions.
6. Older children can mow lawns or run errands for elderly or handicapped neighbors.
These are just a few ways you can “feed the hungry,” for each person is hungry in his or her own way. Without the help of neighbors who care, some people have nowhere to turn.
Unscramble the words on this basket to decode a prayer you can say before meals.
A Thank-You Prayer
THAKN UOY, SESJU, FRO RUO OOFD. HEPL SU OT HEPL OTHRSE TOADY.
A Picnic With Jesus
Jesus is on a hillside, speaking to the crowd. Everyone eats until they are full. Thousands of people listen to his words. The disciples pick up the leftovers. The people have been here for hours. It is getting dark. They fill twelve baskets! “Send the people home,” Philip says. “They are getting hungry.” How did Jesus do it? Jesus says, “Give them something to eat.” Five loaves — two fish — twelve baskets — So many people. How can they possibly feed them all? and all the people are filled! Andrew tells Jesus, “Here is a boy with five loaves of bread and a couple of dried fish. But that will never be enough.”
And then the miracle begins!
SECRET MESSAGE FROM JESUS
You can help Jesus perform miracles. Decode this message from Jesus and see what you can do. (In the puzzle, B stands for bread and F stands for fish.) Cross out all the B’s and F’s to find what Jesus wants you to do.
1. FYBOFU
2. CBAFN
3. IFHBE
4. HBFLBP
5. HFBUNFGBRFY
6. TBFOF! | 845 | 522 | {
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Meera Bai, a resident of Rampura, a remote village in Rajasthan’s district of Tonk dared and succeeded. She has an inspiring story to narrate.
Now in her mid-twenties, Meera was barely 20 when she became a Self Help Group member of Maitree Mahila Mandel—a Self Help Group Federation cum milk producer organization.
Meera took the Mandel from few hundred to nearly five thousand women members that are divided into 343 SHGs and composed in 29 clusters. She at present is working as Secretary (Administrator) of the Federation.
The Federation is capable of producing 5.5 lakh tons of milk annually. Besides dairy, the Federation also provides vet care service to its member beneficiaries. Many of its members got trained as pashu sakhi or a para vet and are taking care of livestock both within and outside Maitree. Apart from that the Federation is also involved in teaching best agriculture practices to many marginalized farmers in the region. Maitree has also established few small Kasida centers that provide embroidery skills to women in the region.
Maitree has the financially asset of around 1cr 43 lakhs rupees. It has also purchased land to establish a complete milk-processing unit in Tonk, where the members would be able to sell all milk products including raw milk, milk powder, cheese, butter and yogurt.
The Federation in last three years has also released several lakh rupees on its members as internal lending money. Besides that it also received financial support of 1 corer, 78 lakhs and 32 thousands in the form of loan money from several financial institutes that includes both cooperative as well as private banks like District Cooperative Bank of Tonk, Bank of Baroda, BRG Bank, RRP and recently ICIC Bank, that empowered financially some 1,300 poor families. The money has been used in both income and non-income generating activities- like Health, education, livestock and physical assets, opening of new shops or establishing small business centers.
“Meera has taken Maitree to new heights, whatever the Maitree stands at present, wouldn’t be possible without Meera Bai, she is the backbone of the Federation” Jitendra Kumar, Team leader Dooni location Srijan.
Meera Devi, a resident of Rampura, is a Kashida craftswoman used to earn Rs.100 a day before joining Maitree Mandal. Unlike other extremely poor women who became members of SHGs, she didn’t understand how saving small sums of money could help her in any way. Yet, a family member coaxed her into joining an SHG. She became interested in the way SHGs were managed and began taking initiative.
Though Meera Devi had studied up to class five, she had forgotten how to even sign her name, as she wasn’t expected to partake in activities outside of her household. “My father didn’t think it was important to invest in my studies. We were raised to lead a domestic life”, she says. But, joining the SHG required her to relearn how to sign and do simple arithmetic.
Soon her interest and commitment to her SHG made her a popular figure. She was elected to represent her SHG in the cluster and later she represented her cluster in the Maitree Mandal Federation. This was not the end; Meera Devi at present is the Secretary of the Federation. Her job is to manage the accounts of federation; helps to reach out other socially and financially disadvantaged women. She also takes active role in decision making on the behalf of Federation.
Hailing from a family that didn’t encourage its women to go out into the world, Meera has flowered into a committed representative of her people. She also convinced her husband a matriculate to join a nursing course in Ajmer. Meera took a loan from her SHG. Pooling the loan money together with savings from her Kashida business, she funded her husband’s study.
She herself works as a trained ‘pashu sakhi’ a para vet in her cluster of villages. Four years into her marriage and she doesn’t have children yet. She says, “My in-laws know the work that I am doing and how important it is. They don’t put pressure any more. We will have children once we can stand on our own feet.”
Meera has trained some 60 women as pashu sakhi, besides she also assisted some 23 women venture into the Kashida business. With minimal support from SRIJAN, she organized a Kashida training camp; trained and connected them to the local trader who helps them market their product. Ask her what is in it for her, and she reverts “It is not about money. It feels nice to be able to help my people and be respected in society”.
Ask Meera what maitra would stand in next 10 years time she says “Maitree would be completely self-sufficient and sustainable. This would be a great achievement. I hope our vision to have a successful milk-processing unit will be realized soon. Maitree in next few years has plans to reach further 5,000 socially disadvantaged women. We also are planning to establish a full fledged workshop cum center of Kasida work, where every women would work for herself rather for any trader.” | 2,008 | 1,088 | {
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INTERNATIONAL
Walk to school day
2007
Western Village Elementary
Safe Routes to School is a national program that encourages children to walk and bicycle to school. The program promotes safe, healthy, and active transportation for children by creating safe walking and bicycling routes to schools. It also aims to reduce traffic congestion around schools, improve air quality, and promote physical activity among children.
The Safe Routes to School program includes several components:
1. **Infrastructure Improvements**: This involves making physical changes to the streets and sidewalks near schools to make them safer for walking and bicycling. This can include adding or improving crosswalks, installing traffic calming measures, and enhancing street lighting.
2. **Education and Training**: This component focuses on teaching children and adults about safe walking and bicycling practices. It includes workshops, classes, and other educational activities.
3. **Encouragement and Incentives**: This involves promoting the use of walking and bicycling through various incentives such as special events, prizes, and recognition programs.
4. **Policy and Planning**: This component involves developing and implementing policies and plans that support safe walking and bicycling. This can include creating comprehensive plans for safe routes to school and ensuring that these plans are integrated into local transportation plans.
5. **Evaluation and Research**: This component involves evaluating the effectiveness of the program and conducting research to understand its impact. This information is used to improve the program and make it more effective.
By implementing these components, the Safe Routes to School program aims to create a culture of walking and bicycling in communities, ultimately leading to healthier, more active, and safer environments for children and their families.
Parents and students walking to school
On international walk to School day
Invite your local police and fire department to come, and speak to the students about safety.
Washington Irving Elementary
Walk to School
Makes a Big Difference
in our movement!!
Washington Irving mascot gets involved
Small Steps Towards a Big Difference
Join the movement!
Mark Twain Elementary
Duncan, Oklahoma
2005-2006
Walk to School Day
Even with the rain the kids still enjoyed International walk day
Ponca City Christian Academy
Small Steps Make a Big Difference
with the environment!
Walk to School Day 2011
Small Steps Towards a Big Difference
Join the movement!
A group of children and adults are gathered in a park, holding red balloons. A police officer is standing to the left, facing the group. The children appear to be listening attentively to someone speaking, possibly an adult in the group. The setting is outdoors with trees and grass visible in the background.
Come join us next year
October 4th for the 2008 International walk to school day | 1,250 | 548 | {
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Speech-language pathologists (SLPs) work with adults in different types of inpatient and residential care settings on communication and swallowing problems.
An aging U.S. population—as well as better survival rates for strokes and other diseases—has increased the need for treatment of speech, language, cognition, and swallowing problems in adults.
WHO:
SLPs work with adults of all ages, most often those who have had a stroke, traumatic brain injury, diseases that affect the brain (such as Alzheimer’s disease, multiple sclerosis, or Parkinson’s disease), and head and/or neck cancer.
WHAT:
SLPs often work with patients in inpatient and residential settings in areas that include:
- **Speech.** Disorders include *apraxia*, a condition that makes saying the right sounds and words difficult because the brain is unable to direct the muscles to move the mouth properly, and *dysarthria*, which is slurred speech due to muscle weakness.
- **Language.** A person with *aphasia*, one type of language disorder, may have problems speaking, understanding, reading, writing, telling time, and/or using numbers. Aphasia doesn’t make a person less smart. It most often occurs following a stroke.
- **Cognition.** A person might have problems with memory, problem solving, attention, and awareness of surroundings. It may be difficult for them to carry out daily tasks and manage their emotions. Cognition problems can also affect judgment, sometimes putting safety at risk.
- **Augmentative and Alternative Communication.** Patients who have undergone a tracheotomy and/or are using a ventilator to help them breathe are among those who may need or choose to use other ways to communicate besides talking. These include no or low- and high-tech options such as pointing or gesturing, picture boards, and speech-generating devices.
- **Swallowing.** Signs of a swallowing disorder (called *dysphagia*) include coughing during or after eating or drinking, food or liquid leaking from the mouth, or food getting stuck in the mouth or throat. This can lead to dehydration, malnutrition, and a need for alternative forms of nutrition, such as tube feeding or specialized diets.
WHERE:
SLPs work in settings such as:
- **Hospitals.** Professionals provide first-line evaluation and treatment of swallowing disorders and speech and language problems—as well as longer-term care for those with ongoing challenges in these areas. SLPs may also work on tolerance for voice prostheses, for people who have their voice box removed due to throat cancer.
- **Nursing Homes.** Also called skilled nursing or geriatric care facilities. Residents work with SLPs to improve and re-gain skills that were lost, as they work toward successful recovery or develop strategies to compensate for challenges.
HOW:
A physician often orders a speech, language, or swallowing evaluation by an SLP. Medicare, Medicaid, and private insurance companies pay for speech-language pathology services, although coverage can vary.
WHY:
Addressing swallowing difficulties and re-establishing successful communication are essential priorities for people who are dealing with serious and/or chronic health challenges. Some people may make a full recovery, whereas others might develop strategies to address ongoing challenges. This allows them to get back to their lives, including family obligations, careers, hobbies, and social interactions. | 1,449 | 676 | {
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GROUP ACTIVITY
Jesus Teaches on Worry
BIG IDEA: Jesus teaches that God cares for us, so we should give our worries to Him.
BIBLE BASIS: Matthew 6:25-34
KEY VERSE: “Don’t worry about anything. No matter what happens, tell God about everything. Ask and pray, and give thanks to him.” Philippians 4:6 (NIV)
Animal Actions
Supplies: Dice (1 per group)
Say: In our story for today, Jesus told His followers that God cared for the birds in the sky and the flowers in the field. And if God cares that much for birds and flowers, imagine how much He cares for us. Our Bible verse today tells us that when we get worried, we should tell God about it. We can ask Him for His help, pray our worry away, and thank Him for taking care of us. God loves when we talk to Him. And when we tell God about everything that worries us, those worries slowly, but surely, disappear. Let’s take some time to memorize this verse together.
“Don’t worry about anything. No matter what happens, tell God about everything. Ask and pray, and give thanks to him.” Philippians 4:6 (NIV)
Directions: Practice the Bible verse together until the children can remember it. When ready, tell the children they’re going to say the Bible verse while pretending to be animals from around the world. Allow the children to take turns rolling the dice, then they all recite the Bible verse while performing the corresponding animal action below.
Animal Actions:
1. Tiptoe and say the verse quietly like a mouse.
2. Walk and say the verse in slow motion like a sloth.
3. Wiggle like a worm and say the verse like you are underground.
4. Stomp like an elephant and say the verse loudly.
5. Wave your arms like an octopus and say the verse quickly.
6. Choose your own animal movement.
Question: Why do you think prayer makes our worries disappear?
Question: When was the last time you said a prayer about something worrying you? How did you feel after? Did that worry disappear?
Question: Why do you think Jesus cares if we worry about things?
Say a prayer and thank God for giving us everything we need and to help us remember that when we are worried to pray and ask God to help us.
© 2022 David Rausch. All rights reserved.
Draw a picture of something you are worried about. Then, draw a big “X” through it to remind you that you don’t need to worry about anything.
Write down a list of ways that God has taken care of you in your life. At the bottom of the list, write, “Don’t worry about anything.”
**THIS WEEK WE LEARNED**
**JESUS TEACHES ON WORRY**
**BIG IDEA:** Jesus teaches that God cares for us, so we should give our worries to Him.
**BIBLE BASIS:** Matthew 6:25-34
**KEY VERSE:** “Don’t worry about anything. No matter what happens, tell God about everything. Ask and pray, and give thanks to him.” Philippians 4:6 (NIV)
READ IT!
Matthew 6:25-34. Write out your favorite verse. Tell God why you liked it.
PRAY IT!
Write a prayer to God and tell Him something you are worried about.
NEXT WEEK’S LESSON
JESUS AND THE RICH YOUNG RULER
BIG IDEA: Jesus wants us to remove anything that keeps us from following Him.
BIBLE BASIS: Mark 10:17-31; Luke 18:18-30
KEY VERSE: “So let us throw off everything that stands in our way. Let us throw off any sin that holds on to us so tightly.” Hebrews 12:1 (NIV)
“Don’t worry about anything. No matter what happens, tell God about everything. Ask and pray, and give thanks to him.” Philippians 4:6 (NIV)
“Don’t worry about anything. No matter what happens, tell God about everything. Ask and pray, and give thanks to Him.”
Philippians 4:6 | 1,479 | 881 | {
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A Proclamation
Whereas, Healthy Kidneys are essential for regulating our bodies by removing fluids, waste, and toxins; and
Whereas, Kidneys release hormones to help regulate blood pressure, produce red blood cells, and strengthen our bones; and
Whereas, Chronic Kidney Disease is the progressive gradual loss of kidney function which results in a decrease in the ability of the kidneys to remove waste from the body; and
Whereas, It is estimated that 37 million adults in the United States have Chronic Kidney Disease and, of those, approximately 90 percent remain undiagnosed; and
Whereas, Kidney disease is the ninth leading cause of death in the U.S., and it is estimated that more than one in seven Americans have chronic kidney disease; and
Whereas, Without diagnosis and treatment to slow the progression of the disease, Chronic Kidney Disease can progress to end-stage renal failure which is fatal without dialysis or kidney transplant; and
Whereas, One in ten Americans will have kidney stones at some point in their life and each year 500,000 people will go to the emergency room because of kidney stones; and
Whereas, The American Cancer Society estimates there will be 76,050 new cases of kidney cancer in the United States in 2021, resulting in an estimated 13,780 deaths; and
Whereas, In 2017 there were 1,260 men and women in Massachusetts diagnosed with kidney cancer year and 244 deaths; and
Whereas, The precise cause of kidney cancer is unknown; however, the two main causes of kidney failure are diabetes and high blood pressure, which are responsible for more than 70 percent of all kidney failure cases. Therefore, kidney failure and disease can often be delayed or prevented; and
Whereas, Advances in diagnosis and procedures such as radiation and chemotherapy create opportunities for kidney cancer patients to live longer; and
Whereas, The Commonwealth encourages all men and women to improve their chances of keeping healthy kidneys by eating well, drinking plenty of fluids, not smoking, and communicating with your doctor about your kidney health; and
Whereas, Regular screening and early detection can prevent the progression of kidney disease to kidney failure, therefore the Month of March is designated as National Kidney Month, to raise awareness of kidney related health issues and the importance of prevention and early detection.
Now, Therefore, I, Charles D. Baker, Governor of the Commonwealth of Massachusetts, do hereby proclaim March, 2021, to be,
NATIONAL KIDNEY MONTH
And urge all the citizens of the Commonwealth to take cognizance of this event and participate fully in its observance.
Given at the Executive Chamber in Boston this twenty-sixth day of February in the year two thousand and twenty-one, and of the Independence of the United States of America, the two hundred and forty-fifth.
BY HIS EXCELLENCE
Charles D. Baker
GOVERNOR OF THE COMMONWEALTH
William Francis Galvin
SECRETARY OF THE COMMONWEALTH
God Save the Commonwealth of Massachusetts | 1,351 | 625 | {
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Mosquito Control
Community-Wide Services
Outdoor Living
The program began in 1977 after an outbreak of St. Louis encephalitis occurred in Michigan and seeks to protect the health and quality of life of county residents from disease and annoyance caused by mosquitoes. Bay County residents enjoy spending time outdoors each summer, but the presence of mosquitoes can interfere with outdoor recreation. Bay County Mosquito Control tries hard, therefore, to reduce mosquito numbers so residents can enjoy Michigan’s all-too-short summer.
1 Aerial Larval Control (April)
Early spring mosquitoes develop quickly in flooded woodlots as the weather begins to warm. Aerial larval control is the use of aircraft to apply mosquito control products to standing water to control mosquito larvae. Airplanes will treat during daylight hours from 7:00am-7:00pm when weather conditions permit. The airplanes will apply a material called *Bti*, which is a naturally-occurring soil bacterium. When eaten by mosquito larvae, their stomach cells dissolve causing death within 24 hours. *Bti* won’t harm humans or other animals including fairy shrimp, frogs, fish, or honeybees. Over 50,000 acres of woodlots are treated each spring, which is a considerable component of the entire program.
2 Larval Control (May-Sept.)
As temperatures begin to warm, the program shifts focus to routine surveillance to find and control mosquito larvae and pupae in breeding habitats to limit adult mosquito emergence. When necessary, bacterial products are the preferred choice in controlling larvae. When possible, containers are turned over to get rid of standing water. Over 10,000 site inspections are conducted each summer to locate and reduce mosquito breeding. Habitats that are monitored include rain barrels, catch basins, ponds, tires, flooded fields and woodlots, ditches, and county drains.
3 Adult Control (May-Sept.)
While larval control is the preferred method of treatment, it is virtually impossible to find and treat all breeding sites, so efforts to treat adult mosquitoes is part of the Integrated Mosquito Management program. Ultra Low Volume (ULV) equipment mounted on trucks allows a small amount of material to be dispensed to control adult mosquitoes. Route maps are also utilized so efficient routes are followed and all county roads are treated without skips or over-treatment.
4 Biology Department
All operations are guided by biological surveillance of both larval and adult mosquito populations. Treatments are based on trapping and dipping information, which guide technicians to areas of most concern. Disease surveillance is also conducted to monitor for mosquito-transmitted diseases in Bay County.
Mosquito Life Cycle
Mosquitoes are aquatic insects with four life stages—egg, larva, pupa, and adult. Adult female mosquitoes feed on blood before they can lay up to 200 eggs in damp soil or water. In the summer, it takes 7-10 days for a mosquito to complete its life cycle. The warmer the water, the more quickly the cycle is complete.
Scrap Tire Drives
Two scrap tire drives are held annually to remove tire breeding sources from the environment. Bay County residents may bring up to 10 rimless passenger car or truck tires to the tire drive at no cost. No commercial businesses or agricultural tires are allowed.
2020 Bay County Data
* 52,434 wooded acres treated for spring mosquitoes
* 45,535 catch basins treated
* 14,426 miles fogged for adult mosquitoes
* 6,144 miles of roadside ditches treated
* 8,088 larval site inspections
* 2,008 scrap tires collected
* 814 adult mosquito service requests
* 59,862 female mosquitoes collected in traps
* 6 West Nile virus-positive mosquito samples
* 3 West Nile virus-positive wild birds
* 0 human West Nile cases in Bay County | 1,702 | 781 | {
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Why Do Away With Drug Holidays?
Dr. R.M. Bergh
No more pencils, no more books...no more pills for ADHD? With summer vacation weeks away, parents of kids with ADHD may be wondering whether their children should also take a 'holiday' from medication. The question is: does treatment help kids outside the classroom? And the answer is, 'yes'. In fact, medication may be even more important over the summer holidays than it is during the school year.
Why? ADHD causes thinking problems that don't magically disappear when school closes. Having ADHD is like listening to a radio that isn't tuned just right – it's a struggle to hear anything through the haze of static. Medication tweaks the dial so the signal comes through loud and clear – letting kids with the condition think logically, and consider the consequences before speaking and acting. Those abilities help us avoid accidents – say, by looking both ways before crossing the street or safely merging into traffic on a bicycle. Consequently, medication may make the difference between life and death, particularly when teens with ADHD get behind the wheel. For instance, research suggests that young drivers with ADHD are two to four times more likely to be involved in traffic accidents (the leading cause of death amongst adolescents) compared to other teens, and three times more likely to suffer injuries. However, other studies demonstrate that people with ADHD drive much more carefully and safely when they're taking appropriate medication.
Treatment also helps curb other kinds of impulsive, risky behaviour – something that may become doubly valuable during the summertime, when many children aren't as closely supervised as usual. For example, one study that compared average teens to those with inadequately treated ADHD, found kids in the latter group started having sex at an earlier age, had more sexual partners, and were much more likely to become parents (38% versus 4%) or contract sexually transmitted infections (17% compared to 4%). Medication allows children with ADHD to make thoughtful decisions, which may in turn prevent them from succumbing to all kinds of temptations, including experimenting with alcohol or drugs.
But that's not the only reason continue taking ADHD medication all year round. Perhaps the most important thing treatment does is enable kids with ADHD to get along with other people both in and out of school: Being able to follow rules and think before blurting out the first thought that comes to mind makes a child seem 'nicer'. Why is that so crucial? Being liked by others makes you feel good about yourself, and kids with healthy self-esteem are less likely to develop behaviour problems as they move into their teens. This may be why, despite faring better academically, kids who only take their ADHD medication on school days are just as likely to end up with serious behaviour problems in adolescence as children who never receive treatment for their ADHD.
Still, some parents might say, 'we don't want to treat John Jr. over the summer because we can manage him at home.' Just ask yourself, 'what's better for my child – being managed by Mom and Dad, or managing him- or herself?' As parents, it's our job to help our children gradually learn to take care of themselves. And don't forget: kids learn lots of very important life skills outside the classroom. Being able to listen, pay attention, and follow instructions is just as important when you're doing a chore for the first time, babysitting your younger sister, playing a sport like baseball, or even learning how to do a summer job. Taking on these kinds of responsibilities, and carrying them out successfully, is what builds the confidence kids need to tackle the even bigger challenges life holds in store.
Dr. Bergh is a paediatrician in Ottawa, Ontario, who specializes in the treatment of ADHD.
Reference:
Explaining ADHD: A paediatrician talks to parents, by Dr R. M. Bergh. Gauvin Press, 2006.
This article was made possible through an educational grant from Janssen-Ortho Inc. | 1,540 | 811 | {
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Non-conformity in Wales
The Reformation in Europe gave rise to a persistent demand for more freedom in worship and in Wales the dissenters gathered secretly from about 1600 to hear the Word of God preached in their own language and without the restrictions of the church ritual. When William Wroth founded the first independent church in Llanfaches, Monmouthshire in 1639, it ignited a spark which ran over the mountains ‘like fire in the thatch’, in spite of severe persecution from the church authorities. The name ‘non-conformist’ was given to those church ministers who refused to conform to the Anglican Liturgy as required by the Act of Uniformity, 1662, and they were evicted from the church. Persecution of these Nonconformists (or Dissenters as they were also called) and the congregations who followed them continued until the Toleration Act, 1689 under William of Orange. From that time on chapels began to spring up all over Wales, the many differences of opinion over doctrine and practice giving rise to a great variety of denominations. Probably upward of 6000 chapels were ultimately built in Wales, becoming in many small towns and villages the heart and soul of the community they served and representing a national spirit of independence. Today, from having been the essence of much of the cultural, political, educational and religious life of Wales for over 300 years, the chapels are in decline, and many stand neglected and forlorn, while others have already been demolished. Their historical importance in preserving the Welsh language and national culture is probably immeasurable and it is in recognition of this that this series of leaflets has been produced.
Further Reading: Anthony Jones, Welsh Chapels (revised edition 1996, Alan Sutton Publishing Ltd)
Gwyn Davies, A Light in the Land-Christianity in Wales, 206-2000 (2002, Bryntirion Press)
Capel, Welsh Chapels: A Guide to the Denominations (2005 CAPEL)
Styles in Chapel Architecture
In the 17th and 18th centuries the earliest chapels were often converted barns and cottages. The impetus for purpose-built chapels came from the people, and the styles they chose are often considered to represent a unique form of ‘primitive’ art, even though many were also designed by professional architects. These are some of the styles you may encounter.
- 1800: Early purpose-built with long-wall façade or square-plan [A]
- 1830s: Auditorium chapels with gable-end façade [B]
- 1840s: The Classic Style [C]
- 1850s: The Gothic Revival [D]
- c1880: Early Mixture of Styles [E]
- c1890: High Victorian Extravagance [F] | 1,115 | 600 | {
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Introduction
Eilean Tioram and Caisteal Tioram are of importance to the nearby community and to the whole of the Highlands. Formerly, too many projects and ideas were being created outwith the Highlands, without consideration being given to the opinions of the local community and to the issues they deemed important. This research aims at highlighting the important aspects of these historic sites although the researchers are aware that there are other diverse views in connection with the sites.
The following sections of the report will clearly show how the previous full research highlights the particular importance of Eilean Tioram and Caisteal Tioram. This has proved the value of the sites and has established principles which will lead to advances in conservation work.
The report below shows the reasons for the importance of the Castle, both historically and in the present day. The main aims of the conservation work on which the Conservation Work Plan and the decisions regarding the future of the Castle and Island are founded, are explained.
A Place in History
Caisteal Tioram was particularly important as one of the major fortifications of The Lordship of the Isles and as the residence of the MacDonalds of Clanranald for 500 years. The research done previously has enabled us to widen our knowledge of the site, to record it and to make it available to the general public.
When Caisteal Tioram was Clanranald's residence it was in an administrative capacity, where justice was administered as well as being a centre for the Gall-Gael culture of the Highlands. This came to an end when the Crown abandoned the Castle, when it lost its status as a fort and commercial centre and when the MacDonalds stopped using it as their residence by the end of the 17th/beginning of the 18th centuries.
When the MacDonalds left the Castle the government used it as a fort for the royal armies for 22 years, between 1693-1715 and this reveals the political and military situation of the Highlands up to 1715. The government did not repair it in 1748 and the MacDonalds did not return to it, thus showing how little importance it now was in military and domestic affairs.
The castle was burnt but this was part of the first small attacks made at the beginning of the 1715 rebellion and we must consider the whole history of the castle when assessing this event.
How Important is the Castle today?
The castle is important to the surrounding community and to the clan dispersed throughout the world as it is the most visual ensign of the district and of its history. The strong interest that the inhabitants show in the future plans for the castle is proof of this.
Local people and visitors enjoy the Castle and the Island for the beauty and the peace of Loch Moideart and Cùl Dòirlinn.
Many tourists visit the Castle when they are in the area but their attention is caught more by the beauty of the district than by the history and style of the building itself because very little information and explanation about it is available.
The Principal Objectives of the Conservation Work
Caisteal Tioram is one of a few remaining medieval castles such as Duart, Dun Staffnage and Mingarry that provide standing evidence of the history of the district. Although it cannot be said to be the only example it is an excellent example of this type of building. Because of this and because of its historical importance it is essential that it be preserved.
Eilean Tioram was the site of the settlement where Clanranald had their residence and it is still important today because of the archaeological traces still in existence on the island and on the bottom of the sea. These must be protected before they are destroyed or lost.
The castle itself is of archaeological importance too; archaeological traces could very well be locked under it in various places. More searching (and diggings) should be undertaken so that we will have a better understanding of the history of the Castle.
We must ensure that we get a full understanding of the historical and cultural importance of the Castle and the Island throughout the time it was inhabited and not just at one particular time.
Caisteal Tioram was at the centre of the Gaelic culture of the district at one time. Although it ceased to be culturally important at the end of the 17th century, the culture itself remained and is now being re-strengthened. We must think about what part the Island and Caisteal Tioram will play in this revival.
Cùl Dòirlinn, Eilean Tioram and Loch Moideart are particularly beautiful places, much enjoyed by the local people. While preparing for the conservation of the area there must be an assurance that this situation will continue.
Tourists visit this part of Loch Moideart and the Highland Council and the local tourist agencies are promoting it as a tourist destination. This, and other important topics, must be considered when planning for conservation work so that the site will be preserved and developed in a proper and fitting way.
The project provides a good opportunity for further research of Eilean and Caisteal Tioram and of their historical contexts. Research must be undertaken throughout the duration of the project and the results of the research must be made available to everyone through national/local museums and by means of publications.
The local people must be given the opportunity to decide the future of Eilean Tioram and Caisteal Tioram. | 1,978 | 1,103 | {
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the town and used to walk to Chicago and Milwaukee to buy his goods. Their wedding trip consisted of driving a horse and buggy across country to Milwaukee, the first stop being Johnstown. (Looking at it from this day it may seem to have been a tiresome wedding trip, of more than one hundred and forty miles in a buggy). For some time Mr. and Mrs. Lappin lived in the little red brick farm house about a mile north of the city on the River Road.
Mrs. Lappin was one of the founders of Christ Episcopal Church and a daughter of the American Revolution. She was one of the pioneers who had to do with the building of the city and the impress of her life dates back to the town which she found on the banks of the river when she came to it as a young girl with her parents. No eulogy can add to such a life. The city is better because she walked its streets and mingled in its homes for three quarters of a century.
There were born to Mrs. Lappin four daughters, three of whom, Mrs. Edwin F. Carpenter, Mrs. Henry A. Doty and Mrs. Charles S. Putnam are still living.
Mrs. Lappin died September 25, 1914.
Dated May 14, 1924.
CLARA WINTERS EVERETT
Author—Georgia A. West
Oshkosh
Mrs. Everett was one of the pioneer teachers in Winnebago County. She was born in 1837 in Woodstock, Illinois, where she received her early education in the district school. When she was fourteen, the family moved to Wisconsin and settled on a farm in the town of Utica. Mr. and Mrs. Winters were pioneer farmers of Wisconsin working hard to clear their land. There were no fences in those days and one farmer, a neighbor of theirs, relates how the three little girls of Mr. Winters,
one of which was Clara Winters, were obliged to hunt for their cows every morning. One day they were so cold he called them into his house and told them to stay there and get warm and he would find the cows.
At the age of fifteen, Clara Winters became a teacher in the rural school near their home and earned money to educate herself. The family moved to Oshkosh so she and her sisters could attend High School. After finishing the High School, she attended Rockford College, at that time a Seminary. She graduated in 1865 and secured a position as teacher in the high school at Oshkosh. In 1869 she married John Everett, Principal of the High School. Her father had died and she and her sister, Hannah Winters, were supporting their mother, an invalid sister and an aunt so Mrs. Everett continued to teach. In 1873 Mr. Everett died leaving Mrs. Everett with two small children. A few years later, on the death of the younger sister, Hannah Winters, had to give up teaching to take charge of the home so Mrs. Everett became the sole support of the family.
Mrs. Everett was an excellent teacher. She was considered the finest latin teacher in the states and when she wished to resign after teaching forty years the school board persuaded her to teach half of each day. This she did for five years more. Finally in 1910, after teaching forty-five years in the High School, she resigned completely. She died in the fall of 1913.
Clara Winters Everett was a very faithful teacher and helped to build up a first class High School. She was a favorite with the students as well as with the teachers. Every morning she entered upon her school work with such energy and goodwill it was radiated to those about her. She was an inspiration to the students to work and make something of themselves. The school increased in number from less than one hundred in 1865 to 800 in 1910, and owes to Mrs. Everett much of its increasing excellence. | 1,314 | 819 | {
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Assignment 2
The due date for submitting this assignment has passed. As per our records you have not submitted this assignment.
1) Which of the following is not a cause for water pollution?
- Oil Spills
- Over water consumption
- Religious ceremonies
- Alien invaders
- Radioactive waste
No, the answer is incorrect.
Score: 0
Accepted Answers:
Over water consumption
2) One of the prominent reasons for the shrinkage of Aral Sea is observed to be ____________.
- Blockage of streams bringing water into the sea
- Poor rainfall in the region
- Change in the topography
- Global warming
No, the answer is incorrect.
Score: 0
Accepted Answers:
Blockage of streams bringing water into the sea
3) Which one of the following is not a cause for desertification?
- Animal grazing
- Deforestation
- Climatic variations
- Brown field Development
- Inappropriate agricultural practices
- Urban settlement
No, the answer is incorrect.
Score: 0
Accepted Answers:
Brown field Development
4) Excessive animal grazing can be prevented by _______________.
- Wind brakes
- Contour bunding
- Rotational grazing
- Land clearance
No, the answer is incorrect.
Score: 0
Accepted Answers:
Rotational grazing
5) Which is the most urbanized region in the world today
- India
- Africa
- America
- China
No, the answer is incorrect.
Score: 0
Accepted Answers:
America
6) Anxiety and depression levels are higher in urban areas than the rural areas because people in rural areas _________________________.
- Know how to deal with such problems
- Are connected and take care of each other
- Follow some techniques from their ancestors
- Educated
No, the answer is incorrect.
Score: 0
Accepted Answers:
Are connected and take care of each other
7) Who is the center of concern according to Principle -1 of Rio declaration on environment and development?
- Trees
- Animals
- Human beings
- All the above
No, the answer is incorrect.
Score: 0
Accepted Answers:
Human beings
8) '21' in Agenda -21 refers to
- 21 sections
- 21 countries
- 21st century
- 21 agendas
No, the answer is incorrect.
Score: 0
Accepted Answers:
21st century
9) Even though Chennai is a coastal city it faces flooding in rainy season because of _________________________.
- Improper city planning
- High density
- Presence of High rise buildings
- High ocean tides
No, the answer is incorrect.
Score: 0
Accepted Answers:
Improper city planning
10) Energy consumption in building sector in India is increasing, of which large portion of energy is consumed in the form of
- Solar heat
- Natural gases
- Electricity
- Renewables
No, the answer is incorrect.
Score: 0
Accepted Answers:
Electricity | 1,377 | 622 | {
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**DAY 5**
Read *Exodus* 12:12-13. God’s people painted their doors so the angel of death would [ ] come visit. [ ] pass over their home.
**Unscramble the letters below to spell these 4 plagues:**
(SLFIE) FL __ __ __
(GSORF) FR __ __ __
(SCTUOLS) LO __ __ STS
(STANG) GN __ __ __
Worship the GOD OF WONDERS! We worship the God who speaks to us. God spoke to Pharaoh through His messenger, Moses. Pharaoh didn’t listen. When we listen and obey God’s warnings, that’s worship!
**DAY 4**
Read *Exodus* 10:13-15, 22-23. The locusts [ ] ate people. [ ] ate animals. [ ] ate plants. Next, the Egyptians were covered in (KARNSDES) D__ R__ NESS.
**GOD SENDS THE TEN PLAGUES**
*Exodus* 6-12
Moses warned Pharaoh that if he didn’t let God’s people go, plagues would come to the Egyptians. Pharaoh refused, so God sent the plagues. The river turned to blood, the sky rained hail and fire. Frogs, locusts, flies and gnats covered the land, animals got sick, and the first born sons died. The Egyptians suffered because Pharaoh would not listen to God’s warnings.
**DAY 3**
Read *Exodus* 9:22; 10:12. (LAHI) H __ __ __ is a form of frozen rain in which ice falls from the sky. After the plague of hail came the plague of (CUSOLST) L __ __ __ STS.
**What is a plague?**
It is something troublesome and often harmful, like a sickness or a swarm of bugs, that comes to a large group of people.
**DAY 2**
Read *Exodus* 8:2, 16, 21; 9:8-9. Which plagues would bother you the most?
[ ] frogs [ ] gnats
[ ] flies [ ] boils (painful skin bumps)
**DAY 1**
Read *Exodus* 7:14-18. God wanted Pharaoh to let God’s people (OG) __ __. What was the plague on the river? (OLODB) B __ OO __
**KINGDOM PRAYER**
This week, I prayed for ____________________________
(friend or family member),
___________________________
(church leader),
_____________________________
(child from another nation),
and _________________________
(someone on your mind).
**MEMORY VERSE**
*Matthew* 25:23
“Well done, good and faithful servant! You have been faithful with a few things; I will put you in charge of many things. Come and share your master’s happiness!”
When you can say this from memory, color in the ladybug. | 1,178 | 629 | {
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Survival of the Smallest
Those smallest creatures walking, crawling, and flying around on the earth have a good chance of becoming a bird’s breakfast. What can they do to protect themselves? Lots of insects were created with built-in defense systems to keep them safe in a world full of hungry predators.
Consider the eastern harvestman. You probably call it a granddaddy longlegs. Harvestmen often hide in dark spaces to avoid being eaten. If a predator, like a lizard, does find one and snatches one of its very long legs, this arachnid has a unique form of escape. It sheds the leg and walks away, leaving the puzzled lizard behind. The harvestman will live to see another day, but it will never regrow its missing limb.
Another insect that can let go of a leg is the stick insect. These twig-shaped bugs have a special muscle that was designed to break off the leg at a joint. Unlike the harvestman, these insects can regrow the missing leg the next time they molt, or shed their skins. Stick insects can also protect themselves by playing dead. If a predator approaches, these bug freeze and drop to the ground. Most predators don’t eat dead things, so will leave to search for better food.
Some bugs are dressed like the knights of old. The ironclad beetle wears a strong suit of armor. It’s so tough, that it can even survive being stepped on by a large animal. The armor makes these bugs too tough and crunchy to eat, so most predators leave them alone. Another insect with a tough body suit is the roly poly. Some people call them pill bugs. Like miniature armadillos, they curl up and hide inside their scaly shells when they are threatened. This keeps predators from making a meal out of the roly poly’s soft undersides.
Invisibility is another neat trick that bugs use to stay safe. Some bugs camouflage themselves and disappear into their surroundings. For example, katydids are called leaf bugs because they mimic green leaves on trees. Spanworms, which you may know as inchworms, resemble the twigs of the trees they live on. The spittle bug makes a nest of bubbles. The bubbles look like spit, and the spittle bug hides underneath, while the dry leaf butterfly hides in plain sight by looking like a dead leaf. The beautiful wood nymph moth also hides in plain sight. When it lands, this moth folds its wings and looks like a pile of bird droppings. No predator wants to eat that!
Not all bugs are peaceful. Take the *Neocapritermes taracua* termites for example. The old members of the colony can spray a toxic chemical at their attackers. Bombardier beetles add heat to their weaponry. They mix an irritating combination of chemicals in their backsides. The mixing heats the chemicals almost to the boiling point. This heat builds up pressure that helps to launch the chemicals at hungry predators. Bees, wasps, and scorpions carry stingers, and some caterpillars are covered with irritating hairs that burn or leave a rash on a predator.
So when you’re surprised by a leaf moving on a branch, or you turn over a log and find hundreds of little round gray balls, you’ll know. You’ve just witnessed the small wonders of God’s insect protection design at work. | 1,131 | 685 | {
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### Mushrooms
**Nutritional Information:**
- High in fibre
- Essential minerals and B-complex vitamins (not easily obtainable from other produce).
- High in Riboflavin
- Fat free, cholesterol & sodium free.
**Health Benefits:**
Mushrooms have been revered in eastern cultures for many years due to their healing properties. Studies have shown that this fungi helps the body fight cancer (protein called lectin) and help build the immune system. The most nutritionally complete and readily available mushroom is the ‘Shitake’.
**Ways to incorporate the food into a healthy diet:**
Be wary that mushrooms absorb oil like a sponge so use sparingly if you are frying mushrooms. Add raw to salads or with healthy dip as flavour is a little more subtle, + nutritionally better 4 you. Great added to stews and soups as a fat free way of adding flavour.
---
### Brussel Sprouts
**Nutritional Information:**
- Beta Carotene
- Vitamin C, E, B3 and B6
- Folic Acid
- Potassium + Magnesium
- Iron
**Health Benefits:**
For Healthy Skin and Immune Function Think Brussels Sprouts! They also contain cancer-fighting Phytochemicals. Fibre-rich Brussels Sprouts support a healthier colon, provide protection against Rheumatoid Arthritis and are a birth defect fighter.
**Ways to incorporate the food into a healthy diet:**
A nice addition to cold salads. Braise in liquid infused with your favorite herbs and spices. Combine quartered cooked Brussels Sprouts with sliced red onions and a mild tasting cheese such as a goat cheese or feta. Toss with olive oil and balsamic vinegar for an exceptionally healthy, delicious side dish.
---
### Satsumas
**Nutritional Information:**
- Vitamin C & B
- Iron
- Calcium
- Potassium
- Folic Acid
- Bio flavinoids (Pith and segment walls)
**Health Benefits:**
Vitamin C helps the body combat infection and preserves general health. It also helps the body to absorb iron from other foods. Bio flavinoids help to strengthen the walls of the tiny blood capillaries in the human bodies.
**Ways to incorporate the food into a healthy diet:**
Satsumas can be quite acidic, try offering tinned mandarin slices with custard or yoghurt on top. Freshly squeezed juice from the supermarket is great if you are unable to juice at home. Beware of pasteurised and added sugar in some juices. Mix apple juice with orange/satsuma for less acidity. | 1,088 | 539 | {
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