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RENEW YOUR EFFORTS FOR REUSABLES!
Switching to reusable options instead of single-use plastic bags and coffee cups helps Oakland achieve its goals of reducing the amount of trash going to the landfill.
**Plastic bags** cannot be recycled in CWS’s recycling carts. Additionally, it is challenging to find locations to take them for recycling. Bringing a reusable bag to the store prevents your need for disposable bags. Reusable bags are also less likely to rip and are often more comfortable to carry.
**Single-use coffee cups** are not recyclable, they go into the landfill which can take years to decompose or they end up as litter in our streets. Most of these cups are made from paper but are lined with plastic, making them unacceptable for recycling or composting.
**Benefits of Reusable Bags and Cups:**
- **Slows Down Climate Change:** Reduces the production and disposal of plastic, cutting down greenhouse gas emissions and reduces the amount going into the landfills.
- **Saves Money:** County law requires stores to charge $0.10 per disposable bag provided to customers and many coffee shops offer discounts to customers who bring their own mug.
---
**PAPER RECYCLING CHEAT SHEET**
Not all paper belongs in the recycle or compost cart. Below are simple guidelines to know the difference.
**Paper with a plastic or shiny coating:**
This type of mixed material belongs in the trash. The plastic lining or coating makes it non-recyclable and non-compostable. Best to have reusable cups and plates to reduce trash going to the landfill.
**Food-soiled or wet uncoated paper:**
Napkins, paper towels, greasy pizza boxes and coffee filters have no plastic lining and belong in the compost cart. They will break down with food scraps and plant debris to come back as compost for gardens. When fibers are wet or soiled with food, it can contaminate recycling, and releases methane gas when decomposing in a landfill.
**Dry uncoated paper products:**
Newspaper and cardboard that have not come into contact with food or liquid belong in the recycle cart. If thrown in trash it can cause increases methane gas in landfills when decomposing.
To learn more visit [OaklandRecycles.com](http://OaklandRecycles.com).
Extra Trash? You Got It In the Bag!
The amount of waste generated between Thanksgiving and New Year’s increases by 25%. Plan ahead to ensure you have space to put your trash.
Purchase an extra waste tag for $12.41 to place on a 32 gallon bag and set out on your trash service day. Call WMAC at 510-613-8710 to order.
Schedule a curbside pickup or drop off appointment. Call 1-888-WM-BULKY (1-888-962-8559) or visit OaklandRecycles.com/Bulky to schedule an appointment or learn more.
Save space and avoid overfilling the recycle cart by breaking down cardboard to fit inside, or place bundled next to your recycle cart.
What should you do with your unwanted household medication and sharps?
Old medication and used sharps NEVER belong in your curbside carts.
There are numerous free and convenient options to manage medications and sharps. Visit the MED-Project Product Stewardship Program website at www.med-project.org to learn how to safely dispose sharps and medications with drop off and mail back options.
It is important to safely get rid of expired and unwanted prescription and over the counter medications to help prevent misuse by older adults, keep medication away from young people, prevent theft of medication and finally prevent medication exposure in the waterways.
Improperly discarded sharps, such as needles, syringes, and lancets, can cause serious injuries to sanitation workers, healthcare personnel, and the public. Accidental needle sticks can lead to painful wounds and infections.
Visit resource.stopwaste.org for an online guide for reuse, repair, recycling, and safe disposal.
Visit OaklandRecycles.com/single-family-homes for more information about your services.
Trash, Compost & Bulky Service, Low-income, Disabled, Senior Discount
Waste Management of Alameda County, Inc
510-613-8710
Recycle, Used Motor Oil, Battery Collection Service
California Waste Solutions
510-OAKLAND (625-5263)
CALIFORNIA WASTE SOLUTIONS
Zero Waste Specialists | 1,816 | 900 | {
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American Battle Monuments Commission
This agency of the United States government operates and maintains 26 American cemeteries and 30 memorials, monuments and markers in 17 countries. The Commission works to fulfill the vision of its first Chairman, General of the Armies John J. Pershing. Pershing, commander of the American Expeditionary Forces during World War I, promised that “time will not dim the glory of their deeds.”
Brittany American Cemetery and Memorial
Three days after the U.S. 8th Infantry Division liberated the site on August 2, 1944, it became a temporary military cemetery. It evolved into a permanent military cemetery after World War II. France granted the use of the site in perpetuity without charge or taxation as a burial place for those killed in the liberation of Europe.
Brest Naval Monument
The Naval Monument at Brest overlooks the major base for American naval vessels during World War I, and celebrates the U.S. Navy’s achievements then.
Tours Monument
The World War I Tours monument honors the 650,000 soldiers who toiled in the Services of Supply of the American Expeditionary Forces.
For more information on this site and other ABMC commemorative sites, please visit www.abmc.gov
November 2018
After weeks of intensive offensive operations against German forces following the D-Day landings in Normandy, U.S. forces captured St. Lô on July 18. General Omar Bradley, commander of First U.S. Army, planned Operation COBRA to break out of Normandy and into Brittany.
**July 25:** Operation COBRA began. Concentrated “carpet bombing” by U.S. and British airmen west of St. Lô opened a gap in German defenses.
**July 28:** Coutances fell to U.S. troops on July 28, and Avranches on July 30.
**August 1-7:** Third U.S. Army was activated. Its VIII Corps drove westward into the Brittany peninsula. The rest of Third Army struck southward toward the Loire River, reinforcing First Army’s advance toward the Seine River.
**August 7:** German counterattack near Mortain threatened the advance. Valiant fighting by U.S. soldiers and prompt reinforcements stopped the counterattack.
**August 8-16:** First and Third Armies continued advancing eastward. They also strove to link with British and Canadian forces near Falaise and Argentan. By August 16 the numerous enclosed German forces began a very disorderly withdrawal through the “Falaise Gap.”
**August 19:** The remnants of German forces withdrew. The gap closed when U.S., British, and Canadian forces linked up.
**August 21:** Free French resistance forces begin insurrection within Paris.
**August 25:** U.S. 4th Infantry Division and French 2d Armored Division lead the entry into Paris.
COBRA succeeded. Allied forces broke out of German lines in Normandy, liberated most of Brittany, reached the Seine, and liberated Paris before moving east toward Germany.
---
### Useful Information
- **DIMENSIONS:** 28 acres
- **HEADSTONES:** 4,408
- **LATIN CROSSES:** 4,327
- **STARS OF DAVID:** 81
- **TABLETS OF THE MISSING:** 498
- **UNKNOWN:** 97
- **SETS OF BROTHERS:** 21
- **DEDICATED:** July 20, 1956
---
### Layout
A semicircular driveway with parking leads to the wrought iron entrance gate and the path to the Visitor Building on the left. A surfaced path leads onward to the Memorial Building and thence to the central mall. | 1,607 | 772 | {
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A buffer is an area surrounding a wetland, pond, stream, or lake where plants are allowed to grow. When turf grass or rock surround a water body, water from storms, snowmelt, and sprinklers carry pollution and sediment into them. Buffers help replenish groundwater, and trap sediments and nutrients before they can get to the waterbody. This benefit circles back around to people in the form of clean, secure water resources and clean, efficient streets. If you live next to a water body, you’re the best protector of that resource.
So what can you do? Let a buffer grow naturally, or contact VLAWMO for help designing an aesthetically pleasing buffer. Ponds and wetlands have official classifications and buffer requirements. Descriptions and buffer charts are available from VLAWMO staff, vlawmo.org/agencies, or from your local city or township.
**Why keep a buffer around your pond or wetland?**
- Provide clean water by filtering and storing pollutants such as phosphorus.
- Keep streets clean and save money. Buffers keep drainage systems functioning, reducing sediment build-up and the need for dredging.
- Prevent flood damage by storing water during large rain events.
- Promote groundwater recharge instead of increasing surface runoff.
- Enhance aesthetics and property value.
- Provide places for wildlife to eat, sleep, hide, and nest.
**EXAMPLE:**
Wetlands have different classifications depending on vegetative diversity and health. A “manage 3” is generally a low-quality wetland with high human impact.
**MANAGE 3:**
average 20’ width
minimum 16’
**Buffers and shoreline restorations are great ways to protect water quality.**
With a clear view and easy access to water, Geese can become a nuisance when no buffer exists.
**Shallow rooted mowed lawn:**
- 30% evaporation
- 55% runoff
- 15% infiltration
- Dramatically lower infiltration and higher runoff from shallow rooted lawns compared to deep rooted buffers.
- Little ground water recharge.
- Little protection from erosion and sedimentation.
- Little nutrient and sediment interception before runoff enters wetland.
- Little wildlife habitat value.
- Unnatural, sterile, lifeless aesthetic.
**Deep-rooted buffer:**
- 40% evaporation
- 10% runoff
- 50% infiltration
- Dramatically higher infiltration and lower runoff from deep rooted buffer compared to mowed lawn.
- Increased groundwater recharge.
- Strong protection from erosion and sedimentation.
- Intercepts and filters nutrients and sediments before runoff enters wetland.
- Provides places for wildlife to eat, sleep, hide, and nest.
- Increases shoreline’s natural beauty with dynamic, colorful native plants.
**TYPICAL WETLAND SECTION WITHOUT BUFFER**
**TYPICAL WETLAND SECTION WITH BUFFER**
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Silver-spotted tiger moth (*Lophocampa argentata*) is a type of defoliating caterpillar of a moth from a group that includes tussock moths and the black and orange caterpillars commonly known as ‘woolly bears’. Like various other woolly bear species, silver-spotted tiger moth caterpillars are one of the few insects that are active in fall and winter months. Feeding begins in fall and overwintered caterpillars resume feeding the following spring. The primary host for these caterpillars is Douglas-fir, although damage is only cosmetic and not known to cause reduction in growth or tree mortality.
**Hosts**
- Major: Douglas-fir
- Minor: true fir, spruce, pine
The range of this species spans from Canada to northern Mexico and includes most states west of New Mexico.
**Biology**
Females lay green eggs in clusters, on twigs and needles of host trees from July - August. Larvae hatch about 3 weeks later and feed together while forming loose webbing on branches. Larvae overwinter in these webs and may continue to feed during warmer, winter days. Active feeding resumes in the spring and caterpillars disperse to feed individually around May - June. Larvae have clusters of brown, black and yellow hairs and may reach just under 4 cm in length. From June - August, caterpillars spin brown cocoons covered in their shed hairs and silk webbing, which are attached to trees or litter on the ground. As with many tiger moth species, the adults are striking. Adults are 4-5 cm with tan/brown forewings covered in silvery spots. There is one generation per year. Adults do not feed.
Damage
Silver-spotted caterpillar defoliation usually occurs on a few scattered trees and infestations do not spread or persist. Population peaks typically collapse within 1 - 2 years. Feeding on individual trees usually only strips a few branches of needles. Buds and newly-flushed foliage are left untouched. Attacked trees flush normally the following spring.
Management highlights
- Prune and dispose of webs containing caterpillars (be careful not to over prune)
- Biological insecticides have shown efficacy with limited non-target impacts
Management
Although damage from this insect can be unsightly, control is not often warranted because damage is cosmetic and short-lived.
Natural
Populations are kept in check by natural predators such parasitic flies (Tachinidae) and wasps (Ophion spp.).
Silvicultural
For high-value trees, infested branches containing caterpillars may be removed although removal of branches may be more damaging to trees.
Insecticides
Spraying silver-spotted caterpillar infestations is rarely, if ever, warranted. For the rare cases in which it might be deemed necessary to reduce damage to high-value trees, insecticides are most effective against young (small) larvae and should be applied as soon as the infestation is noticed. Biological insecticides such as Bacillus thuringiensis kurstaki (Btk) have shown to be effective. Pesticides registered for use on silver-spotted tiger moths can be found in the Pesticide Center Online (PICOL) database.
When using pesticides, always read and follow the label
More information:
Oregon Dept. of Forestry, Forest Health
http://tinyurl.com/odf-foresthealth
2600 State St. Bldg. D, Salem, OR 97310
503-945-7200
Other references:
USFS Forest Health Protection
www.fs.usda.gov/goto/fhp/fidls
OSU Forestry Extension
http://extensionweb.forestry.oregonstate.edu/ | 1,521 | 763 | {
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Activity Purpose
Take a walk together to observe signs of human decision-making. Humans have had, and will continue to have, important relationships that shape places and relationships. Thinking about how and why humans interact with the natural world helps us to think deeper about possible futures. Humans make a lot of decisions for a variety of reasons that impact the natural world. What impacts have those decisions had?
Activity Overview
- Use the activity sheet to guide your thinking while you walk. You can copy the sheet on a piece of paper or try using a journal to collect your observations over time.
- Look for something interesting you notice about human decision making and draw or write what you see.
- If any new questions come up, write them down and come back to them later.
- **Extension ideas:** Before you go out on your walk, explore your outdoor living space. Ask questions about why or how humans have made the choices they made. For example, why is this sidewalk here? What happened as a result? Why did someone put up a bird feeder? How does that decision impact other species?
What can you do to support learning?
» Do some research about who lived in the place before you came along. What kinds of choices did humans 1,000 years ago have to make? 100 years ago? 50 years ago? In many cases, you can find pictures of your neighborhood from 50 years ago. What decisions have humans made in the last 50 years to change how our neighborhood looks and who lives there? How has who lives here changed and why?
» Imagine who might come after you and what they might think about the choices your family made. How will the decisions we make now impact the future? How do you know? Take a look at other animals, plants, water, and land and look for how they interact with the decisions humans have made. Why were these choices made and how are they impacting other species or kinds? Are these impacts helping, harming, or just neutral? What could be done differently?
Connecting with other families
» Write a letter to a neighbor and ask them about why they made the choices they did around their place. Share something interesting you found out about the community, ask if they know anything about it. Take pictures of interesting finds, text them to a friend and tell them what you think.
Science Practices Emphasized
• Asking Questions
• Planning and Carrying Out Investigations
• Obtaining, Evaluating, and Communicating Information
CONNECT TO OTHER ACTIVITIES
Learning Engagement 3: Taking a focused walk together
• 3.A: Species, Kinds, and Behaviors
• 3.B: Relationships
• 3.C: Places, Lands and Waters
• 3.E: Thinking Across Scales
LEARNING IN PLACES FRAMEWORKS TO CONSIDER
• Complex Socio-ecological Systems Reasoning
• Socio-Ecological Deliberation & Decision Making
• Observation and Data Collection
Key Ideas & Practices
Human Decision Making
Humans have had, and will continue to have, important relationships that shape places – sometimes positively and sometimes negatively. Be sure to think about Indigenous Peoples’ Time, Nation State Time, and the Future in your wonderings.
Complex Socio-ecological Systems
Socio-ecological systems refer to the interactions between human systems and ecological systems. Humans are part of the natural world, and all of our systems (e.g. social, political, institutional) are always in relationship with ecological systems. Complex socio-ecological systems involve several space, time, and organizational scales.
Deliberation and Decision Making
Human communities have always made socio-ecological decisions. From choices about what to eat, to where to live, how to get around, to what homes to build with what materials, amongst many others. These choices are shaped by our values and cultural practices and fundamentally reflect what we call construals of nature-culture relations.
Disciplinary Core Ideas & Important Phenomena
• ESS3.A: Natural Resources
• ETS1.A :Defining & Delimiting Engineering Problems
• ESS3.C: Human Impacts on Earth Systems
LE 3.D Taking A Focused Walk Together: Human Decision Making
Humans have had, and will continue to have, important relationships that shape places and natural systems. Thinking about how and why humans interact with the natural world helps us to think deeper about possible futures. Some questions to consider while you walk with your family:
- Look for places where humans have touched the land. Why do you think these choices were made and how might they be impacting other species or kinds?
- Are these impacts helping, harming, or just neutral? What could be done differently?
- What kinds of choices did humans 1,000 years ago have to make? 100 years ago? 50 years ago?
- How will the decisions we make now impact the future? How do you know? | 2,026 | 1,019 | {
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TREAT our sick children appropriately
- **Fast breathing** is a key symptom of pneumonia and diarrhoea. Chest in-drawing is also serious. Don’t wait: get the child to the clinic.
- Other **danger signs** are: child can’t drink; vomits up everything; child has fits, is weak and stares blankly; there is blood in the stools.
- When there are danger signs then take the **child to the clinic** as soon as possible.
- If the child is younger than 3 months and has these danger signs then **get help immediately**. This is very serious.
- **Go directly** to a health worker. Do not wait in the queue in the clinic.
- **Take plenty of water or breastmilk** for the child to drink on the way to the clinic.
- Make sure that everyone who looks after the child knows how to make the **sugar salt drink** to treat diarrhoea. Give small amounts of the drink frequently. (Mix one litre clean water + 8 teaspoons sugar + half a teaspoon salt).
- A sick child with diarrhoea needs to be given **zinc pills**.
- A very sick child may need extra medication and oxygen and may be hospitalised.
- **Continue feeding** the child small amounts at a time.
- **Continue giving breast milk** even if baby has diarrhoea and vomiting.
- A child who has been sick can only **eat a little food at a time**. Offer food more often (every 2/3 hours at least 5 times a day).
- This incident must be recorded in the child’s **Road to Health booklet**.
What is diarrhoea?
Diarrhoea is a runny tummy which can kill babies. Often the child may vomit too. If the child loses too much water she/he will become very ill and may die.
Do not give the child an enema. Do not give the child herbs ‘to dry out’
What is pneumonia?
Pneumonia is an infection of the lungs. The lungs fill with fluid making breathing difficult.
PROTECT our children against diarrhoea and pneumonia
• Encourage women to use their contraceptives correctly. Each child should be a planned and wanted child.
• Give only breast milk to the baby for the first 6 months (no other food, no water).
• Breast milk protects babies against infections and allergies.
• Make sure that each baby receives Vitamin A supplementation.
PREVENT our children from getting sick from diarrhoea and pneumonia.
• Child must have PCV immunisations at 6 weeks, 14 weeks and 9 months. Pneumococcal Conjugate Vaccine (PCV) protects against pneumonia.
• Child to be given rotavirus vaccine at 6 weeks and 14 weeks. This protects against the main form of diarrhoea.
• Measles, Hib and pertussis (whooping cough) vaccines are also essential.
• Teach everybody how to wash their hands often with soap and water especially after using the toilet and before touching food.
• Babies with a low birth weight and undernourished children should be helped to have a healthy weight as this can prevent pneumonia and diarrhoea. Take the child to the clinic.
• Have cleaner air in the home by using better stoves and opening the windows to get in fresh air.
• Make sure that water is safe to drink. If unsure, then boil it.
• Store water in a container that has a tap/spigot. If not available, use a clean bucket with a lid.
• Make sure that human waste is correctly disposed of.
• Work to make sure that HIV in babies is eliminated. All babies can be born AIDS free.
• A healthy environment can give a child a good start.
• Keep your home absolutely clean especially when preparing food.
• Cover food to keep flies away. | 1,439 | 793 | {
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What is a brushbot?
A brushbot is a small mechanism made to paint and amuse. It is composed of a simple circuit, containing a battery, switch, and motor. You can dip it in any color, and watch it run around the page, creating a beautiful masterpiece!
How a brushbot works
An electrical circuit consists of a power source (battery) connected by wires to one or more elements such as switches, motors, resistors, lightbulbs, etc. When the switch is closed, electrons flow out of the negative end of the battery, through the switch, through wire coils inside the motor, and back into the positive end of the battery. The motor turns because the electrical current creates a magnetic field, which interacts with a permanent magnet that is also part of the motor. The motor vibrates instead of turning smoothly because of a small off-center mass attached to its shaft. When the switch is opened, current cannot flow and the motor stops turning.
The paper clips are used to stabilize the brushbot and keep it upright, so that it can paint without hindrance! Changing the angles of the paperclips makes the brushbot move in different patterns.
Diagram of a simple circuit
- Positive current
- Negative current
- Battery
- Switch
- Motor
How to make a brushbot
Materials
- Paperclips
- Toothbrush head
- Toothbrush motor
- AA or AAA battery holder
- AA or AAA battery
- 2- or 3-prong switch
- 22-28 AWG spare wire
- Wire strippers
- Hot glue gun
- Hot glue
- 60-40 solder (optional)
- Soldering iron (optional)
Steps
1. Strip the wire from the negative end of battery holder and attach to one pin of the motor.
2. Strip both ends of a piece of scrap wire and attach one end to the other pin of the motor and the other end to one pin of the switch.
3. Strip the wire from the positive end of the battery holder and attach to the other pin of the switch.
4. Bend paperclip and glue it onto the toothbrush head.
5. Glue switch onto the other side of the toothbrush motor.
6. Glue the toothbrush motor on top of the toothbrush head.
7. Glue battery holder on the side of the toothbrush motor.
Tips and Tricks!
- Separate wires and twist together after to get good connection
- Solder the wires together (optional, but highly recommended. Use 60-40)
Results—Give ‘em a name, dip in paint, and watch ‘em skitter! | 947 | 543 | {
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Each year on the last Sunday of January we observe World Leprosy Day (which is also known as Hansen's Disease Day). The day was founded in 1954 by French philanthropist Raoul Follereau. It aims to raise awareness about Hansen's Disease (Leprosy) and educate people about the disease. Hansen's Disease that is easily treatable today.
The theme for World Leprosy Day in 2022 is "United for Dignity". It honours people who have suffered from leprosy by sharing their stories, advocating for mental wellbeing, and celebrating the human right to live a healthy, dignified life free from disease.
**The burden of Hansen's Disease**
According to CDC statistics, these results were obtained:
- The number of new cases reported globally to (WHO) in 2019 was more than 200,000.
- Close to 15,000 children were diagnosed with Hansen's Disease in 2019, more than 40 a day.
- An estimated 2 to 3 million people are living with Hansen's Disease-related disabilities globally.
- In 2019, the countries with the highest number of new diagnoses were India, Brazil, and Indonesia.
- Over half of all new cases of Hansen's disease are diagnosed in India, which remains home to a third of the world's poor, a group disproportionately affected by the disease.
**What is Hansen's Disease?**
Hansen's disease is an infection caused by a bacterium called *Mycobacterium leprae*. These bacteria grow very slowly, and it may take up to 20 years to develop signs of the infection.
**Sign and Symptoms**
Symptoms mainly affect the skin, nerves, and mucous membranes (the soft, moist areas just inside the body's openings).
**The disease can cause skin symptoms such as:**
- A large, discoloured lesion on the chest.
- Discoloured patches of skin (lighter than the skin around).
- Growths (nodules) on the skin.
- Thick, stiff or dry skin.
- Painless ulcers on the soles of feet.
- Painless swelling or lumps on the face or earlobes.
- Loss of eyebrows or eyelashes.
**Symptoms caused by damage to the nerves are:**
- Numbness of affected areas of the skin.
- Muscle weakness or paralysis (especially in the hands and feet).
- Enlarged nerves (especially those around the elbow and knee and in the sides of the neck).
- Eye problems that may lead to blindness (when facial nerves are affected).
**Symptoms caused by the disease in the mucous membranes are:**
- A stuffy nose
- Nosebleeds
**Important to know:**
- Hansen's disease can be transmitted when an infected person coughs or sneezes, and a healthy person breathes in the droplets containing the bacteria.
- Prolonged, close contact with someone with untreated leprosy over many months is needed to catch the disease.
- Hansen's disease is treated with a combination of antibiotics.
- Treatment usually lasts between one to two years.
- The illness can be cured if treatment is completed as prescribed. | 1,256 | 655 | {
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Out of our depth?
Luke 5.1-11
Jesus notices the fishermen, by the side of the lake, cleaning their nets after a failed catch. When Jesus asks them to throw their nets into deeper water, they are feeling defeated and out of their depth. However, they decide to trust his advice, so they throw their nets, pull in a miraculous catch and at the same time find themselves caught up in Jesus’ story.
Now read Luke 5.1-11 see p.2 for text.
A note on the passage
A familiar, everyday scene in the Gospels: Jesus by the water, fishermen with their boats and crowds gathered. The fishermen are doing what they always do – catching fish. It is only when their nets involve in this everyday activity that it suddenly becomes extraordinary, and the fishermen become part of God’s bigger story. As with the fishermen, Jesus calls us, in our normal everyday lives, to be part of God’s story.
Ask yourself: What makes you feel overwhelmed? What gives you confidence to overcome that feeling?
ACT
God invites all of us to be part of his story. Could you invite someone to find out more about God by inviting them to a Sunday service, Messy Church or other church event? Think about who you would invite and what it would be best to invite them to. Set aside time to ring, message or talk to them.
WALK
Go for a walk, if possible, by some water. Take a copy of this week’s passage with you and read it out loud, as you look at the water. How does the story make you feel? Which parts of the story feel important to you? Go and collect a selection of natural items and make a picture, a symbol or an image in response to the passage.
MAKE
Cut out a paper figure and write your name on the back. Write and draw all the things that are special about you. This could include hobbies, favourite food, things you are good at. If there are a group of you, do this for each other. Look at the figures and the words written on them, all these things make up ‘you’. Remember that Jesus calls each of us whoever we are and with all that we are, to be part of God’s story.
REFLECT
One morning this week, get up in time to watch the sunrise (around 7-7.30am at this time of year). Sit by a window or wrap up warm and go outdoors, and notice how the sky changes as the day begins. As you watch the sunrise, reflect on how you like the fishermen are also part of God’s story.
Pray
Each evening this week, create a time to sit quietly. Look back over the day and notice where you have felt God’s presence. Notice the times when you were responding to God’s calling in your everyday life. Did you notice God calling you to anything new or different?
Now one day when Jesus was standing squashed in a crowd beside the lake, he saw two boats at the shore. The boats were empty because the fishermen had got out of them to wash their nets. Jesus stepped into one of them. It was Simon’s boat. He asked Simon to take the boat a little way out from the shore. Jesus sat down and taught the crowds from there.
When he had finished speaking to the crowds, he spoke to Simon, ‘Go out further to the deep water and let down your nets for a catch.’ Simon answered, ‘Master, we fished all night and caught nothing. However, I’ll take you at your word and let down the nets.’ So, they went out deeper and let down the nets and suddenly they were full to bursting! They waved to their partners to bring out the other boat to help them. They filled both boats with fish. The boats were so full that they were nearly sinking! When Simon Peter saw this, he fell down at Jesus’ knees and said, ‘Please go away from me, because I am a sinful man, Lord!’ Simon Peter was gripped with amazement, they all were: those with Simon in his boat and also James and John, the sons of Zebedee, who were in the other boat. Then Jesus said to Simon, ‘Don’t be afraid. From now on, you’ll be catching people.’ They rowed to the shore. Then they left everything there and followed him.
Luke 5.1-11
Did you know?
• The lake is called the Sea of Galilee and appears in other Bible stories.
• Fishermen back then – just like now – often had to work right through the night.
• When Jesus said ‘catching people’ he was asking the disciples to go out and bring others to follow him.
Luke 5.1-11 (NRSV)
Once while Jesus was standing beside the lake of Gennesaret, and the crowd was pressing in on him to hear the word of God, he saw two boats there at the shore of the lake; the fishermen had gone out of them and were washing their nets. He got into one of the boats, the one belonging to Simon, and asked him to put out a little way from the shore. Then he sat down and taught the crowds from the boat. When he had finished speaking, he said to Simon, “Put out into the deep water and let down your nets for a catch.” Simon answered, “Master, we have worked all night long but have caught nothing. Yet if you say so, I will let down the nets.” When they had done this, they caught so many fish that their nets were beginning to break. So they signaled their partners in the other boat to come and help them. And they came and filled both boats, so that they began to sink. But when Simon Peter saw it, he fell down at Jesus’ knees, saying, “Go away from me, Lord, for I am a sinful man!” For he and all who were with him were amazed at the catch of fish that they had taken; and so also were James and John, sons of Zebedee, who were partners with Simon. Then Jesus said to Simon, “Do not be afraid; from now on you will be catching people.” When they had brought their boats to shore, they left everything and followed him. | 1,854 | 1,289 | {
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THE EARTH DAY
Microplastics 塑膠微粒
By Chu Li Chin
When plastics break down due to exposure to water, sun or other elements they can break into tiny pieces - so tiny, most of them cannot be seen with the naked eye. These small plastic fragments are now everywhere. When you drink water, eat fish or other seafood, or when you add salt to your meals, chances are you can also be ingesting tiny pieces of plastic.
Those particles - called microplastics - are a contaminant which is now present in the oceans, water ways, the soil and even in the food that we eat. Once plastic enters the bloodstream of an organism it will never be processed out. The plastic, and the toxins it has absorbed will bioaccumulate as they travel up the food chain to a top predator, often a human.
The entire cycle and movement of microplastics in the environment is not yet known, but research is currently underway to investigate this issue further, as reported by NOAA.
正如NOAA報導的那樣，環境中塑膠微粒的整個循環和運動尚不清楚，但目前正在進行研究以進一步研究這一問題。
Some microplastics start out as large plastic pieces, slowly eroded by water or exposure to the sun and the elements; others start off as microplastics specifically produced for certain uses.
一些塑膠微粒從大塑膠片開始，被水慢慢侵蝕或暴露在陽光和元素之下；其他人則從專門為某些用途生產的塑膠微粒開始。
Some are microbeads, created for use in skin care products. They are very tiny pieces of manufactured polyethylene plastic that are added as exfoliants to health and beauty products, such as some cleansers, toothpaste, facewash, soap and shower cream, says the Royal Society of Chemistry of Great Britain.
一些是微珠，用於護膚產品。
英國皇家化學學會表示，它們是非常微小的人造聚乙烯塑料片，作為去角質添加到健康和美容產品中，如一些清潔劑，牙膏，洗面乳，肥皂和沐浴乳。
Others originate from plastic-based fabrics such as polyester and nylon that shed plastic fibers when washed.
其他來自塑料基織物，例如聚酯和尼龍，在洗滌時會脫落塑料纖維。
Several studies have shown synthetic fibers to make up the lion’s share of microplastics found in oceans, rivers and lakes, and clothes made from synthetics (polyester, acrylic, nylon, and so on) are widely implicated as the source of that pollution. In addition, some industrial processes can produce microplastics that can contribute to the problem when mishandled.
一些研究表明，合成纖維佔海洋、河流和湖泊中發現的大部分微塑料，並且由合成纖維（聚酯、丙烯酸、尼龍等）製成的衣服被廣泛認為是污染的來源。此外，一些工業過程可以生產微塑料，當處理不當時可能會導致問題。
While there is some contention over their size, most agree that to be considered a microplastic a particle should be less than 5 mm in diameter and have been found to evade filtration systems at water treatment plants, allowing them to be discharged directly into rivers, lagoons and the oceans.
雖然對它們的尺寸存在一些爭論，但大多數人認為被認為是塑膠微粒的直徑應小於5毫米，並且已被發現可以避開水處理廠的過濾系統，使它們可以直接排入河流、潟湖和海洋。
Governments are paying attention and passing legislation to limit or eliminate pollution related to microbeads and companies are working to replace them or phase them out from their products and processes. In 2015, the US passed the Microbead-Free Waters Act, banning plastic microbeads in cosmetics and personal care products. The law has the support of the Personal Care Products Council, an industry group. Similar legislation has been approved by other countries.
各國政府正在關注和通過立法，以限制或消除與微珠有關的污染，公司正在努力取代或淘汰其產品。2015年，美國通過了“禁止微珠”法案，禁止化妝品中的塑料微珠和個人護理產品。該法律得到了行業組織個人護理產品委員會的支持。其他國家也批准了類似的立法。
As you can see, microplastics come from a variety of sources, including from larger plastic debris that breaks down into smaller and smaller pieces. Such litter should be controlled by better systems to collect, process and dispose of waste. You also might find it interesting to know that an important source of plastic pollution in the ocean is automobile tires.
正如您所看到的，塑膠微粒來自各種資源，包括較大的塑料碎片，分解成越來越小的碎片。這種垃圾應由更好的系統控制，以收集、處理和處理廢物。你也可能會發現，有趣的是，海洋中塑料污染的一個重要來源是汽車輪胎。
Since, “most plastic in the ocean is from beach plastics that break down and improper disposal of trash” says Dr. Joel Baker, Science Director of the Center for Urban Waters, if we can make a few behavioral changes we can severely limit plastic pollution.
因為，城市水域中心科學主任Joel Baker博士說“海洋中的大部分塑料來自海灘塑料，這些塑料會分解並且成為處理不當垃圾”，如果我們能夠做一些行為改變，我們可以嚴重限制塑料污染。
The good news concerning microplastics is that there are many things you can do about the problem.
關於塑膠微粒的好消息是，你可以對這個問題做很多事情。
WHAT CAN YOU DO?
你可以做什麼?
• Prevent the creation of microplastics by being careful not to toss plastic products in water ways, beaches or open spaces.
• 小心不要在水道，海灘或開放空間內扔塑膠製品，以防止產生塑膠。
• Pick up trash – especially plastics – whenever you see it, especially in ponds, streams, rivers, beaches, when possible
• 如果可能的話 撿垃圾 - 特別是塑料 - 只要你看到它，特別是在池塘，溪流，河流，海灘。
• Participate in organized clean-up activities as much as you can.
• 盡可能多地參加有組織的清理活動。
• Look up products on the Internet and choose not to buy products containing microbeads. Choose products that have natural exfoliators instead.
• 在網路上查找產品，選擇不購買含有微珠的產品。選擇含有天然去角質劑的產品。
• Consider changing the way you wash your clothing to reduce the number of microfibers that are released. There are also bags and other devices you can use in your washing machine to collect the fibers.
• 考慮改變洗衣方式，以減少釋放的微纖維數量。您還可以在洗衣機中使用袋子和其他設備來收集纖維。
• Consider purchasing items made of natural fibers, when possible.
• 盡可能考慮購買由天然纖維製成的物品。
• Do not wash off lint from your dryer down the drain. Dispose of it on the trash.
• 切勿將乾燥器中的棉絨洗掉。把它丟棄在垃圾上。 | 1,736 | 1,725 | {
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Hormones that Affect Weight as we Age?
Estrogen plays a role in body weight distribution and tends to decrease with age.
- Childbearing age females accumulate fat around the hips.
- Post menopause females accumulate fat around Abdomen, increasing the risk for disease.
Why Do I Gain Weight When I am Stressed?
Cortisol is released by the adrenal gland when the body is under stress. This can increase blood sugar and appetite. This process changes your metabolism and can cause weight gain.
For more information reach out to our registered dietitian-nutritionist
Phone [insert your information here]
Address [insert your information here]
Email [insert your information here]
References:
1. Endocrine System: What Is It, Functions & Organs. Cleveland Clinic Web site. https://my.clevelandclinic.org/health/articles/21201-endocrine-system. Accessed Sep 21, 2021.
2. Spritzler F. 9 Proven Ways to Fix The Hormones That Control Your Weight. Healthline Web site. https://www.healthline.com/nutrition/9-fixes-for-weight-hormones. Updated 2016. Accessed Sep 21, 2021.
3. Obesity and hormones. Betterhealth.vic.gov Web site. https://www.betterhealth.vic.gov.au/health/healthyliving/obesity-and-hormones. Accessed Sep 21, 2021.
4. Nutrition and Impacts on Hormone Signaling. The Institute for Functional Medicine Web site. https://www.ifm.org/news-insights/nutrition-impacts-hormone-signaling/. Accessed Sep 21, 2021.
This is student work and as such statements and opinions do not represent those of the MSAN program or the University of New England. These copyrighted works can be modified for use by practitioners with appropriate citation of the student work.
What are Hormones?
Hormones are chemicals that are released by glands and help regulate processes in the body including:
- Metabolism
- Sleep
- Mood
- Growth and repair
- Reproduction
What Hormone Makes Me Feel Hungry?
Ghrelin is known as the "hunger hormone" and is released by the stomach to let us know that we are hungry.
What Hormone Makes Me Feel Full?
Leptin is produced by fat cells and is released into the bloodstream when the body is full.
Growth Hormone
Growth hormone is produced by the pituitary gland and stimulates:
- bone growth
- Muscle growth
- The metabolism of fat
In Obese individuals this hormone is decreased which can cause:
- Weight gain
- Increased risk for disease
Hormones That Can be Affected in the Obese Population
Insulin
Insulin is produced by the pancreas and is used to control blood sugar. The signal that controls insulin can be affected in obese individuals making them insulin resistant This can cause:
- Weight gain/abnormal fluctuations.
- Metabolic syndrome
- Type II diabetes
How Can My Diet Affect my Hormones?
Diet plays a huge role in the production and secretion of hormones. Choosing what foods to eat and when to eat them can help lose, gain or maintain weight. | 1,393 | 664 | {
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Not much was happening at the end of the Tiburon Peninsula until 1884 when the San Francisco and North Pacific Railroad came through tunnels and over trestles to Point Tiburon. At the edge of the Bay on about 38 acres, composed mostly of fill from the nearby hillside, the railroad established a train and ferry terminus, which included an extensive industrial site for maintenance of the railroad equipment. For the next 60 plus years Tiburon was a busy, noisy, dirty, thoroughly blue collar railroad town.
The railroad still had a large presence into the late 1950’s with freight cars coming and going via barges to and from ports around the bay, and the maintenance of engines and railcars remained an essential activity. But the operations were winding down and by the mid 60’s the yard was becoming a vast industrial wasteland. When the last train pulled out of Tiburon in September 1967, it was clear that the city needed a downtown plan.
After numerous meetings with the community, the Planning Commission had approved a plan by well known Tiburon architect Warren Callister in 1966. The plan retained the Donahue Building on the waterfront as a museum, the barge dock became the ferry landing, a large hotel and shops were part of a mostly pedestrian oriented downtown. The City Council however wanted other designs to be submitted.
The Council adopted a plan in 1970 which included a boat basin with the railroad museum; shops and a restaurant; an inn and conference center with more shops and a 300 car garage; another extensive shopping area with parking for 550 cars; a professional office center, several new streets and three housing developments. Many citizens were not happy with this plan and in 1973 a petition signed by almost one third of the population requested that: 1. Tiburon maintain a small town character, 2. limit automobile traffic and visitors, 3. preserve the waterfront and retain the downtown area primarily for the use of residents, rather than visitors.
At this point Southern Pacific Railroad (SP), which still owned the land, weighed in with their own plan based on the 1970 general plan but with some modifications. After numerous hearings and much debate, the Council approved this plan in January 1976, but required the building density to be reduced by nearly half. No one was happy with that result and SP withdrew their plan.
A year and a half later, after fully addressing the local concerns, SP returned with a new plan by Belvedere architect Rodney Friedman. The mostly residential plan moved Paradise Drive back 150 feet, from Main Street to the Donahue Building, creating an expanded waterfront park and also included a lagoon. By now everyone was tired of looking at the desolate abandoned lot and was ready to get on with rebuilding downtown Tiburon. After some additional modifications, this plan was approved in September 1981. Innisfree Companies took out an option to acquire the land from SP in July 1983 and after clearing the site of toxic soil, construction of Point Tiburon began in 1984. The new Shoreline Park was dedicated on July 4th 1985 and the first of the 155 units went on sale in the summer of 1986, almost 19 years after the last train left Tiburon. For a more detailed look at this and other local history stories please visit our website at www.landmarksociety/history/videos. | 1,326 | 693 | {
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Students can register for free thanks to Durham County Library!
Learn from astronauts and other experts!
Higher orbits GO FOR LAUNCH!
DEVELOPING TEAMWORK
COMMUNICATION & LEADERSHIP
THROUGH SCIENCE, TECHNOLOGY, ENGINEERING & MATH
Explore and discover!
Durham, NC
North Regional Library
Grades 8-12
January 13-15, 2018
9am-5pm daily
To find out more and register visit:
www.GoForLaunch.space
or email
firstname.lastname@example.org
#GoForLaunch | @higherorbits
(707) 893-STAR | PO Box 4092, Leesburg, VA 20177
Higher Orbits GO FOR LAUNCH!
WHAT IS IT?
A 3-day program that uses Space Exploration as a platform to launch student involvement in:
• STEAM (Science, Technology, Engineering, Art & Math)
• Teamwork
• Communication
WHAT CAN I EXPECT?
Learn about human spaceflight directly from experts in the fields of space & STEM including:
• An Astronaut and Astronaut Instructor
• International Space Station Flight Controller
• Scientists and Engineers
Get personalized insight and feedback from experienced space and STEM professionals whose goals are to illustrate the numerous possibilities that exist in the world of STEM.
Work with a real live astronaut for two or three full days.
ARE THERE HANDS ON ACTIVITIES?
Student teams will work together on collaborative activities before or after nearly every talk to earn daily awards. Each team will work together over the three days to define and design their own space experiment & present their ideas to a panel of judges from the Space & STEM fields. The judges will choose a winner from each Go For Launch! event. The experiment will go on to compete against other projects from the same division and the winning experiment will be launched into space!
WHY SHOULD I ATTEND?
Go For Launch! is a unique and memorable experience. Space inspires! The Go For Launch! experience gives students experience and skills that can lead to success in any venture that requires imagination, leadership, teamwork, and problem solving skills.
HOW CAN I LEARN MORE?
For further details, visit www.GoForLaunch.Space, email email@example.com or call 707.893.STAR.
The Team
ROBERT “HOOT” GIBSON
Astronaut Robert “Hoot” Gibson is a pilot, aerospace engineer, retired Naval Officer and retired Astronaut. He has flown 5 space shuttle missions including the first space shuttle mission to dock with the Russian space station Mir. He also served as the Chief of the Astronaut office and after retiring from NASA flew for Southwest Airlines and has also won the Reno air races. He has been inducted into the US Astronaut Hall of Fame, the Naval Aviation Hall of Fame, the Space Camp Hall of Fame and has received numerous other honors.
MICHELLE LUCAS
Founder & President of Higher Orbits
Michelle spent 10 years working at NASA primarily in International Space Station (ISS) Flight Control Operations Planning and as an Astronaut Instructor in the Daily Operations Group. Her passion for inspiring students led to extensive work with other organizations in STEM outreach. She then decided to form Higher Orbits to continue to work to inspire students about the wonders of STEM through spaceflight.
Higher Orbits GO FOR LAUNCH!
DEVELOPING TEAMWORK COMMUNICATION & LEADERSHIP THROUGH SCIENCE, TECHNOLOGY, ENGINEERING & MATH
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【1】
A. 日本文の意味に合うように、カッコ内から最も適当な語句を1つずつ選べ。（各2点×11）
(1) 明日、雨が降るかどうかわからないが、もし雨が降れば、私は家にいるつもりだ。
I don’t know if it (ア) (will rain : rains : rained) tomorrow, but if it (イ) (will rain : rains : rained), I’ll stay at home.
(2) ピーターは前日に買った地図帳を彼女に貸した。
Peter (ア) (lends : lent : had lent) her the atlas which he (イ) (bought : had bought : buys) the day before.
(3) あなたが帰ってくる頃には、私は仕事を終えているでしょう。
By the time you (ア) (returned : return : will return), I (イ) (have finished : will have finished : finish) the work.
(4) 30歳までに、彼女は5カ国で暮らしていた。
By the age of 30, she (had lived : has lived : lived) in five different countries.
(5) 彼女が入ってきた時、彼は1時間読書をしていた。
He (was : had read : has been) reading for an hour when she came in.
(6) 彼女の健康状態が悪いのは心配だ。The poor condition of her health is (worrying : worried : worry).
(7) 私は、上司を批判するのを聞かれたくなかった。
I didn’t want to (hear to be : be heard to : hear to : hear) criticize my boss.
(8) 彼は腕組みして、そこに立っていた。He was standing there with his arms (folding : folded : fold : to fold).
(9) 祖父はその病院に戻るのを拒絶した。My grandfather refused (to go : going : go) back into the hospital.
(10) 彼女は先生に目紙をチェックしてもらった。She got her teacher (check : to check : checking) the letter.
(11) 環境技術は先進国から発展途上国に輸出されなければならない。
Environmental technology has to be imported from (ア) (developing : developed) countries to (イ) (developing : developed) countries.
B. 次の文のカッコ内から最も適当な語句を1つずつ選べ。（各2点×4）
(1) It is surprising that she (might : should : could) do such a silly thing.
(2) He (mustn’t : cannot : may) be over thirty: he must still be in his twenties.
(3) Lily tried to take our dog to the hospital, but he (had to : might not : wouldn’t) go out.
(4) “This guidebook was for Japanese. I translated it into English for her.”
“You (needn’t have translated : must have translated : should have translated) it. She knows Japanese.”
【2】 日本文の意味に合うように、空所に最も適当な語を入れよ。（各2点×6）
(1) 健康にはいくら注意してもしすぎることはない。
You ( ) be ( ) careful about your health.
(2) その光景を見て笑わずにはいられない。We cannot ( ) ( ) at the scene.
(3) かつてここに教会があった。There ( ) ( ) be a church here.
(4) 私の自転車には乗せてあげないよ。I won’t ( ) you ride my bicycle.
(5) 実を言うと、私は彼を好きではない。
To ( ) ( ) ( ), I don’t like him.
(6) 彼は、私たちを追い越さなくてすむように、裏道に入った。
He turned into a side-street so ( ) ( ) ( ) have to walk past us.
【3】 日本文の意味に合うように、カッコ内の語句を並べ換えて全文を書け。なお、冒頭に来る語も小文字にしている。
(各2点×3)
(1) 先週金を盗まれた。
(I / some / stolen / bad / money / week / last).
(2) 彼女が両親に叱られているのを見たことがない。
(never / her / her parents / I’ve / seen / scolded / by).
(3) 年齢を考慮すれば、彼は非常に若い。
(into / his age / taking / consideration), he looks very young.
【4】次の日本文を英訳せよ。ただし、〔〕内の指示に従うこと。（各2点×5）
(1) それが本当のはずがない。
(2) 老人たちは座って戦争の話をしていた。（分詞を用いて）
(3) もう終わったよ、と彼女に言った。（動詞 tell を用いて）
(4) 彼が立腹するのは当然だ。（it を主語にし、to 不定詞を用いて）
(5) 彼が黙っていたのは賢明だった。（it で文を始めて）
【5】次の文を和訳せよ。（各3点×8）
(1) I would often have a haircut at that barbershop.
(2) May you be happy!
(3) Jane may have forgotten that we invited her.
(4) Strictly speaking, it is illegal to sell alcohol there.
(5) Having finished writing the report, I have nothing more to do.
(6) Judy and David are to be married in June.
(7) Shall I have him call you back?
(8) This delicious dessert is easy to make.
【6】次の英文を読み、以下の設問に答えよ。（18点）
Some students become very anxious *whenever they have to do a math problem or take a math test. *Psychologists call this "math "anxiety". (1) Teachers used to think that this happened because the students were not very good at math. Now, however, researchers think that students who get math anxiety are not necessarily bad at math. In fact, close *observations tell us that many such students have a high *potential in math and that their anxiety does not *affect other studies in the same way. There is a very different reason for their poor performance on math tests. (2) New studies show that their feelings of anxiety prevent their brains from working well. One area of the brain that is especially affected is the working memory, which holds new information in your mind. This type of memory is essential for doing math problems. But why do students get math anxiety in the first place? That is another important question for teachers and researchers in education.
*whenever ～：「〜する時はいつでも」 *psychologist：「心理学者」 *anxiety < anxious（不安になる）の名詞形
*observation：「観察」 *potential：「潜在能力」 *affect ～：「〜に影響を及ぼす」
(1) 下線部(1)〜(2)を和訳せよ。（各5点×2）
(2) 本文の内容と一致するものを2つ、次のア〜クから選びなさい。（各4点×2）
ア 数学の問題やテストを解く時には、誰もが不安に陥っている。
イ 潜在的には数学の力があるのに、数学のテストでは不安に陥る生徒もいる。
ウ 数学の点数が取れないのは数学が苦手だからだと研究者たちは考えている。
エ 世の中のほとんどの生徒が潜在的に数学の力を持っている。
オ 数学と他教科の学力との関連は強い。
カ 不安という感情は数学に必要な作業メモリーに影響を与えやすい。
キ 数学に対し、不安を抱く原因はすでに究明済である。
ク テストの成績と数学に対する不安の大きさには関係性が認められる。 | 1,665 | 1,808 | {
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Teaching CONSENT
The Basics of Consent
Consent is all about setting boundaries, making decisions, asking for permission, and responding gracefully when someone says "no." These topics should be the main points of teaching consent.
Consent is Not Just About Sex
In simple terms, consent just means giving someone a choice about any kind of physical touch or actions and respecting their answer. This can also be framed as "asking for permission." Teaching young people about consent from a young age can help them understand setting boundaries and respecting boundaries with partners when they are older.
Kids who understand consent...
- Can confidently make decisions about their own bodies.
- Know how to talk to trusted adults.
- Value the importance of respecting and setting boundaries.
- Know that they have a voice and that it matters.
Consent Teaching Points
- No one can touch you without your permission.
- Saying no to someone is NOT RUDE.
- You always have to ask for permission and respect the answer.
- You can show your friends that you care about them by respecting their boundaries.
- Only you get to decide what happens to your body. It belongs to you!
Modeling Consent
- It's okay if you don't want a goodbye hug from grandma.
- Do you want a goodnight kiss, or can I give you a high five?
- Do you need a break from tag, or can I keep chasing you?
- Can I help you put on your socks?
- Do you want to play with dolls or dinosaurs?
- Can I put my arm around you?
One of the best ways to teach about consent, is to model these behaviors in your everyday life.
Practice Makes Perfect
Here are examples of how to take a situation and turn it into a teachable moment.
Scenario 1: Your child comes home upset because their friend did not want to hug them goodbye after school.
Possible responses:
- "I am so proud of you for respecting your friend's boundaries."
- "I can tell you really care about your friend by the way you listened to their needs."
- "I understand why you are sad, sometimes it is hard when a friend says no."
- "What can we do to make you feel better and help your sad feelings?"
Scenario 2: A relative asks for a hug from your child, but your child refuses.
Possible responses:
- "You don't have to hug anyone that you don't want to."
- "Good job setting a boundary. I am so proud of you!"
- "It's your body and you get to say no to things you don't want to do."
Learn more at worldsexualhealthday.org
World Sexual Health Day (WSHD) is celebrated every year on September 4. The theme for WSHD in 2023 is consent. The World Association for Sexual Health (WAS) launched the first World Sexual Health Day in 2010 to bring the global community together to promote sexual health and well-being. | 1,028 | 599 | {
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Journal
Spend some time thinking about the question below and journal your thoughts or share them with a parent.
What are people afraid of?
Day 1
Go to bit.ly/SundaysAtHomePreteen and watch this week’s episode of The So & So Show.
Even if you already saw it at church, feel free to check it out again!
After watching, write one thing that:
1. You liked:
2. You learned:
3. You’d like to know:
A Devotional on Courage.
Day 2
Read Numbers 13:17–21, 26–33; 14:1–9
1) As you read the passages from Numbers, draw lines from the questions Moses gave the 12 spies (in verses 17–21) with the answers they brought back to him (in verses 26–33).
2) Go back and underline the answers the spies gave that show what they were afraid of. Lastly, circle the responses Joshua and Caleb gave to the people’s fears (in verses 14:1–9).
3) Out of all of the passages you read, who did what they should even when others were afraid?
______________________________
4) Who was allowed into the Promised Land, along with their children?
______________________________
You should have the same answers for 3 and 4—Joshua and Caleb did what they should even when others were afraid! And as a result, they were the only leaders who were allowed to see the Promised Land!
Day 3
When Moses, Caleb, and Joshua were trying to do the right thing even though others were afraid, who did they turn to?
God! Moses prayed to God for wisdom in how to lead the people to do what God wanted them to do, even though they were afraid.
You may not be facing a scary situation like the Israelites were, but we all will encounter situations that require courage. And it can be really hard to be brave when we feel like others around us aren’t. Thankfully, you’re not alone—you can ask God to help us have courage. And you don’t have to wait until you’re facing something scary to ask for courage. You can ask God to help you be brave every day!
“Dear God, thank You for being with me wherever I go, whatever I face. I know there are going to be times when I have to stand against the crowd because others are afraid to stand and do the right thing. I want to do what I should, even if others around me are afraid, just like Joshua and Caleb did. Please give me Your strength and Your peace so I can be brave. Help me to know what to do and then to step out in courage to do it. In Jesus’ Name, I pray. Amen.”
Day 4
What Are People Afraid Of?
We’re all afraid of something. Sometimes it can help to know that other people are afraid of things too. It can make you not feel so alone in your fears, and you can work on overcoming them together. It’s not wrong to be afraid, but when it comes to doing the right thing, you can be brave and do what you know God wants you to do!
Whether you’re afraid of storms or of a bully at school, there’s often a “next right thing” you can do. Take this list of common fears people have and talk with a trusted friend about how someone who is afraid of these things can show courage and do the right thing.
- the dark
- speaking in front of people
- getting made fun of
- thunderstorms
- loud sounds (like fire alarms)
- roller coasters
- flying on planes
Day 5
You can do what you should even when others are afraid.
Grab two different colors of markers and a sheet of paper. Write the sentence above without looking at the paper. Instead of watching what you’re doing, look around the room. Maybe you see someone playing video games or cooking dinner or doing homework. Keep looking around at others until you’ve written the whole sentence.
Take a look at what you wrote. How did you do? It probably doesn’t look so great, does it? When you are focused on what others are thinking or feeling, it becomes a lot harder to do what you should do.
At the bottom of the page, using the other marker, write the same sentence with your best handwriting.
Hang the sheet of paper somewhere you will see it this week to remind you that no matter what others are doing or feeling, you can do what you should. | 1,481 | 931 | {
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| Year 1 2016 | Year 2 2017 | Year 3 2018 |
|------------|-------------|-------------|
| **Focus – Reading** | **Focus- Writing** | **Focus – Talking and Listening** |
| • Continue to build links with local library – all classes 2 weeks per term | • List of writing genres
• Audit genres list against E&O topic clusters
• Establish and address what is missing to ensure balance
• Use of writing signposts
• Develop learning and teaching experiences across genre
**Knowledge about language**
• Audit existing practice against E’s & O’s
• Establish a programme for developing children’s understanding and application of grammar
**Spelling**
• Audit existing practice against E’s & O’s
• Develop learning and teaching experiences to complement existing progression
• Staff development to make best use of NFER data
**Handwriting**
• Audit existing practice against E’s & O’s
• Opportunity to highlight the need for giving handwriting a high profile (look at best practise)
**Share pedagogy with parents** | • Audit existing practices against outcomes
• Baseline data for talking and listening
• Map outcomes against topic clusters
• Share pedagogy with parents session |
| • Staff Development (shadowing)
• A.R – need to start drop in
• Blooms for reading
• Reading Workshop for skills
• Daily Literacy
• Spelling – need to look at use of data
• Grammar Framework introduced and implemented consistently
• Introduceursive script from P3 – consistently high standard of writing for all written tasks
• Blessing of the books
• Story movement for reading
• Balance Read Write Inc/Big Writing
• Use of signposts for use with children/tracking
• Whole school focus – Language Development – August 2016
• Consistent approach with Ault – shift of the power in the classroom – build on importance of peers
• Agreed approach to assessment
• Home Learning activities – relevance/impact?
• Sharing pedagogy with parents
• Reading
• Meeting learners’ needs
• Prioritise phonics
• Early level – learning through play – Foundations of Literacy – see separate plan | | |
**Reading**
- Use Daily Provision (shadowing)
- Continue links with Local library
- Reading resources
**Staff Development**
- A.R.
- Reading Workshop for skills
- Daily Literacy
**Good Practice Sessions on:**
- Blooms for reading
- Word attack strategies
- Blessing of the books
- Home Learning Activities
**Focus- Writing**
- Use of Daily Provision (shadowing)
- Continue links with Local library
- Reading resources
**Knowledge about language**
- Use and evaluate Knowledge about Language programme
**Spelling**
- Evaluate learning and teaching experiences to complement existing progression
**Good practice**
- Use the grid to track experiences across genre
- Handwriting | 1,460 | 623 | {
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A Future of Increasing Risk
Each year, Maryland’s coastal cities and towns experience devastating storm damages to property, infrastructure, and natural resources, along with associated economic disruptions. Over the past ten years, Maryland has experienced seven weather-related events warranting Presidential Disaster declarations, including five coastal flood events totaling approximately $103 million in economic damage. If action is not taken to make Maryland more resilient to the adverse effects of climate change, Maryland’s coastal economy – which supports over 1.6 Million people and has an estimated GDP of $212 Billion – is at risk.
The Importance of Coastal Habitats
Coastal resources such as wetlands, shorelines, dunes and beaches can provide critical protection against storms as well as key natural functions. The importance of these natural and nature-based features, were highlighted when the impacts of Superstorm Sandy were evaluated. In addition to being more cost effective, the significant advantages of natural defense solutions over traditional hardened measures, like seawalls and revetment, are the additional ecosystem services they provide. Daily, these ecosystems deliver benefits vital to the economic well-being of coastal communities, including water quality improvement, fresh water capture, groundwater protection, fisheries enhancement, birding hotspots and recreational space.
Maryland’s Coastal Resiliency Assessment
To ensure the most effective and impactful investment of State dollars, the Department developed a “Coastal Resiliency Targeting Model” to prioritize those projects that provide the greatest protection benefit for critical coastal infrastructure, communities, coastal businesses and habitats. In addition to the cost-accounting considerations, the model can evaluate opportunities near those communities that are less equipped to prepare for and recover from storms, flooding and other coastal hazards.
By the Numbers
- **2.1 feet**: Projected sea level rise in 2050 along Maryland’s shorelines and 3.7 feet by 2100.
- **3.9 million**: Number of people that lived along the Maryland coast in 2013.
- **$212 billion**: Value of Maryland’s coastal economies in 2013.
- **91,049**: Number of establishments in Maryland’s coastal counties in 2013.
- **1.6 million**: Number of jobs supported by Maryland’s coastal industries in 2013.
Data: NOAA Office of Ocean & Coastal Resource Management; National Ocean Economics Program Population and Economic Data, 2015; Maryland Chesapeake and Coastal Service, Maryland Department of Natural Resources; photos: Maryland Department of Natural Resources
SPOTLIGHT: Fiscal Year 2018 Budget Includes Funding to Help Maryland Reduce Vulnerabilities and Enhance the Resiliency of Local Economies
The governor’s fiscal year 18 budget included funding for a new community resiliency grant program to aid coastal communities in enhancing their resiliency to the effects of climate change and extreme weather. The fiscal year 2018 budget includes funding for six projects in five jurisdictions.
In addition to protecting critical infrastructure, the projects supported through this program allow the State to address climate resiliency, public access, vital habitats, and environmental justice.
Projects will include shoreline restoration, beneficial use of dredged materials, tidal marsh restoration, and the protection of dunal habitats to reduce future and existing emergency repair costs. The goal of the program is to better protect Maryland communities and public resources using natural and nature-based approaches. | 1,677 | 670 | {
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Here is a Bible lesson for kids in K-5th grade on faith, based on Hebrews 11:1. It includes a fun opening activity that sets up the lesson.
Enjoy!
Nick Diliberto, Ministry to Youth - Kids
Looking for Children’s Ministry curriculum? If so, GO HERE to view our New Year’s Bundle for K-5th grade. Save 44% on 4 1/2 months and $266 worth of children’s ministry curriculum.
BIBLE LESSON FOR KIDS ON FAITH
Bible: Hebrews 11:1
OPENING ACTIVITY: ACTION NEWS REPORT
Have kids divide into small groups. Give each group the name and information on a mythological creature, such as unicorns, Godzilla, werewolves, Bigfoot, mermaid, leprechaun, etc.
Explain to each group that they will be creating a news report that must include every member of their group.
They can be reporters, eyewitnesses, cameramen, etc.
Their story should be about several eyewitnesses describing a “sighting” of the mythological creature. Encourage them to be humorous with their news reports.
When groups have finished, allow a few groups to share their news report with other groups.
After the activity, say: Have any of you ever seen one of these creatures?
When you can’t see something, you have a really hard time believing that it really exists or that it really happened.
We all want evidence or proof to help us believe.
Open your Bibles to the book of Hebrews, chapter 11.
The writer of Hebrews opens this chapter with a great definition of faith, so let’s read that together.
Hebrews 11:1-3 says,
“Now faith is confidence in what we hope for and assurance about what we do not see. This is what the ancients were commended for. By faith we understand that the universe was formed at God’s command, so that what is seen was not made out of what was visible.”
Faith is believing without seeing.
This is essential for the Christian life. You cannot see God. You were not present when Jesus was crucified or resurrected.
And you were not in the room with the writers who wrote down God’s words that formed the Bible.
So, how can you believe in all of these things that you did not see or experience?
This is faith. But our faith is not completely blind.
Although we cannot directly see or experience these things, God chose to gives us testimonies and evidence that believe that they really happened.
Here’s what I mean…
The Bible is composed of 66 books by over 40 authors over a span of 1500 years!
In all that time and with all those different authors, there is not one line in the Bible that contradicts another.
Only God could do something that amazing.
Following Jesus’ resurrection, He spent a span of 40 days on earth and more than 500 people saw him alive.
On one occasion, Thomas put his finger in the nail holes of Jesus and felt the scars of the crucifixion.
If Jesus wasn’t dead and resurrected, how could any of this have happened?
God is not visible.
In fact, the Bible tells us that we cannot see Him because His glory would be too magnificent for our eyes.
Even though we can’t see Him, we can see all that he created and the order with which he created it.
Did you know that the earth is 93 million miles from the Sun?
This is the perfect distance.
If we were a few degrees closer, we would burn up.
If we were a few degrees further, the planet would freeze.
Did you know that the stars rotate in the sky with such precision that if you set your clocks by them, the time would only be off 3 seconds every 1,000 years!
I wish I had a clock that accurate.
All of this is the testimony of creation that there is a creator.
The creator is God.
Even though we cannot see or experience any of these things on our own, we can have faith that they are all true because God has given us evidence to rely on.
Faith is not easy, and doubts will be common.
But by His Word and by the teaching of His Word, we can all increase our faith.
We can live by faith, and not by sight.
End lesson.
Looking for Children’s Ministry curriculum? If so, GO HERE to view our New Year’s Bundle for K-5th grade. Save 44% on 4 1/2 months and $266 worth of children’s ministry curriculum. | 1,665 | 943 | {
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Mushrooms key to vitamin D?
Health expert says mushrooms are a good way to get a natural vitamin D boost during winter and especially during lockdown
New research commissioned by The UK & Ireland Mushroom Producers has revealed that one in four people in the country are not getting their daily recommended vitamin D intake, with a further quarter having ‘no clue’ on what the recommended daily amount even is.
The research also found that 22 per cent of people agreed to being worried about developing a weak immune system.
“With winter starting to descend upon us, getting enough vitamin D from natural food sources such as mushrooms becomes even more important than other, sunnier months of the year,” the group stated.
“The body is designed to get vitamin D from sunshine through the skin, but through the darker months this is much harder to achieve, especially in the UK. With more local lockdowns rapidly being introduced, thousands of Brits will be spending less time in the sunlight than usual this winter.”
However, nutritionist Rob Hobson has a solution, revealing that mushrooms, when exposed to the sun, can provide as much vitamin D as a health supplement.
Much like our skin, mushrooms transform ultraviolet light from the sun into the vitamin and continue to do so even after they have been harvested – they are the only vegetarian food that can make vitamin D as they contain a specific compound called ergosterol.
“Mushrooms often go unnoticed in the fruit and veg rainbow that we’re advised to eat,” Hobson explained. “They are commonly overlooked as a significant source of the sunshine vitamin D.
“As we prepare to spend less time in the daylight winter, we need to explore different ways of finding how to best get what our bodies need,” he outlined. “A readily available and easily-forgotten source is mushrooms, which can be bought specially enriched with vitamin D.”
The latest NHS advice urges the public to consider increasing their vitamin D intake from 5 micrograms to 10 micrograms, while Matt Hancock also recently advised that everyone in the UK should consider taking/eating more foods with vitamin D.
Hobson said that eating just eight vitamin D-enriched mushrooms a day would provide the daily recommended amount.
“If you can’t get your hands on vitamin D enriched mushrooms and can only find regular mushrooms, place them outside on the window sill when the sun is out and they become a source of vitamin D,” He noted.
Enjoyed this free article from Fresh Produce Journal and its team of editors? Don't miss out on even more in-depth analysis, plus all the latest news from the fresh produce business. Subscribe now to Fresh Produce Journal.
Parts of San Diego quarantined as psyllid count mounts
http://www.fruitnet.com/americafruit/article/4746/parts-of-san-diego-quarantined-as-psyllid-count-mounts | 1,126 | 575 | {
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HOP ON POP
By Dr. Seuss
The SIMPLEST SEUSS for YOUNGEST USE
HOP ON POP
By Dr. Seuss
COLLINS
UP
PUP
Pup is up.
CUP PUP
Pup in cup
PUP CUP
Cup on pup
MOUSE HOUSE
Mouse on house
HOUSE MOUSE
House on mouse
ALL TALL
We all are tall.
ALL SMALL
We all are small.
ALL BALL
We all play ball
BALL WALL
up on a wall.
He was juggling with three red balls,
When he dropped one and then another fell.
He was juggling with two red balls,
When he dropped one and then another fell.
He was juggling with one red ball,
When he dropped it and then another fell.
He was juggling with no red balls,
When he dropped them all and then another fell.
ALL FALL
Fall off the wall
DAY PLAY
We play all day.
NIGHT FIGHT
We fight all night.
HE ME
He is after me.
HIM
JIM
Jim is after him.
SEE BEE
We see a bee.
SEE BEE THREE
Now we see three.
THREE TREE
Three fish in a tree
Fish in a tree?
How can that be?
RED RED
They call me Red.
RED BED
I am in bed.
RED NED TED and ED in BED
PAT PAT
They call him Pat.
PAT
SAT
Pat sat on hat.
PAT
CAT
Pat sat on cat.
PAT BAT
Pat sat on bat.
NO PAT NO
Don't sit on that.
The cactus was very sharp,
And the mouse was very small,
So he ran away, and he never came back,
Because he was afraid of the cactus.
SAD
DAD
BAD
HAD
Dad is sad
very, very sad.
He had a bad day.
What a day Dad had!
THING THING
What is that thing?
THING SING
That thing can sing!
SONG LONG
A long, long song
Good-by, Thing.
You sing too long.
WALK WALK
We like to walk.
WALK TALK
We like to talk.
HOP POP
We like to hop.
We like to hop on top of Pop.
STOP
You must not hop on Pop.
Mr. BROWN
Mrs. BROWN
Mr. Brown upside down
Pup up
Brown down
Pup is down.
Where is Brown?
WHERE IS BROWN?
THERE IS BROWN!
Mr. Brown is out of town.
BACK BLACK
Brown came back.
Brown came back with Mr. Black.
SNACK SNACK
Eat a snack.
Eat a snack with Brown and Black.
JUMP BUMP
He jumped.
He bumped.
FAST PAST
He went past fast.
He went into the tent.
I sent him out of the tent.
WET
GET
Two dogs get wet.
HELP YELP
They yelp for help.
HILL WILL
Will went up the hill.
WILL HILL STILL
Will is up the hill still.
FATHER
MOTHER
SISTER
BROTHER
That one is my other brother.
My brothers read a little bit.
Little words like
If and it.
My father can read big words, too like...
CONSTANTINOPLE and TIMBUKTU
SAY SAY
What does this say?
seehemewe
patpuppop
hethreetreebee
tophopstop
Ask me tomorrow but not today.
Authorised user HarperCollins Publishers Ltd
HarperCollins Children's Books
A Division of HarperCollins Publishers Ltd
77-85 Fulham Palace Road, Hammersmith,
London W 6 8 J B
First published by Random House Inc, New York, USA
First published in the UK 1964
This mini edition first published by HarperCollins Children's Books 1993
ISBN 0 00 171817 7 HB
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It is recommended that students who are entering grades 6, 7, or 8 spend about 30 minutes per week solidifying understandings of topics. All practice topics listed below can be found on Khan Academy. We encourage students to create a login to track their progress. Please note that summer work is voluntary, though some teachers may give credit for a completed log handed in on the first day of school. Parent/Guardian signature indicates verification of a student's log.
Parent/Guardian Signature Date
Students Entering 6th Grade
Concept to Practice: Whole Number Operations and Fractions
Live links are provided below. If you cannot access the links, go to www.khanacademy.org. Under "Subjects", select "Math By Grade: Eureka Math/EngageNY" and follow the links to "Get Remediation Support" and "6th Grade Foundations (Eureka Math/EngageNY)".
- **Module 1, Topic A: Foundations**
- Compare with Multiplication
- Compare with Multiplication Word Problems
- Fractions as Division
- **Module 1, Topic C: Foundations**
- Fractions as Division
- Fractions as Division Word Problems
- **Module 2, Topic A: Foundations**
- Multiplying Fractions with Visuals
- Multiplying Mixed Numbers
- Divide Fractions by Whole Numbers Visually
- Divide Whole Numbers by Unit Fractions Visually
- **Module 2, Topic B: Foundations**
- Multiply Without Regrouping
- Multiply with Regrouping
- Multi-Digit Multiplication
- **Module 3, Topic C: Foundations**
- Division by 2-digits
- Multiplication and Division Word Problems
- Multi-step word problems with Whole Numbers
- Divide with Remainders (Basic)
- Basic Multi-Digit Division
Concept to Practice: Decimal Operations
Live links are provided below. If you cannot access the links, go to www.khanacademy.org. Under "Subjects", select "Math By Grade: 5th". Each of the topics will be listed further down the page.
- **5th Grade Arithmetic Operations**
- Common Fractions and Decimals
- Adding Decimals 1 - 6
- Subtracting Decimals 1 - 8
- Estimating Multiplication Of Decimals
- Multiplying Decimals 1 - 3
- Estimating with Dividing Decimals
- Division of Decimals 1 - 8
- **5th Grade Place Value and Decimals**
- Round Decimals
- Round Decimals Using a Numberline
- Round Decimal Word Problems
- Multiply and Divide Whole Numbers by 10, 100, 1000
- Powers of Ten
- Multiply and Divide Whole Numbers by Powers of 10, 100, and 1000
- Compare Decimal Place Value | 1,319 | 618 | {
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King Nebuchadnezzar made a statue that was covered with gold.
A messenger called out loudly, "Here is what the king commands you to do. You will soon hear the sound of horns and flutes. When you do, you must fall down and worship the gold statue that King Nebuchadnezzar has set up. If you don't, you will be thrown into a blazing furnace right away."
At that time some people came forward. They said, "King Nebuchadnezzar, may you live forever! You commanded everyone to fall down and worship the gold statue. If they didn't, they would be thrown into a blazing furnace.
But you have appointed some Jews to help govern Babylon. Their names are Shadrach, Meshach and Abednego. They don't serve your gods. And they refuse to worship the gold statue you have set up."
Nebuchadnezzar burned with anger. He sent for Shadrach, Meshach and Abednego. So they were brought to him.
The king said to them, "Shadrach, Meshach and Abednego, is what I heard about you true? Don't you worship the gold statue I set up?
Shadrach, Meshach and Abednego replied to the king, "We might be thrown into the blazing furnace. But the God we serve is able to bring us out of it alive."
Then Nebuchadnezzar's anger burned against Shadrach, Meshach and Abednego. Then he told his men to throw them into the blazing furnace.
So they were tied up. Then they were thrown into the furnace.
Then King Nebuchadnezzar leaped to his feet. He was so amazed he asked his advisers, "Didn't we throw three men into the fire?"
"Yes, we did," they replied.
The king said, "Look! I see four men walking around in the fire. They aren't tied up. And the fire hasn't even harmed them. The fourth man looks like a son of the gods."
Then the king approached the opening of the blazing furnace. He shouted, "Shadrach, Meshach and Abednego, come out! You who serve the Most High God, come here!"
So they came out of the fire. The fire hadn't harmed their bodies. Not one hair on their heads was burned. Their robes weren't burned either. And they didn't even smell like smoke.
Then Nebuchadnezzar said, "May the God of Shadrach, Meshach and Abednego be praised! He has sent his angel and saved his servants.
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Bible Accent
In order for us to have guidance in our Christian lives, just as we read the Bible, Catholic scholars have written the Catechism of the Catholic Church.
The catechism is divided into four parts: The Profession of Faith; The Celebration of the Christian Mystery; Life in Christ and Christian Prayer. It includes explanations of the church's teachings on topics like the Ten Commandments, the resurrection of Jesus, the liturgy and the sacraments.
Pope John Paul II, who authorized the catechism, considers the book "a catechesis renewed at the living sources of the faith!" He also described it to be "a statement of the Church's faith and of catholic doctrine."
The catechism is an important reference book for us as we continue to learn more about what God wants us to know and do.
St. Robert Bellarmine
St. Robert Bellarmine joined the Jesuit order in 1560 when he was 18, and became a scholar in many subjects. He became a teacher of literature, theology and music. He organized his learning into a document he called "Disputations on the Controversies of the Christian Faith."
He also became a theological advisor to Pope Clement VIII in 1597. Two years later, he was named a cardinal and later an archbishop. In order to defend the church against criticism from the Protestants, Pope Paul V appointed him as a spokesman of the church. Because St. Robert was an expert on both Protestant and Catholic philosophy, he proved to be an excellent speaker and debater of religious issues.
St. Robert continued to write on Catholic doctrines until his death. We remember him on Sept. 17.
Jesus' enemies try to trick him
By Joe Sarnicola
Jesus often taught about the kingdom of God when he was near the temple. One time, some of the elders and chief priests who were listening interrupted him and asked, "Who gave you the authority to teach like this?"
Jesus knew they were trying to trick him because they wanted to accuse him of doing something wrong. So he said, "If I answer the question I ask you, I will answer the question you have asked me."
One of the priests stepped forward and said, "You may ask, 'Was your authority from heaven or from man?' Jesus replied:
The priests murmured among themselves, "If we say it was from heaven,' he will ask why we didn't believe his words. If we say 'from man,' the people may stone us. They believe John was a prophet."
"We do not know," they finally answered.
"Then I cannot tell you who gave me the authority to teach," Jesus said.
Jesus turned away from the priests and continued to teach the people who had come to hear him.
There once was a man who owned a large vineyard," he said. "He built a wall around it and rented the vineyard to tenant farmers, while he travelled on business. When it was time for the grapes to be harvested, the landowner sent some of his servants to pick up the produce from the tenants. But the tenants beat them, threw dirt or wine to the servants. Instead, they beat them, stoned them, and even killed one of them.
"When the landowner heard what happened, he sent in more of his servants. They, too, were mistreated by the tenants. So the man said to himself, 'I will send my son. I know that the tenants would not hurt him.' So the man's son sent to the vineyard.
"When the tenants realized who had come to see them, they said, 'If we kill the man's son, we can claim his inheritance, which is the entire vineyard.' So they left him."
Then Jesus looked at the people and asked them: "What do you think the landowner should do to the tenants when he, himself goes to the vineyard? The kingdom of God will not be given to those who claim they are not only to those who will produce its fruit."
READ MORE ABOUT IT:
Matthew 21
Q&A
1. Who questioned Jesus about his authority?
2. What did the tenants do to the landowner's son?
Puzzle
Fill in the blanks to answer the questions. Answers on page 7.
1. — V — — — He killed Goliath (1 Samuel 17)
2. — — — — I Last book of the Old Testament
3. N — — — He built a big boat (Genesis 6)
4. — E — — — He was also called Simon (Matthew 10)
5. — — — Y Mother of Jesus (Luke 1)
6. — — A — First man (Genesis 5)
7. — — R — — Brother of Moses (Exodus 4)
8. — — D — — He betrayed Jesus (John 18) | 1,701 | 999 | {
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A tornado acts like a gigantic vacuum cleaner. It roars along at a speed of about 50 kilometers (30 miles) per hour. It smashes everything in its path. It can even lift cars into the air, dropping them far away.
Tornadoes can happen anywhere. The central states in the United States have more tornadoes than anywhere else on Earth. Each year about 1,000 tornadoes occur. Luckily, most are weak. Others are strong. They can do a great deal of damage.
Tornadoes can begin as thunderstorms. Thunderstorms can form **supercells**. A supercell is a large thunderstorm that rotates. A supercell can be very dangerous. Supercells can cause hail, damaging winds, and tornadoes.
A supercell forms when strong winds blow in opposite directions. This starts the air within a thunderhead to spin. If it touches the ground, it becomes a tornado.
| Rank | Strength | Speed |
|------|----------|----------------|
| F0–F1| Weak | winds 64–180 km/h (40–112 mph) |
| F2–F3| Strong | winds 181–332 km/h (113–206 mph) |
| F4–F5| Violent | winds over 333 km/h (207+ mph) |
**Fujita Tornado Scale**
Tetsuya Theodore Fujita made a scale in 1971. This scale is used to rate the power of a tornado. Here is part of the Fujita Scale:
---
**Terrible Twister**
The deadliest tornado ever struck on March 18, 1925. It started in Missouri and traveled for more than 350 kilometers (219 miles). It lasted over three and a half hours. It hit Illinois and Indiana, too. It left 689 dead, 2,000 hurt, and 11,000 homeless.
People used to be at the mercy of these storms. Now there is some advance warning. **Doppler (DAWP-ler) radar** can detect when such a storm is forming. Then the government issues a tornado watch. If a tornado touches down, the watch turns into a warning. If this happens, people should take cover in a basement or a storm shelter. The only safe place to be during a violent tornado is underground.
Compared to tornadoes, waterspouts are smaller and have slower winds. Waterspouts suck up things from the water. Then they drop them on land. In this way, fish have fallen in Mexico, frogs in France, and tadpoles in Canada! Most of the time, waterspouts drop things close by the source. In 1988, hundreds of small pink frogs from Africa rained down on a British village. Strong updrafts kept the frogs in the air long enough to cross the sea. | 1,031 | 587 | {
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Leading globally matters locally.
Key Facts
Foreign assistance is only 1% of the federal budget.
- While most Americans think we spend 25% of the federal budget on foreign assistance, it is actually just 1%.
- America currently spends nearly 50% less on foreign assistance today as a percentage of GDP than during the Reagan years.
Foreign assistance promotes our national security.
- The U.S. continues to provide $3 billion in military assistance to Israel, our key ally in a region strategic for America’s national security.
- After the Cold War, the U.S. provided $2 million in assistance to Poland, now a steadfast American ally and NATO member.
- American assistance through Plan Colombia helped the country move from a cartel-ridden state to a strategic ally and economic partner, with trade between our countries tripling in the past decade to over $14 billion.
- A decade ago, most humanitarian aid went to natural disaster response. Today, 80% of assistance is going to provide relief and promote stability in conflict zones and fragile states.
Foreign assistance promotes American economic prosperity and supports American jobs.
- 95 percent of the world’s consumers live outside the United States, and 7 out of the 10 fastest growing economies are in the developing world.
- 12 out of America’s top 15 trading partners were once recipients of U.S. foreign assistance.
- More than 1 in 5 American jobs are tied to international trade, while 1 in 3 manufacturing jobs are tied to U.S. exports.
- America’s Feed the Future initiative has trained thousands of farmers in Tanzania over the last decade, and now, U.S. exports to the country have increased by more than 500%.
- Every $1 billion in export growth leads to an increase in 6,000-8,000 manufacturing jobs.
#AmericaLeads
Foreign assistance works, saving lives and advancing our national interests and values.
- Over the last 25 years, American assistance has helped cut extreme poverty in half around the world.
- The President’s Emergency Plan for AIDS Relief (PEPFAR) alone has saved more than 11 million lives and prevented nearly 2 million babies from being born with HIV.
- The world has seen a 99% reduction in polio cases, thanks to U.S. supported global vaccination programs.
Strong oversight mechanisms ensure effective, transparent, and accountable foreign assistance.
- A new online Foreign Assistance Dashboard makes it possible to see where nearly all U.S. foreign assistance is spent by country and sector.
- The Millennium Challenge Corporation, created under President Bush, only invests in countries that demonstrate a commitment to necessary reforms to promote economic growth and fight poverty.
- USAID has adopted new reforms promoting greater accountability, dramatically increasing the number of evaluations of programs since 2011 in order to learn and adapt its programs to be more effective.
U.S. development agencies are partnering with the private sector to have an impact at scale.
- By partnering with U.S. businesses like Wal-Mart and Coca-Cola, the New Alliance for Food Security has leveraged more than $2 billion of private contributions to lift people out of poverty since 2012.
- USAID participated in 1,600 public-private partnerships with more than 3,000 different partners between 2001 and 2012. | 1,499 | 668 | {
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1864 Noah Gale purchased a tract of land from Preston King, located then in the Town of Hopkinton, New York. He moved his family onto a portion of this land, which has since been known as Gale.
1878 Mr. Child of Boston purchased land which is present location of Childwold, New York.
1878 First log house was built by Mr. Child.
1879 First sawmill was built on Jock Pond.
1880 Addison Marden was first child born in Childwold on May 9. He now resides in Colton, New York.
1881 First School House was built; the teacher was Lydia Clifford.
1884 First Post Office was established on April 1 as Childwood; on April 22 reestablished as Childwold; Mr. Child was postmaster.
1887 First Post Office was established at Gale. Emery P. Gale was postmaster.
1889 First store and halfway house for lumbermen at Gale.
1889 First Hotel was erected on Massawepie Lake, named Childwold Park Hotel.
1890 Gale House and summer resort built on the shores of Catamount Pond at Gale.
1890 Site purchased for new school building, from Mary Dorothy for $40.00.--September 5.
1890 Childwold Station was established on the shores of Pitchfork Pond as a result of John Hurd's Northern Adirondack Railroad going through to Tupper Lake that same year.
1892 The first church was built, then known as the Community Church; Robert McCuen one of the first Elders and Herbert Maynard conducted the first services.
1891 The first road was cut through the virgin wilderness along the shores of many small lakes from Childwold Park Hotel to Childwold Station -- a distance of 8 miles.
1892 Luke Lasher, president of First National Bank of Rotsdam, and D. J. Cahoon, started a paper mill at the present site of Piercefield Village.
1895 First Post Office at Piercefield Village; Clara E. Adams postmaster, November 8.
1895 First Post Office at Massawepie established May 1, William F. Ingold, postmaster.
1897 International Paper Company acquired the paper mill.
1900 The act to divide the Town of Hopkinton was passed on the 11th day of December and the townships of Piercefield and Atherton were formed.
| Year | Event |
|------|-------|
| 1901 | First Town Board meeting was held on February 12, in Piercefield Village; J. C. Hoole was elected first Supervisor. |
| 1909 | First Circular saw mill was built at the present site of Conifer Village. |
| 1909 | First automobile passed through Childwold. |
| 1909 | First telephone at Jock Pond House. |
| 1910 | First stone road built through Childwold. |
| 1911 | Grasse River Railroad was built by Emporium Lumber Co. |
| 1912 | First Post Office in Village of Conifer, February 24; William J. Snyder, postmaster. |
| 1912 | First school was erected in Conifer Village. |
| 1914 | Conifer Inn was erected. |
| 1918 | Flu epidemic swept the Town of Piercefield. |
| 1918 | First soldier in World War I. |
| 1918 | First to lose life; Sgt. Harold Gale. |
| 1920 | Typhoid epidemic swept Conifer Village. |
| 1922 | First radio installed. |
| 1927 | Concrete road was finished from Sevey's Corners to Tupper Lake, Route #3. |
| 1937 | Electricity comes to Childwold Village. |
| 1933 | First school bus made its appearance. |
| 1941 | First person called to active duty for World War II. |
| 1943 | First person to lose his life in World War II -- Ronald Jones. |
| 1950 | First television appeared. |
| 1956 | Centralization of our schools became effective. |
Signed,
Brenda B. Wroblewski
Town Historian | 1,797 | 873 | {
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Password Safety
Top Ten Tips for Teens
Sameer Hinduja, Ph.D. and Justin W. Patchin, Ph.D.
Cyberbullying Research Center
1. Never, ever give your password (on Facebook, MySpace, World of WarCraft, the Playstation Network, email, or any similar service) or cell phone unlock code to a friend. Friendships sometimes don’t last, and that password or PIN can be used against you.
2. Remember your secret answer. When you create an online account, and it asks you to provide an accurate answer to a question you should know – don’t treat it lightly or as a joke. Make sure it’s something you will remember months and years from now in case you have a problem at that time.
3. Do not use passwords based on personal information (your login name, birthdate, address, phone number, middle name, pet’s name, etc.).
4. Use a mixture of upper- and lower-case letters, numbers, and nonalphabetic characters (symbols) if possible.
5. Change your password often. It takes time and is a bit of a chore, but do it anyway. It takes more time and is more of a chore to try to recover from a hacked account or from identity theft.
6. Never provide your password over email or in response to an email request.
7. Make your own acronym by creating a phrase that means something to you, and group together the first letter of each word. Use numbers and symbols when you can. Make sure the acronym you create has at least seven characters. For example:
- “Last week I fell down thirty stairs” (Lw1fd30$)
- “It’s 3am, I must be lonely” (I3amimbL)
- “My boyfriend got me a dog for Christmas” (mBFgm@d4C)
- Use short words separated by characters (d0g%d00r, c@ndystr1p).
8. Do not place a written copy of your password on the side of your monitor, under your keyboard, under your mousepad, etc. Figure out a secure place where you can store the passwords you write down – or, if possible – never write down any passwords; it is best to commit them to memory.
9. Do not type passwords on computers that you do not own, control, or fully trust. Computers in Internet cafés, computer labs, airports, libraries, or similar public places should only be used for anonymous Web browsing, and not for logging into your online accounts.
10. Don’t use the same password across all of the online accounts you have. Try to use different passwords at different sites, so that one hacked account doesn’t lead to other accounts being hacked.
Sameer Hinduja, Ph.D. is an Associate Professor at Florida Atlantic University and Justin W. Patchin, Ph.D. is an Associate Professor at the University of Wisconsin-Eau Claire. Together, they lecture across the United States on the causes and consequences of cyberbullying and offer comprehensive workshops for parents, teachers, counselors, mental health professionals, law enforcement, youth and others concerned with addressing and preventing online aggression.
The Cyberbullying Research Center is dedicated to providing up-to-date information about the nature, extent, causes, and consequences of cyberbullying among adolescents. For more information, visit http://www.cyberbullying.us. © 2009 Cyberbullying Research Center - Sameer Hinduja and Justin W. Patchin | 1,379 | 718 | {
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Project:
Composing with Scales: ScaleComp1 and ScaleComp 2
Overview:
You will create TWO original MIDI compositions, each using the notes of a specific scale. Each of the compositions should use one specific scale, such as A minor. You may use the same scale for both compositions, or choose two different scales to use.
The two compositions should be contrasting in style, mood, and tempo. Imagine you are creating two TV/film cues, each for a distinct purpose. For each composition, imagine a specific type of scene or use that might come out of a TV or film project; for example, a chase scene, a mystery/suspense scene, a news/sports program, a nature documentary, a silly infomercial, etc.
You will be graded using the general rubric for Music Technology projects (see copy contained in this textbook).
NOTE: If you finish 2 pieces with your absolute best effort and with time remaining, you may complete a third contrasting piece along the same lines.
COMPOSITION #1
Guidelines:
• Save project as: {username}-scalecomp1
• Length: 1-3 minutes
• Choose a specific scale to use. (Check one)
□ A natural minor
□ C Major
□ Other (Name it: ____________________________)
• Use only Software Instrument tracks. (No Apple Loops.)
• Each of the following musical elements must be present somewhere in the piece: (check them off as you use them)
1. drone
2. fifths (power chords)
3. ostinato (loop)
4. rhythms
5. melody
TURN PAGE OVER → →
COMPOSITION #2
Guidelines:
• Save project as: {username}-scalecomp1
• Length: 1-3 minutes
• Choose a specific scale to use. (Check one)
□ A natural minor
□ C Major
□ Other (Name it: ____________________________)
• Use only Software Instrument tracks. (No Apple Loops.)
• Each of the following musical elements must be present somewhere in the piece: (check them off as you use them)
1. drone
2. fifths (power chords)
3. ostinato (loop)
4. rhythms
5. melody
NOTE: Again, if you finish 2 pieces with your absolute best effort and with time remaining, you may complete a third contrasting piece along the same lines.
AS ALWAYS, SAVE OFTEN! | 1,096 | 531 | {
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Notes on the contents
The theme of the Historical Journal 2/2006 is Children and War. The articles shed light on a number of interesting aspects of wartime childhood. In her editorial "Lapset, sota ja historiantutkimus" (Children, War and Study of History), the editor Pirjo Markkola explores the theme from the perspective of historical study.
In their article "Lukittu näky – sota lapsen kokemuksena" (A Locked Sight – a Child’s Experience of War), Seija Jalagin and Marianne Junila focus on the Finnish Civil War in 1918 through the experiences of children. They consider how the study of history could reach childhood, which is an elusive object of study. They suggest the experiences children have had in the past be interpreted by analysing feelings and emotions.
During the Winter and Continuation Wars, about 80,000 Finnish children were evacuated to Sweden, Norway and Denmark. These war-induced children’s evacuations were a common phenomenon in the 20th century, explains Heikki Salminen in his article "Lapset sodankäynnin uhreina. Sotalapset ja lastensirrot 1900-luvulla" (Children as Victims of War. Wartime Children and Evacuations in the 20th Century). In their article "Lapsi myrskyn silmässä – sotalapsi silloin ja nyt. Suomen lähihistorian avaamaton lehti" (Children in the Eye of the Storm – Wartime Children Then and Now. The Unopened Chapter in Recent Finnish History), Singa Sandelin Benkö, Nina Santavirta, Barbara Mattsson, Merja Keinänen and Silja Järventausta introduce an extensive research project at the University of Helsinki. Started in 2004, this project aims to explore the long-time effects of evacuation on the lives of wartime children.
In Finland, most of the discussion on children’s wartime experiences tends to focus on the children evacuated to Sweden, says Pauliina Latvala in her article "Lapsuuteeni kuuluivat sota, siirtolaiset ja sankarihautajaiset. Suomeen jääneiden lasten muistoja sotavuosien arjesta" (War, evacuees and military burials were part of my childhood. Memories of wartime life by children who stayed in Finland). However, the great majority of children remained in Finland during World War II. In recent years, they have been remembering in different contexts how children and young people saw the war and how that period shaped their future. Transforming the experiences into a narrative produces images of the era, the home front and cultural models dictating everyday life.
The most popular children’s and youth organisations in the 1930s and 1940s were Suojeluskuntapoijat (Civil Guard Boys) and Pikkulotat (Little Lotta Girls), both of which belonged to the volunteer defence movement. Was this youth work managed from the top down, or did it really open a channel of influence for wartime youth? Seija-Leena Nevala-Nurmi’s article "Nuoria maanpuolustajia vai suomalaisia lapsisotilaita" (Young defenders of the country or Finnish child soldiers) discusses the youth defence movement also from the angle of questions about gender and child soldier.
In her article "Isät, äidit ja isänomaan toivot – käsityksiä lapsista ja vanhemmista sotavuosien Suomessa" (Fathers, mothers and the country’s future hopes – concepts of children and parents in wartime Finland), Ilona Kemppainen states that family relationships in wartime Finland were both a national and a private question. In the idealist image, the men were fighting on the front, defending the country they inherited from their fathers, while the women took care of the home front, raising a new generation. Childhood during the war was often full of work, but the children were seen as future adults, the continuers of their fathers’ work, much more so than in times of peace. On the other hand, the soldiers were "sons of the nation", and the mothers of fallen soldiers, in particular, were seen as exemplary citizens.
Harri Siiskonen writes about the dire situation of AIDS orphans in his column "Häpeä ja syrjätyminen Afrikan AIDS-orpojen painolastina" (Shame and alienation, the burden of Africa’s AIDS orphans).
(Translation: Valtasana Oy) | 1,799 | 969 | {
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## TRAINING COURSE OUTLINE
### Level 1 – SRE induction training ***
- **1.1** *
SRE Safeguarding; The role of the SRE Catechist in the Church and the Public School. (online option available upon request)
*Level 1.1 must be completed before entering a classroom.*
- **1.2** **
Using the authorised curriculum
**Level 1.2 & 1.3 must be completed before teaching class.**
- **1.3** **
Classroom management
**Level 1.2 & 1.3 must be completed before teaching class.**
- **1.4**
The Bible
- **1.5**
Classroom skills. Awareness of the child in the classroom.
= **Completion of Level 1**
*** within your first year of service as a SRE Teacher (Catechist).
### Level 2 – Understanding the learner / How to get the message across age-appropriately
- **2.1**
How children learn. The Old Testament: (What we believe and how to teach about God, Creation and Old Testament stories)
- **2.2**
The Stage 1 child. The New Testament: (What we believe and how to teach about Jesus)
- **2.3**
The Stage 2 child. The Story of the Faith Community: (What we believe and how to teach about the Commandments and Moses)
- **2.4**
The Stage 3 child. The story of the Church community: (What we believe and how to teach about the Beatitudes and Mary)
- **2.5**
Moral development The Sacraments (How we teach about sacraments, especially the Mass)
= **Completion of Level 2**
### Level 3 – Holy Spirit gathering a People for God
- **3.1**
Pentecost to the Council of Nicaea; what we believe and how we teach about Pentecost and the Early Church community.
- **3.2**
Charlemagne to the Crusades; the Eastern Church and the Western Church; The Liturgical Year.
- **3.3**
The Inquisition to the Reformation; Holiness and Sainthood.
- **3.4**
From Europe to the ‘ends of the earth’ – The Catholic Church in Australia.
- **3.5**
Vatican II ; The Human Person; Christian Ethics.
= **Completion of Level 3**
CERTIFICATE OF ACCREDITATION Offered after completing Level 1, 2 & 3 training with 2 years minimum experience as a Catechist
Two years’ experience as a Catechist | 1,102 | 580 | {
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May-apples usher spring
By Susan Yost
One of my favorite pastimes is a walk in the woods, and springtime is a good time to look for the distinctive umbrella-like leaves of may-apple (Podophyllum peltatum), a member of the barberry family (Berberidaceae). This herbaceous perennial is 1 to 1½ feet tall, grows from rhizomes, and usually forms colonies.
May-apple has two growth forms. Some may-apple leaves arise singly from the ground and do not bear flowers. Flowers form when there are two leaves on an above-ground stem, with the flower in the fork between the leaves. The flower has six to nine white petals, and is 1 to 2 inches wide. This year, May-apple was in full bloom at the end of April, in central Delaware.
May-apple is aptly named for its fruit, which looks like a small green apple in May, and then turns yellowish and is about 2 inches long as it ripens later on in the summer. The pulp of the ripe fruit is edible, either raw, or cooked and made into jelly. However, be aware that the unripe fruit, leaves, roots and probably the seeds, are poisonous.
Another common name for may-apple is mandrake, which is also applied to another, unrelated, poisonous plant (Mandragora, in the nightshade family Solanaceae, which is said to scream when uprooted, was recently popularized in “Harry Potter”). Animals such as box turtles and rodents often beat humans to may-apple fruit as soon as it ripens. The seeds have been reported to be dispersed mainly by eastern box turtles, and passage through a box turtle’s digestive system has been shown to improve seed germination rate.
The scientific name for may-apple is also descriptive: *Podophyllum* means “foot leaf” (apparently referring to a duck’s foot). Peltatum means “shield-like” and refers to the umbrella-like leaves, in which the leaf stem (petiole) attaches to the underside, rather than to the edge, of the leaf. The leaves also start out looking like furled umbrellas that then open up.
May-apple has medicinal value, with two semi-synthetic podophyllotoxin derivatives, etoposide and teniposide, used in chemotherapy for lung and testicular cancer, and childhood leukemia, respectively. Sales of these two compounds exceeded $200 million annually, according to a 2000 publication. It has also been used to treat venereal warts. However, these chemicals are so extremely poisonous that they must be used only under a physician’s care.
Gardeners can grow may-apple by division of the rhizomes or from seeds, in moist humus-rich soil, in partial shade. Good sources of native plants are the annual plant sales of the Delaware Nature Society (delawarenaturesociety.org) which took place in early May this year, and the Delaware Native Plant Society (delawarenativeplants.org) which takes place on the first Saturday of November.
May-apple is a “spring ephemeral,” that thrives on the sunlight that comes down to the forest floor in the early spring, before the trees above it leaf out. Later on, in the summer, the forest is far shadier and the leaves fade away, but they’ll be back next spring.
Editor’s note: On the campus of Delaware State University, the Claude E. Phillips Herbarium is Delaware’s center for research, education, and outreach about plant identifications, locations, and uses. Call 857-6452 (Dr. Susan Yost, Herbarium Educator) to arrange a tour of the herbarium, or for more information about this article. | 1,383 | 782 | {
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50 FIREWISE Things You Can Do …to protect your home
No Cost, Just A Little Time.
- Contact someone to perform a FireWise assessment of your home.
- Contact your local VFD
- Clean your roof/gutters of leaves/needles.
- Clear the view of your house number so it can be easily seen from the street.
- Put a hose (at least 100’ long) on a rack and attach it to an outside faucet.
- Trim all tree branches overhanging your house.
- Trim all tree branches within 15ft. of chimney.
- Rake debris accumulation away from house 15ft. or more.
- Cut back trees/shrubs from shoulder of driveway.
- Trim tree branches overhanging the driveway to a 14ft. vertical clearance for emergency vehicles.
- In fall mow dry grasses to less than 6in. for 30ft. around the house.
- Cut lower branches of trees 7-10ft off the ground within the defensible space.
- Clear deadwood and dense flammable vegetation within the defensible space.
- Remove any wood/flammable materials from underneath decks/balconies.
- Relocate woodpiles at least 30ft. from structures.
- Clear away flammable vegetation within 10 feet of woodpiles.
- Compost leaves, etc.
- Use cut trees/branches for firewood.
- Discuss/plan an escape route with your family.
Have practice drills. Include all family and pets.
Check fire extinguishers. Are they charged? Accessible? Does everyone know where they are kept and how to use them?
Get involved with community mitigation efforts.
Review your homeowner’s insurance policy for adequate coverage.
Talk to children about fire and matches.
Post toll free number to report a wildfire on your refrigerator.
Mississippi Forestry Commission website www.mfc.state.ms.us
Moderate Cost Actions $$
- Build a turn around in your driveway big enough to accommodate an emergency vehicle.
- Modify driveway gates to allow emergency vehicle access. They should be at least 10ft. wide, set back 30ft. from road, accessed easily or lock should be able to be broken if necessary.
- Enclose decks/balconies with fire-resistive materials.
- Replace vinyl gutters/downspouts with non-flammable metal gutters/downspouts.
- Enclose foundations with concrete block or other fire-resistive building material.
- Use fire resistant plants and materials for home landscaping
Minimal Cost Actions $
- Install visible house numbers on your home (at least 4 inches tall).
- Post house numbers at end of long driveways using non-flammable material.
- Install a spark arrestor or non-flammable screen with mesh less than 1/2 inch on chimneys.
- Cover exterior attic, soffit and underfloor vents using non-flammable screen with mesh less than 1/8 inch.
- Install fire extinguishers in the kitchen and garage.
- Host a neighborhood meeting to talk about mitigation and fire safety.
- Separate an attached wood fence from your house with a metal shield, block pillar or other non-flammable material.
High Cost Actions $$$
- Replace your roof with fire-resistive materials such as Class A shingles.
- Install a roof irrigation or sprinkler system to protect your home’s roof.
- Replace siding or outside walls with fire-resistant or non-combustible materials.
- Replace single-paned windows with double or triple-paned glass.
- Improve road, driveways, and bridges to carry at least 45,000 lbs.
- Relocate propane tanks at least 30ft. from structures, preferably on the same contour.
- Improve your driveway by widening, straightening sharp curves and filling in dips. | 1,500 | 771 | {
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Flood Control, Open Space, and Art
The Calabacillas Arroyo empties into the Rio Grande near this project site. It is the largest arroyo on the west side of the Rio Grande in this area, having a length of nearly 17 miles and a watershed of 77 square miles. AMAFCA has stabilized the critical lower part of the arroyo’s channel. This lower section includes artificial fossils in the channel walls.
Between Coors and Unser Boulevards, the Calabacillas is designated “Major Public Open Space,” managed by the City of Albuquerque Open Space Division. It’s only one of the many areas of undeveloped land owned or managed by the Open Space Division. This arroyo is popular with hikers and equestrian users. The great width and depth of the arroyo, together with its long and open vistas, demonstrate the powerful forces of nature in arid environments.
The Calabacillas Arroyo can also be accessed at Hunters Run Park, Paradise Meadows Park, Tuscany Park, and Paradise Skies Park.
Albuquerque Metropolitan Arroyo Flood Control Authority (AMAFCA)
Protecting Life and Property Since 1963
Middle Rio Grande Conservancy District (MRGCD)
Irrigation, Drainage, and River Management
City of Albuquerque Parks and Recreation Department, Open Space Division
Preserving Natural Land for Public Benefit
More information can be found at the AMAFCA website:
www.amafca.org
The Calabacillas Arroyo Channel Stabilization Project was fully funded and constructed by the Albuquerque Metropolitan Arroyo Flood Control Authority (AMAFCA) and completed in 1998. The purpose of this project was to stabilize the arroyo and protect the surrounding neighborhoods. It was completed within the existing 200 ft right of way. Access to trails and open space were also provided. This project won several awards, which can be found on the sign in the parking area.
Visitors are welcome here, but remember in times of pending rainfall “DITCHES ARE DEADLY.” You are invited to walk the arroyo upstream on both the north and south sides west towards Coors Boulevard, weather permitting. Along the way you will discover artificial fossils cast into the channel walls to illustrate the geologic and historic past of New Mexico.
Distinct “eras” are depicted in the side of the arroyo, each with a different color. Occasionally “faults” offset the eras.
The artificial fossils embedded into the rock layers depict a wide array of historical information. The fossils were constructed through the voluntary aid of approximately 300 individuals, including staff of the National Museum of Nuclear Science and History, the Albuquerque Museum, and the New Mexico Museum of Natural History and Science, as well as several elementary school classes including Comanche, Inez, Sierra Vista, Navajo, Zia, Lew Wallace, and Eugene Field. More information can be found at the AMAFCA website, www.amafca.org.
Scavenger Hunt
Can you find the following?
Note: a few are located on the south side near Coors Blvd
- Conquistador helmet
- Cannon
- Skateboard
- Tyrannosaurus rex
- “Fat Man” atomic bomb
- Jell-O box
- Trilobite
- Mammoth
- Flute
- Wagon wheel
- Sabertooth cat
- Guitar
- Computer
- Spear
- Cowboy boot
- J. Robert Oppenheimer’s car
- Prehistoric horse
- Chalkboard
- Radio
- Rattlesnake
- Telephone
- Cockroaches (7 total)
- Baby footprints
Many more are not listed here. The south side of the arroyo has many interesting imprints as well.
Answers may be found at www.amafca.org | 1,626 | 792 | {
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Matching:
A. Conduction B. Convection C. Condensing D. Temperature
E. Absolute Zero F. Kinetic energy G. Polar H. Thermal Energy
I. Solid J. Liquid K. Gas L. Melting
M. Radiation N. Heat O. Freezing P. Evaporating
1. **F** Energy of motion.
2. The **D** of a substance tells us the average kinetic energy of the particles (atoms and/or molecules) in that substance.
3. The **H** contained in a substance is the sum (total) of all of the kinetic energies of the particles (atoms and/or molecules) in that substance.
4. **J** This is the state of matter in which molecules (or individual atoms) are touching one another, but they are sliding, bumping, moving around and changing positions.
5. **K** This is the state of matter in which molecules (or individual atoms) are flying free, but they occasionally bump into one another.
6. **I** This is the state of matter in which molecules (or individual atoms) are locked in place, touching one another, and vibrating.
7. **A** Heat transfer by touch.
8. **N** This is any transfer of thermal energy from a warmer object to a colder object.
9. **B** Heat transferred by warm currents flowing from one place to another.
10. **C** Turning from a gas to a liquid.
11. **L** Turning from a solid to a liquid.
12. **P** Turning from a liquid to a gas.
13. **O** Turning from a liquid to a solid.
14. **E** This is the temperature at which all molecular motion stops.
15. **M** Examples of this type of energy transfer are infrared waves and visible light.
16. **G** This describes a molecule that has a positive end and a negative end.
14. In order for a substance to turn from a liquid to a gas, that substance needs to _______ energy. In order for this to happen, the substance’s surroundings must _______ energy.
a. Lose, gain b. Lose, Lose c. Gain, lose d. Gain, Gain
15. In order for a substance to turn from a solid to a liquid, that substance needs to _______ energy. In order for this to happen, the substance’s surroundings must _______ energy.
a. Lose, gain b. Lose, Lose c. Gain, lose d. Gain, Gain
16. What happens to the temperature of air when it is compressed?
a. It heats up. b. It cools down. c. It does not change.
17. What happens to the temperature of compressed air when the air is released and allowed to expand?
a. It heats up. b. It cools down. c. It does not change.
Part II: Short Answer
1. Draw two water molecules sticking together. Label the atoms with their element symbols.
2. a. Which part of a water molecule has a positive charge?
The hydrogen atoms
b. Which part of a water molecule has a negative charge?
The oxygen atom.
3. Show why solid water is less dense than liquid water. In the box on the right, draw a diagram of 6 water molecules in frozen water. Then draw another 6 water molecules as they are arranged in liquid water. Label the liquid and solid water, and explain why solid water is less dense.
4. Humans sweat in order to stay cool. How does sweating keep us cool?
- Sweat needs heat in order to evaporate.
- Sweat takes this energy from our bodies, causing us to cool down.
5. Rank the states of matter according to their density, for a typical substance (not water).
Most Dense: Solid
2nd Densest: Liquid
Least Dense: Gas
6. If you cool down a balloon what happens to its volume? Explain why.
It shrinks. The molecules slow down, so they don't push as hard against the sides of the balloon.
7. The chemical formula for table salt is Na⁺Cl⁻. Explain why salt melts ice.
Salt ions grab the water molecules and pull them out of their hexagonal formation. Na⁺ grabs the negative oxygen. Cl⁻ grabs the positive hydrogen.
8. Explain why the melting of ice causes nearby substances to get colder.
- Water needs heat in order to melt.
- Water takes this energy from its surroundings, making its surroundings cooler. | 1,703 | 958 | {
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At the Palo Alto Baylands, the sights and sounds that catch one’s attention are as likely to come from above as from below.
Quacking ducks flap deliberately across a light-blue sky before landing to nibble on green vegetation. Gulls float more serenely on the air currents, with wings outspread, but just as soon break the silence with a shriek or yell. A murmuring propeller plane flies low to land at the adjacent Palo Alto Airport; any birds in the way dart quickly aside.
The surface, though, isn’t without activity. In one of the waterways that meanders through the marshlands, ducks shove off from a small cove and spread out like sailboats across the water. Their movements are observed and documented by a man with a camera and tripod. Farther off, in the center of the Baylands, hundreds of birds meet, white dots congregating for some mysterious purpose.
Other winged creatures are only fleetingly visible through brush, such as a brown bird with a thin, dangling beak that flits along one channel. And somewhere, over the miles of marshland, foxes and rabbits lie hidden.
The landscape too has its own character and life, one that changes with the light and wind. The water reflects clouds that are illuminated by the setting sun. The tones of the plant life vary from gray to mud brown to almost burnt.
(continued on page 24)
Clockwise, from top: American avocets take off in flight at the Palo Alto Baylands; fountel seed heads, which turn bright yellow in the summer, face the ponds of the Baylands on East Bayshore Road; a great egret walks through the pickleweed in search of food in the Baylands; small waves lap up against the marshy shore.
At left: A stream of water in a Palo Alto Baylands marsh reflects the waning sunlight during low tide in late February.
About the cover:
Ducks swim in one of the many channels of the Palo Alto Baylands during sunrise on Feb. 23. Photo by Veronica Weber.
Palo Alto Baylands
(continued from page 22)
orange, and the finger-like branches of an occasional tree or bush sway in the moaning wind. Tiny swells punctuate the surfaces of the wider waterways; their soft lapping produces whispers that can only be heard down by the banks — off of the trails well-used by runners and cyclists.
Painted in pastel hues, the bay and the eastern hills beyond are visible through the power lines and towers that gird the marshlands in an unusual embrace. In the distance a feathered flock flies together in tight formation, rising and falling like an undulating sheet, or some serpentine dragon out of ancient lore.
Slowly the pinks and purples have changed to periwinkle and then darker blues. The light over Skyline Ridge begins to dim, and a full color spectrum rises from the jagged edge to the sliver moon above.
A few more planes glide in over the marshlands and touch down in the gathering darkness. Adults and children file back to their automobiles, heading back to a warm meal and their favorite TV shows.
But the birds and the brush and the water remain to await the light’s return. ■ | 1,137 | 664 | {
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Primordial Source ~ Lithia Spring Water
Deep within the Stone Mountain GA granite pluton is the primordial spring source of Lithia Spring Water. The Stone Mountain, GA geological pluton formation was formed at the time of the Blue Ridge Mountain around 300-350 million years ago. At the site of Lithia Springs, beneath the earth's surface, primordial water journeys upward to the earth's surface through a mountain of quartz monzonite. During the water's long journey, through miles of fissures within the granite, telluric currents formed by geomagnetic micro-pulsations energize the water. As the primordial water rises to the surface it leaches minerals from the quartz monzonite granite enriching it with monoatomic/polyatomic minerals and trace elements that include Lithium, Gold, Silver and other rare earth elements that are beneficial to human health. When the water finally reaches the earth's surface it has been potentized and energized with alkaline ionic micro-nutrients and earth energy. Primordial mineral spring water is extremely rare and can be identified by the fact that primordial water contains virtually no nitrates. Nitrates are an organic mineral compound marker that denotes water exposed to the earth's surface through the natural water cycle. Lithia Spring Water contains no nitrates, therefore its water does not originate from the outside world's toxic watershed, but from a primordial pristine source deep within the earth's crust. Hydrological researchers theorize that the primordial Pangaea sea water is encapsulated within the earth's crust. Lithia Spring Water naturally contains trace amounts of Lithium (Li3), a primordial element (or, more properly, produced in Big Bang nucleosynthesis.
Sacred Spring Guardian 1887 Spring House
The sacred spring is housed inside a vintage spring house that protects its pristine primordial water from the outside toxic world. Amazingly this vintage spring house was built in 1887 with technology and design that protects its pristine primordial water from UV light, groundwater, animals, insects and any organic material that can contaminate its purity and potency. Inside the spring house, there is an ancient wonder to behold. As the primordial water ends its long journey through miles of fissures deep within the Stone Mountain GA granite pluton it flows into a large medicine bowl hewed out of solid granite.
rock. This ancient medicine bowl is at the bottom a giant 25-foot deep basin that is hewed from solid granite rock. When the pristine primordial Lithia Water flows into the medicine bowl it fills the basin with crystal clear effervescent water that appears to be vibrant and alive. This rare health-enhancing water never sees the light of day until it is poured into a glass from our innovative 5-Liter Eco-Friendly spout dispenser. No UV light exposure to Lithia Spring Water assures that micronutrient monatomic and polyatomic minerals /trace elements retain their natural energized potency.
Sacred Native American Healing Spring
Since ancient times people have made pilgrimages to Lithia Springs to drink its healing water. At the site of this Sacred Native American Healing Spring are the ruins of a prehistoric period stone temple that has survived both time and urban development. What remains of a great temple complex are ancient ruins that give evidence to the significance of the healing powers of Lithia Spring Water. The builders of this forgotten ancient wonder of the world are unknown and their great civilization has been buried in the sands of time. The archaeological artifact evidence we have discovered at the spring site are those of the ancient American Mound Builders (possibly Adena Culture) who flourished in Georgia thousands of years ago. These ancient stone temple builders left behind their wisdom and knowledge on the surface of the giant animals (effigies) carved from granite boulders who stand guard over the springs. Perhaps, this megalithic temple was built as a timeless beacon to call out, through the sands of time, to future generations of health seekers seeking Mother Earth's healing powers. Historic Fact: Lithia Springs GA, the city, was founded by the popular health benefits of Lithia Spring Water in 1882.
"We are a people who are neither happy nor healthy because we have forgotten the healing powers of mother earth"
Mourning Dove (Humanism) Native Indian Writer 1884-1936
1887 Congress of Physicians Lithia Springs 1887
In October 1887, the Congress of Physicians held their annual conference at the site of Lithia Springs, Georgia. Historical records show that prestigious doctors of the day prescribed Lithia Spring Water as a general health tonic. It is a historic fact that many doctors of the period used natural remedies to address health issues.
Lithium is Considered a Mineral Nutrient | 1,981 | 966 | {
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What Does “Healthy Eating” Mean?
According to the Dietary Guidelines for Americans, a healthy diet:
- Emphasizes vegetables, fruits, whole grains, and fat-free or low-fat milk products.
- Includes lean meats, poultry, fish, beans, eggs, and nuts.
- Is low in saturated fats, trans fats, cholesterol, salt, and added sugars.
- Balances the calories you take in from food and beverages with the calories burned through physical activity to maintain a healthy weight.
Here are some tips to help you meet the guidelines:
- Eating fruits and vegetables of different colors gives your body a wide range of valuable nutrients.
- Include foods that contain fiber such as fruits, vegetables, beans, and whole-grains.
- Eat lean cuts of meat and poultry. Trim away excess fat and remove skin from poultry before cooking.
- Pay attention to portion sizes, especially at restaurants. Smaller portions equal fewer calories.
- Season your food with lemon juice, herbs, and spices, rather than using butter and salt.
- Choose foods that are baked, broiled, braised, grilled, steamed, sautéed, or boiled, rather than fried.
- When eating out, select a dish from the menu, rather than getting your money’s worth at the all-you-can-eat buffet.
Quick Tip
Getting enough fluids each day is important. Did you know that beverages aren’t the only way to get valuable fluids? Fruits and vegetables help, too!
VISIT www.nia.nih.gov/Go4Life
- Read more tips for healthy eating.
- Print useful tools.
- Order a free exercise guide or DVD.
- Share your exercise story.
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|--------|---------|-----------|----------|-------|
| 2 | 3 | 4 | 5 | 6 |
| Center Closed! New Year's Holiday! | Pork Posole Spinach Cornbread Peaches | Tator Tot Casserole California Vegetables Roll Cookie Cottage Cheese w/ Pears | Frito Pie Corn Salad Peach Cobbler | Grilled Cheese Tomato Soup Pickle Spear Crackers Cake |
| 9 | 10 | 11 | 12 | 13 |
|--------|---------|----------|----------|-------|
| Beef Stew Salad Cornbread Vanilla Pudding | Goulash Spinach Salad Garlic Bread Grapes | Kielbasa Cabbage Corn Roll Apple | Chicken Fettuccine Brussel Sprouts Salad Roll Carrot Raisin Salad | Macaroni and Cheese Black Beans Salad Roll Pears |
| 16 | 17 | 18 | 19 | 20 |
|--------|---------|----------|----------|-------|
| Chicken and Noodles Carrots Salad Oranges | Green Chili Stew Salad Cornbread Peaches | Chicken Breast w/ Stuffing and Gravy Green beans Salad Roll Pudding | Hot Dog Sauerkraut Baked Beans Ice Cream | Hamburger on the Grill Lettuce, Tomato and Pickles Baked Beans Potato Salad Tropical Fruit |
| 23 | 24 | 25 | 26 | 27 |
|--------|---------|----------|----------|-------|
| Ham and Beans Spinach Cucumber Salad Cornbread Cottage Cheese w/ Pears | Chicken Salad Lettuce and Tomato Beet Salad Roll Peaches | Smothered Steak Baked Potato California Vegetables Salad Roll Cookie | Beef Tips and Noodles Carrots Three Bean Salad Roll Pears | Tuna Sandwich Pickled Beets Salad Peaches |
| 30 | 31 | | | |
|--------|---------|----------|----------|-------|
| Sweet and Sour Pork w/ Rice Oriental Vegetables Salad Roll Pineapple | Spaghetti w/ Meat Sauce Corn Salad Garlic Bread Apple | | | It is important that you call us a day in advance or the day of before 9am, if you know you will not be home or to cancel your meal delivery. Thank you. (505) 599-1380 | | 2,014 | 855 | {
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1. What is e-waste?
E-waste is a term used to cover all items of electrical and electronic equipment (EEE) and its parts that have been discarded by its owner as waste without the intent of re-use.
E-waste is a term used to cover all items of electrical and electronic equipment (EEE) and its parts that have been discarded by its owner as waste without the intent of re-use (Step Initiative 2014). It is also referred to as WEEE (Waste Electrical and Electronic Equipment), electronic waste or e-scrap in different regions. E-waste includes a wide range of products, – almost any household or business item with circuitry or electrical components with power or battery supply.
Basically, EEE can be classified into the following six categories and therefore also e-waste:
- **Temperature exchange equipment.** Also more commonly referred to as, cooling and freezing equipment. Typical equipment is refrigerators, freezers, air conditioners, heat pumps.
- **Screens, monitors.** Typical equipment comprises televisions, monitors, laptops, notebooks, and tablets.
- **Lamps.** Typical equipment comprises straight fluorescent lamps, compact fluorescent lamps, fluorescent lamps, high intensity discharge lamps and LED lamps).
- **Large equipment.** Typical equipment comprises washing machines, clothes dryers, dish washing machines, electric stoves, large printing machines, copying equipment and photovoltaic panels.
- **Small equipment.** Typical equipment comprises vacuum cleaners, microwaves, ventilation equipment, toasters, electric kettles, electric shavers, scales, calculators, radio sets, video cameras, electrical and electronic toys, small electrical and electronic tools, small medical devices, small monitoring and control instruments).
- **Small IT and telecommunication equipment.** Typical equipment comprises mobile phones, GPS, pocket calculators, routers, personal computers, printers, telephones).
For each category, its original function, weight, size, material composition differ. These end-of-life attributes determine that each category has different waste quantities, economic values, as well as potential environmental and health impacts through inappropriate recycling. Consequently, the collection and logistic means and recycling technology are different for each category in the same way as the consumers’ attitude in disposing of the electrical and electronic equipment.
The environmental issues associated with e-waste arise from the low collection rates, because the final owner either stores equipment in drawers, cabinets, cellars, attics etc. or disposes those off through the normal household bins, finally ending up in incineration or landfilling. Another dimension of improper disposal is where waste ends up in the undesirable channels and destinations, such as substandard treatment in developing countries. In an ideal case, optimum resource efficiency and low environmental impacts can be reached when e-waste is collected and treated in the state-of-the-art facilities. However, imperfect disposal scenarios existed and still exist, and cause the e-waste problems nowadays. | 1,374 | 590 | {
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Most children who come to Jasper Mountain or the SAFE Center have been treated badly by others, and many have treated others badly themselves. But Jasper Mountain and SAFE are places where children have the right not to be treated badly, as well as the duty to treat others respectfully. Having rights does not mean that you will always get what you want, or that you won’t need to do some painful growing. Having rights does mean that the program must help you reach your treatment goals and not make it more difficult for you. As you are here, it is important that you understand these rights:
**KIDS’ RIGHTS**
- Staff are to treat you in a manner that is both kind and firm. You have a right not to be mistreated or hurt. If there is a problem, tell a staff member or your therapist.
- You should not be treated differently than other children just because you are a boy or girl, or because of your race or for any other reason you can’t change.
- You can talk to adults and say things that are private to you and that you don’t want other children or non-staff to know.
- You can have family or friends visit if they are on your visiting list.
- You can be part of special off site activities we’ve planned as long as you have been acting in a responsible and safe manner.
- If someone destroys or steals your things, you can have them returned or replaced.
You can ask to contact your caseworker, your CASA an OAC advocate or attorney when you need them.
If you aren't being treated well, you can complain to staff or your caseworker and they will help you fix the problem.
You can always eat meals unless you decide not to; your meals will not be taken away. You will not be physically punished or intentionally hurt.
The better you do and the more you cooperate, the more decisions you get to make for yourself and the more privileges you will receive.
You have the right to your feelings and expressing your feelings. However, keep in mind that others will usually treat you the way you treat them.
KIDS’ RESPONSIBILITIES
Just as kids have rights in Jasper Mountain programs, kids have responsibilities as well. The following list describes your responsibilities here:
No verbal or physical violence, and be respectful to others.
No sexual talk or sexual acting out.
Follow directions and cooperate.
Don't get in someone else's space or touch other residents without permission.
Be in sight of the staff at all times (except in your bed or in the bathroom).
Ask for permission to do most everything, so a staff person knows what you want.
Take care of your possessions which all need to be marked with your initials.
Wear nice clothes without stains and holes. Wear school clothes for school and play clothes after school. Don't walk on the carpet with outside shoes, and wear indoor shoes inside.
Don't share clothes or hair items with others.
Get permission to play with another resident and his or her toys. Don't trade or give your possessions to others without permission.
Your privileges depend on how good of a job you are doing (your daily points).
Don't go into the kitchen without permission.
Get permission to leave the table after snack and meals.
Use quiet voices after dinner.
Pick up after yourself.
Do not go into the rooms of other children.
Keep your bed made and your room neat, and do a good job on your chores.
Have safe behavior and always walk in the house.
No throwing rocks and sticks and do not pick up insects or animals.
→ No food in your room.
→ Your bedtime depends on how well you are doing (your points).
→ We will help kids be safe and if they are acting unsafe we may need to hold them until they can act safely.
→ If anything is bothering you, tell a staff person.
→ We want you to have fun. If you cooperate and follow directions you will have more fun. | 1,330 | 795 | {
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An environment is the natural world which surrounds the earth and makes a particular geographical area in which human beings, animals, plants, and other living and nonliving things exist.
A clean environment is very necessary to live a peaceful life and healthy life. But other environment is getting dirty day by day because of some negligence of human beings. It is an issue which everyone must know about especially our next generation.
We live in the most beautiful planet, Earth which has very clean and attractive nature full of greenery. Nature is our best friend which provides us all the resources to live here. It gives us water to drink, pure air to breathe, food to eat, land to stay, plants for our other uses, etc for our betterment. We should fully enjoy the nature without disturbing its ecological balance. We should care our nature, make it peaceful, keep it clean and prevent it from the destruction so that we can enjoy our nature forever. Nature is a most precious gift given by the god to us to enjoy but not to harm.
mining, manufacturing and other human activities, whether they accumulate or disperse, will degrade the environment. In the hierarchy of controls, pollution prevention and waste minimization are more desirable than pollution control. In the field of land development, low impact development is a similar technique for the prevention of urban runoff.
Following are the main causes of pollution:
Industrial activities: The industries all over the world that brought prosperity and affluence made inroads in the biosphere and disturbed the ecological balances. The pall of smoke, the swirling gases, industrial effluents and the fallout of scientific experiments became constant health hazards, polluting and contaminating both air and water. The improper disposal of industrial wastes are the sources of soil and water pollution. Chemical waste resulting from industry can pollute lakes, rivers, and seas and soil too as well as releasing fumes.
*Dumping solid waste: Household and commercial waste pollutes the environment when not disposed of properly.
Effect
Environmental pollution has negatively affected the life of both human beings and animals. Almost all of our gains in the fields of industrial progress, science and technology had so far been realized at the cost of our health. Even our flora and fauna were found to be threatened with extinction.
Solution
There surely cannot be any radical solution for the existing factories cannot be bodily lifted to place far from the polluted zone. However, the following attempts can be made to solve the problem of environmental pollution.
* The government can at least see that future factories are set up at a distant place, an industrial complex far away from the township.
* Researcher may find out how to avoid harmful smoke from running vehicles.
* Deforestation should be stopped and forestry should be developed.
* Discharge of factory wastes in rivers should be banned so as to make the river water free from the pollution.
oxygen. According to international standards, area under forests should form at least 25 percent of the total land inhabited by a human population.
We can very well notice the abnormal behaviour of the seasons; the cycle developing clogs in its wheels; and the worried experts fear that disturbed balance in the biosphere has assumed such serious proportion that very soon our world would be uninhabitable like Hiroshima of 1945. But it is heartening to find the entire world aware of the menace. Some of the advanced countries have also taken many measures. The government of Assam has also taken many measures. As a citizen of this state and this country, it is our responsibility to do our duties which are helpful to protect the environment...so not only me we want to see a green ASSAM....and my slogan in this respect is
"BLISS AND PEACE RESTS IN TREES
CURSED IS HE WHO KNOWS NOT THIS" | 1,547 | 771 | {
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Dumping into storm drains is not just wrong, it’s illegal.
Storm water, or rain water, flows into the storm drains you see at street corners or into roadside ditches.
Unlike the water that flows down the drains inside your home which goes to sewage treatment facilities, the storm drain system is completely separate; water in the storm drain receive no treatment or filtering process. This means that any pollution that gets washed into the storm drains go directly to our creeks, rivers, bayous and ultimately Galveston Bay. Examples of common storm water pollution come from construction debris, material stockpiles, automotive fluids, erosion, paint, pesticides, litter or any other industrial, construction and household materials. So be sure to keep all work areas clean and sweep up litter and debris. Cover storage and dumpsters and clean them regularly to avoid leaks. And install silt fences and other erosion controls where needed and properly maintain them especially after rainstorms.
Remember, it’s illegal to dump or discharge waste or pollution into storm drains! So do the right thing and make keeping storm water clean part of your job.
Clean water is your business too. Here’s why.
Vehicles can leak fuel, oil and other harmful fluids that can be picked up by storm water that flows into our waterways poisoning fish and shellfish. Sediments from erosion can cloud the water, suffocating fish and blocking the light needed for water plants to survive. Industrial and commercial activities with uncovered outdoor storage or process areas, loading docks and equipment maintenance and washing areas may also contribute pollutants to urban runoff. Bacteria and chemicals can wash into swimming areas and create health hazards, and sometimes even close beaches. Polluted storm water can also affect drinking water sources.
By using simple good housekeeping practices around your work sites and abiding by state and local storm water regulations and ordinances, business owners and employees can help minimize non-point source pollution that can enter our local waterways. Failure to do so can result in civil or criminal penalties including jail time, and/or fines.
The choice is clear. And you can do your part to help.
We all have a part to play in keeping our waterways clean. By understanding the problems and following the City of Houston’s and Harris County’s guidelines, you can decrease storm water pollution, help clean up our waterways and ensure a brighter future for us all.
At work sites, here are a few simple things you can do to help:
- Keep oils, solvents and other hazardous fluids under cover and away from the street and storm drains
- Use silt fences or similar products to prevent erosion and keep loose soil and sand out of street gutters
- Never discharge wastewater to the ground or storm drains
- Wash vehicles or equipment in wash bays and never wash off detergents, oils and greases into streets or storm drains
- Divert storm water away from exposed areas of the construction site
- Rinse out concrete trucks at a designated washout area
- Spills are required under Federal, State, and County law to be reported, so report any chemical spill to one of these agencies.
- Most of all - Never throw anything down a storm drain
- Educate your workforce! Call us for literature we’ll be glad to help!
Get informed and get involved!
Clean water is all about prevention and being aware of behaviors that can lead to storm water pollution. Storm Water Educational Materials have been produced with helpful hints on how to follow Best Management Practices (BMPs) that can help business owners and employees fulfill Storm Water requirements. You may find these materials and learn more about City ordinances and County regulations on our website at www.cleanwaterclearchoice.org. | 1,462 | 742 | {
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Diarrhea
Diarrhea is loose, watery and more-frequent bowel movements. Usually lasts from 2 days to 2 weeks. Sometimes diarrhea can be chronic which can indicate a more serious problem.
Frequent Signs & Symptoms
Abdominal cramping is common with diarrhea, other symptoms may include:
- Loose, watery stools
- Fever
- Blood or mucus in the stool
- Bloating
- Nausea
- Urgent need to have a bowel movement
Causes
Diarrhea can be caused by:
- Viruses
- Bacteria and parasites
- Medications
- Lactose intolerance
- Fructose or artificial sweeteners
- Surgery
Prevention
Wash your hands to prevent the spread of viral diarrhea. To ensure adequate hand-washing:
- Wash frequently
- Lather with soap for at least 20 seconds
- Use hand sanitizer when washing isn't possible
Diagnosis
Diarrhea is usually a self-diagnosis. If symptoms persist, you will need to see your healthcare provider who will take a history and perform a physical exam. They may also order laboratory tests.
Complications
Diarrhea can cause dehydration. Symptoms of dehydration can include:
- Excessive thirst
- Dry mouth or skin
- Little or no urination
- Weakness, dizziness or lightheadedness
- Fatigue
- Dark-colored urine
Treatment
Diarrhea generally goes away in a few days without treatment. Until you feel better, rest, drink enough fluids, watch what you eat and remember to stay hydrated as dehydration is common with diarrhea.
- Drink clear liquids
- Water
- Broth
- Sports drinks such as Gatorade
- Fruit juice
- BRAT diet is suggested which includes:
- Bananas
- Rice (white)
- Applesauce
- Toast
- Some other good choices include:
- Potatoes
- Plain crackers
- Avoid foods that can make diarrhea worse, like:
- Fatty or fried foods
- Raw fruits and vegetables
- Spicy foods
- Caffeinated drinks
- Beans
Your provider may suggest an OTC medication
When to See Your Healthcare Provider
- Your diarrhea lasts more than two days
- You become dehydrated
- You have severe abdominal or rectal pain
- You have bloody or black stools
- You have a fever of more than 102 F (39 C)
If symptoms worsen or do not improve, return to the clinic. If you have worsening of symptoms when the Health and Wellness Center is unavailable, please follow up with the local ER or Urgent Care. | 1,133 | 558 | {
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Adapt and Reuse
Our resources can be quickly and easily adapted, allowing you to:
- repeat them to build muscle memory
- match them to a topic of study
- tailor them to the needs of your students.
**Option 1**
Run this lesson as is with your class and then repeat, repeat, repeat using a range of different travel articles and destinations. The RACV *RoyalAuto* magazine is a great place to look for examples of travel articles that ‘show’ rather than ‘tell’.
**Option 2**
Adapt this lesson to suit different types of informative texts that you are studying in class. For example, you could use the same approach to demonstrate how to use Show, Don’t Tell in a factual recount:
- Model the technique by reading out an excerpt from the ‘after’ writing sample in the following resource: Annotated Writing Sample – Factual Recount on *Teacher Hub*.
- Then display photos from a recent excursion or camp and ask students to use the Five + 1 Senses to brainstorm and then write about the experience.
Model strategy: Ask students to close their eyes as you read out the following text:
The air is singing, a friendly a cappella of frog, owl and cricket. There’s the odd discordant thump as 20 or so humans tread less than lightly on a wonky wooden boardwalk in the dark. Our guide asks us to ‘Please slow your volume’ as he zeroes in on the tiniest of brown frogs on a fat leaf beside the path.
Borneo: Where the Wild Things Are by Clare Barry, *RoyalAuto*, 16 Oct 2018
What type of place do students think the author is describing? How has she painted a picture of the place for the reader?
Model writing: Display the November 2018 edition of *RoyalAuto* on the board: [https://innd.adobe.com/view/e082e5e2-b0a2-40f6-ac67-487a06376210](https://innd.adobe.com/view/e082e5e2-b0a2-40f6-ac67-487a06376210).
Look at the pictures accompanying the article on pages 50–4. Ask students to use the Five + 1 Senses to describe the places shown in some of the images. Then read out the first four paragraphs on page 52 and discuss which images are reflected in the text.
We Do – Group Work
- Ask students to form pairs and think of a place they have both visited.
- Give the pairs TWO minutes to search for images of their chosen place online.
- Give each pair a copy of the ‘Five + 1 Senses Brainstorming’ template on page 3. Ask them to brainstorm how they could describe the place using their senses and record their ideas on the template.
You Do – Individual Activity
- Give students FIVE minutes to write a paragraph for a travel review about their chosen place, using the ideas from their group brainstorm.
Feedback
- Ask students to share their paragraph with someone from another pair.
- Can students identify which senses have been used in each other’s paragraphs? Can they visualise the place being described?
Review
In this lesson, we have learnt how to use the Five + 1 Senses in a travel review to paint a vivid word picture of a place.
Taking It Further
- Repeat this activity using different travel destinations.
- Use the same technique in a range of different informative texts (see *Informative Writing Manual* pp 74–5, Action Activities 3 and 6).
- Explore other Show, Don’t Tell techniques (see *Informative Writing Manual* pp 73–4, Action Activities 1, 2 and 4).
Option 3
Provide additional support for younger students:
- Specify the place that students need to describe, e.g. a local park, library or attraction.
- Provide images of the place to assist students when completing the ‘Five + 1 Senses’ template.
- Get students to describe the place verbally to another pair.
Option 4
Challenge older and more capable students:
- Ask them to pick a destination and brainstorm the Five + 1 Senses individually.
- When students share their paragraphs in pairs, get them to guess the location being described by their partner.
Five + 1 Senses Brainstorming Template
| See | Hear |
|-----|------|
| | |
| Touch | Taste |
|-------|-------|
| | |
| Smell | Feel |
|-------|------|
| | |
Option 3 (cont.)
Provide additional support for younger students:
- Brainstorm some initial ideas as a whole class. | 1,913 | 969 | {
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Reading Comprehension
Jobs
© 2022 English Created Resources
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I usually wear a white coat.
My office has a comfortable chair and lots of strange, noisy machines.
You should visit me once a year for good health.
I take care of people’s teeth.
I can fill your cavities.
I am afraid of dogs.
I visit your home weekly.
People like to see me because I usually bring something good.
I wear a uniform and can travel in a special truck.
I always carry many things.
Bad weather doesn’t stop me.
I also wear a white coat. It’s a good idea to visit me even when you feel fine. I can do a special check-up. I can give you advice about food, vitamins, and your lifestyle. I like to keep you well and so I sometimes give you medicine.
I don’t wear a uniform.
I might wear overalls and boots.
I work with both animals and machines.
I provide food to supermarkets.
I always work outdoors.
My working hours are very long from sunrise until sunset.
My job is one of the most dangerous.
My mission is to keep everyone safe.
I wear a special uniform, hat and a badge.
I carry a walkie-talkie and a club. I am also armed.
I am needed when there is a flood or a leak in your house. I usually work in the kitchen or the bathroom. I have a box of special tools. I can solve all your water problems. My work can be messy and dirty.
I work outdoors.
I can work alone or with others.
I work with hoses, special pots, and special tools.
I take care of living things but not animals or people.
I can make your home even more beautiful.
People are usually very happy with my creations. I work with all kinds of food. I also wear a white uniform. I work in restaurants. I use many utensils, bowls, pots and pans. I usually work with other people.
My job is not easy.
I wear a special outfit and a helmet.
I travel long distances far away from the Earth.
Sometimes I work outside.
I also do research inside.
I travel with several other people.
In movies I wear a raincoat and carry a magnifying glass. In real life I don’t wear a uniform. I search for clues to solve a crime by asking questions and observing the crime scene. I can work for the police or for myself.
English Created Resources prides itself on providing everything a learner needs to improve the level of English.
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Why You Promise to Start Saving “Tomorrow”
A Glossary: Behavioral Biases that Help Explain Financial Habits
Summer 2014
Psychology of Scarcity
Psychology of Scarcity
Behavioral Bias
Explanation
Day-to-day challenges and stress, especially those associated with poverty, leave little room for error and can drain mental resources and actually make it difficult to make good decisions.
Example
Consumers of different income levels perform equally well when presented with low-value financial decisions, but performance of lower-income consumers deteriorates when the value of the financial decision increases.
Availability
Explanation
The memories that come to mind are not always the ones that are most helpful, or even the ones a person wants to remember. Instead, some memories are simply more likely to come to mind, especially those that are associated with strong emotions.
Example
Consumers have greater recall of negative experiences of peers presenting complaints to financial institutions, and so are disinclined to attempt to have their own complaint resolved.
Hassle Factors
Hassle Factors
Behavioral Bias
Explanation
Small barriers such as filling out forms or waiting in lines. While these costs may seem trivial, reducing or relieving them can have an outsized impact.
Example
Consumers may fail to submit a complaint due to perceived inconveniences like having to speak with someone in a branch or fill out forms.
Hyperbolic Discounting
Hyperbolic Discounting
Behavioral Bias
Explanation
Greatly discounting future costs or benefits relative to immediate costs or benefits.
Example
Expensive consumer credit seems like a good deal to cover short-term needs, even if the long-term costs are significant.
Information & Choice Conflict
Information and Choice Conflict
Behavioral Bias
Explanation
An increase of options may make it more difficult for consumers to select a single option.
Example
Consumers who want to purchase insurance may end up doing so when presented with too many plans or options presented in diverse ways, making it difficult to compare choices.
Positive Framing
Positive Framing
Explanation
Presenting information or choices in a way that accentuates positive aspects of the consequences or outcomes. Whether a choice is framed in a positive or negative way can have a huge impact on how people evaluate the choice. Framing the future in a positive way can motivate people to work hard to attain the positive outcome.
Example
Messages that link money with specific goals lead to higher savings rates than if savings intentions are left vague or broad.
Present Bias
Explanation
Weighing present concerns more than future ones. People make plans to do unpleasant tasks “tomorrow” – and make the same choice to put the action off when “tomorrow” becomes “today!”
Example
A consumer opens a savings account with the intention to deposit regularly, but her balance quickly reduces to zero as she fails to deposit each day in favor of paying for daily, present temptations and expenses.
Social Norming
Social Norming
Behavioral Bias
Explanation
Behaviors and actions that are driven by actual or perceived behavior of a peer group.
Example
Informing citizens how many of their peers have already paid taxes increases the likelihood they will pay their own taxes.
This glossary is meant to be indicative, not exhaustive. Additionally, specific biases likely manifest in different ways depending on context so this is representative, rather than definitive. It is also difficult to link an observed behavioral tendency with one single explanation from behavioral research, often, multiple psychological biases can help to explain and understand a specific human behavior, rather than just one.
Credits:
Slide 2: Bir Azam
Slide 4: Nayan Sthankiya
Slide 6: Trung Vo Chi
Slide 8: Andi Muhammad Imran
Slide 10: Joydeep Mukherjee
Slide 12: Zakir Hossain Chowdhury
Advancing financial inclusion to improve the lives of the poor
www.cgap.org | 1,780 | 793 | {
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READING PASSAGES FOR KIDS
© 2022 English Created Resources
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I am an elephant.
I am big.
I have two ears.
I have four legs.
LION
I am a lion.
I have a long tail.
I can run fast.
I hunt at night.
Copyright 2022 English Created Resources
I am a fish.
I live in the sea.
I love to swim.
I can swim fast.
STARFISH
I am a starfish.
I have five arms.
I move slowly.
I eat oysters.
Copyright 2022 English Created Resources
CRAB
I am a crab.
I eat plants.
I have a thick shell.
I have big claws.
Copyright 2022 English Created Resources
I am a cow.
I eat grass.
I have two horns.
I live on a farm.
HORSE
I am a horse.
I eat hay.
I have long legs.
I live in a field.
Copyright 2022 English Created Resources
I am a goat.
I like to jump.
I can climb trees.
I live in a shed.
I am a butterfly.
I have six legs.
I have two antennae.
I have colorful wings.
I am an ant.
I have a large head.
I am very strong.
I can walk fast.
I am a grasshopper.
I have six legs.
I eat grass.
I live in meadows.
I am a bee.
I have four wings.
I like flowers.
I can make honey.
English Created Resources prides itself on providing everything a learner needs to improve the level of English.
Such materials are provided for free download to be available for learners around the world. You can find English ESL worksheets for home learning, online practice, distance learning and for English classes.
Our Website helps you to give your child a boost using our free, printable worksheets. You will be able to help your child with his grammar skills with our printable worksheets that focus on using punctuation, reading and writing. Such worksheets are a useful learning tool for kids who are trying to read, write or want to practice their English language skills at home.
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Lauri Linna: Paluita/Returns
Pori Biennale 2020, Not to Sing Like a City Bird Does 3,7,2020-2 channel video work, size and length varies, 2020
Paluita/Returns is a work compiled from video footage that the artist has shot during the past years. The footage was shot mainly in Kuusamo, Finland and in Southern Finland. The videos are accompanied by a text dealing with memories, past, future, history, pre-history, lost ancestors, plants, uranium, climate change, mines next to national parks, running waters and so on.
The work is a kind of an updated version of an older work from 2014 that combined video footage from Kuusamo and the Heraclitus’ fragment DK B91. This is the famous fragment about how it is impossible to step in the same river twice and how all the waters just flow.
The work is a 2-channel work designed for the times of pandemic. People can install the work in any space they want using two smart devices and different audio systems.
The work was still available in February 2021 at https://porinkulttuurisaato.org/poribiennale2020/paluita-returns
Unfortunately it can take some time to load.
In this installation Mimosa Pudicas controlled some of the sounds and electrical appliances in the space through a keyboard made for plants. The keyboard is a set of non-invasive sensors that work as simple push buttons; a button is pushed and something turns on.
The plants could now affect the things happening around them inside a human space. The plants that for man seemed before to just sit in their pots now were controlling things that the humans could also experience.
In order to understand how the keyboard works it is maybe good to know that plants move, but very slowly. Mimosa pudica moves its leaves around in circular patter and it takes about 20 mins for its leaf to rotate one whole circle. The sensors detect the leaves as they move on top of them. The leaf on top of sensor then turns on either a sound or an electrical appliance. The sounds and selection of appliances were planned so that the plants maybe could detect them through their own sensing bodies.
In this exhibition the plants could turn on 1. Lighting for other plants, 2. Air humidifier, 3. A table fan, 4. A Table fountain, 5. UV Lighting, 6. Other lighting
The Mimosa pudicas could also turn on the following sounds: 1. Sound of a Waterfall in Kuusamo, Finland, 2. A cat purring at the ancient hunting pits, 3. Music sample, 4. Small surf on the lake side pebbles at lake Kitkajärvi in Kuusamo, 5. Thunder and rain.
Short video documentation of the exhibition is available here:
https://vimeo.com/511130894
password: Plantkeyboard2019
At the Ääniaalto IV Festival Mimosa pudica’s were using a set of sensors that function as push buttons and turning on sounds and controlling a sound piece.
A demo video showing how the prototype of the sensor and Mimosa pudica pressing on it is available here: https://vimeo.com/298047241
Password: Kasvinappi
Since 2016 Linna has been attempting to reinstate the reproductive rights of carrots. Linna feels that the selective breeding that dominates the reproduction of carrots and other economic organisms is an act of violence and suggests that we should re-evaluate our methods of controlling the reproduction of our companion non-humans.
In 2016 he planted the first seeds of carrots in his allotment garden in Helsinki, Finland. He tries to affect the reproduction of these carrots as little as possible. The project produces carrot seeds or PORK KANA CAR ROT seeds that are available for adoption from the artist. With this Linna tries to establish more PORK KANA CAR ROT populations to different locations.
PORK KANA CAR ROT is a word play with the Finnish word porkkana meaning carrot and the english word carrot. PORK = a common production animal whose reproduction is manipulated by humans. KANA = Finnish word for chicken, also another common production animal. CAR = a device that takes you to places. ROT = decay of matter, usually a sign of other smaller beings eating away other bigger beings. Rot can mean the end of a being. | 1,722 | 918 | {
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Gases in Earth’s atmosphere sustain life by trapping the Sun’s heat, making it warm enough for human life to exist. These gases are called “greenhouse gases (GHGs)”. Without them, our planet would be too cold for us to survive.
But now, Earth is warming dramatically. It’s been happening over the last few generations because we have started increasing the amount of greenhouse gases in the atmosphere. We burn fossil fuels, like coal, oil, and natural gas, allowing our homes to stay warm in the winter, and lit in the darkness.
As greenhouse gases continue to build in our atmosphere, more heat is contained. Global temperatures rise, and over time this warming has become significant. The ocean is taking longer to freeze in the fall and is quicker to thaw in the spring. We’re catching fish species from warmer waters in the Arctic. Animals that once thrived in our cooler climate are facing decline.
In Cambridge Bay, our community is powered by diesel, which creates greenhouse gases. So much of what we do, and how we live today, relies on fossil fuels.
By understanding our carbon footprint (how much greenhouse gas we’re emitting), we can take action to reduce our emissions.
We emitted 54 tonnes of CO₂ in 2019
We calculated our carbon emissions as an organization, from how we heat and light our building, to the electricity and transportation we use. This data from 2019 and 2020 best represents normal (non-COVID) operations.
Transportation: 14 tonnes of CO₂ (26% of our total emissions)
Electricity: 16 tonnes of CO₂ (30% of our total emissions)
Heating: 24 tonnes of CO₂ (44% of our total emissions)
That’s equivalent to...
- 54 roundtrip flights between Cambridge Bay and Calgary
- 128 barrels of oil
Distance is a major challenge for us
We have remote staff and run programs in multiple communities. Even our Cambridge Bay work requires transportation to bring people together and get out on the land.
Flying is our most energy-intensive form of transportation, accounting for 91.4% of our transportation-related emissions.
Our building’s consumption
The May Hakongak Centre is a community hub, with high energy costs for heating the facility, keeping it lit, and powering all kinds of devices and appliances every day of the year.
Heat: 82% of our energy use
Electricity: 18% of our energy use
Heating our building costs $9,500 per year and is responsible for 60% of our carbon emissions.
Powering everything in our building costs $14,590 per year and is responsible for 40% of our carbon emissions.
Electricity use
- Lights: 33%
- Plug loads (computers, freezer): 21%
- HVAC: 33%
- Electric heaters: 7%
- Fans: 1%
Although our electricity usage is only 18% of our total energy use for the building, it accounts for 2/3 of our costs and 40% of our GHGs.
What’s next for us?
Even if we reduce emissions substantially, keeping global warming levels below 2°C, we are going to start to witness the Arctic sea ice across our homelands occasionally melt completely during summers, before 2050. This will fundamental change how we, as Inuit, live.
Our ancestors forged a vibrant life for millennia, by working together, sharing their resources, and using only what they needed. To tackle the challenges of today, we’re drawing inspiration from the way they lived and what they valued. We’re making some changes as an organization to reduce our carbon footprint, for our health, the health of our community, and the health of our planet.
Will you join us?
Tips
- Turn off the light when you leave the room.
- Turn down your thermostat by one degree. Start by lowering it overnight while you’re sleeping.
- Carpool! The next time you’re heading out, pick up friends or family who are going the same way.
You’ll save roughly $366/year on your heat bill lowering it by one degree every day!
Visit www.nunamiutuqaq.ca to learn more about what we’re doing to reduce our emissions, and how you can help!
Sources: www.epa.gov/energy/greenhouse-gas-equivalencies-calculator; www.carbonzero.co; www.climate.esa.int | 1,709 | 904 | {
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Exposure to Cold Temperatures
When winter temperatures drop significantly below normal, staying warm and safe can become a challenge. Exposure to cold temperatures, whether indoors or outside, can cause serious or life-threatening health problems. Infants and the elderly are particularly at risk, but anyone can be affected.
Eating well-balanced meals help you stay warmer. Drinking alcoholic and caffeinated beverages causes the body to lose heat more quickly. Instead, drinking warm, sweet beverages or broth can help maintain body temperatures. If you have any dietary restrictions, ask your doctor.
Wearing proper clothing outdoors is important in the winter. Be sure the outer layer of clothing is tightly woven, preferably wind resistant, to reduce body-heat loss. Wool, silk, or polypropylene inner layers of clothing holds more body heat than cotton. Stay dry—wet clothing chills the body rapidly. Excess perspiration will increase heat loss, so remove extra layers of clothing whenever you feel too warm.
In the cold, your body loses heat faster than it produces. Prolonged exposure to cold will eventually use up your body’s stored energy, which can cause hypothermia.
Hypothermia can affect the brain making a victim unable to think clearly or move well. It is particularly dangerous because a person may not know what is happening. Hypothermia is most common at very cold temperatures, however, it can occur at cool temperatures, or those above 40 degrees F, if a person becomes chilled from rain, sweat, or submersion in cold water.
Frostbite is an injury to the body that causes a loss of feeling and color in affected areas. It most often affects the nose, ears, cheeks, chin, fingers, or toes. Frostbite can permanently damage the body, and severe cases can lead to amputation. The risk of frostbite is increased in people with reduced blood circulation and among people who are not dressed properly for extremely cold temperatures.
If you notice any of these signs, take the person’s temperature. If it is below 95° F, the situation is an emergency—get medical attention immediately.
If medical care is not available, begin warming the person as follows:
• Get the victim into a warm room or shelter.
• If the victim has on any wet clothing, remove it.
• Warm the center of the body first—chest, neck, head, and groin—using an electric blanket, if available. You can also use skin-to-skin contact under loose, dry layers of blankets, clothing, towels, or sheets.
• Warm beverages can help increase body temperature, but do not give alcoholic beverages. Do not try to give beverages to an unconscious person.
• After body temperature has increased, keep the person dry and wrapped in a warm blanket, including the head and neck.
• Get medical attention as soon as possible.
A person with severe hypothermia may be unconscious, may not seem to have a pulse, or may appear not to be breathing. In this case, handle the victim gently, and get emergency assistance immediately.
• Even if the victim appears dead, CPR should be provided. CPR should continue while the victim is being warmed, until the victim responds or medical aid becomes available. In some cases, hypothermia victims who appear to be dead can be successfully resuscitated. | 1,326 | 671 | {
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**NAME OF THE PROJECT:**
HUNTING FOR BEAUTY
**TEAM MEMBERS:**
Ordine Architetti Torino with Fondazione per l’architettura / Torino and Secondary School “Alessandro Antonelli”, Torino (Italy)
**AGE GROUP OF AUDIENCE:**
Children aged between 11 and 12
**NUMBER OF PARTICIPATING CHILDREN:**
Number of participants in the activity: 24
Reached audience: 500 people
**DURATION OF ACTIVITY:**
3 meetings of 2 hours each (6 hours in total) in April 2019
**FREE EXPRESION:**
Without a prepared and demanding client we can’t have architecture. The hope of spreading a good architectural quality must be supported by solid spread actions to raise awareness about the social value of architecture and the importance of the quality of space in public and private life. This commitment must start right from Primary School, to make futures generations active and involved in expressing an increasingly qualified request. Architecture is often marginal way in educational programs. As a result, students are unable to see what surrounds them everyday. “Hunting for Beauty” project, through outdoor walks and workshops, aims bringing together pedagogy and architecture and give the 24 students of the Secondary School “Alessandro Antonelli” of Torino new tools to read and value contemporary architecture, and the influence of space on individual and collective, social and environmental well-being. The aim of the workshop was to rise the desire to look with new eyes at what has always been there, to go "hunting for beauty", for quality and care for the environment: beauty that distinguishes a space that makes you feel well, that is functional, pleasant, sustainable. In the belief that the search for beauty is not only an instinctive tension of the individual, but a cultural condition. “Hunting for beauty” has provided a first part of observation and analysis of the most familiar places and routes, and a second part in which space has been left to imagination and individual creativity. Then the two partes have been composed in a common scenario, a collective artistic work. The results were excellent, demonstrating that stimulated students generate excellent results while having fun, and that involved students will become enterprising citizens who will take care of their surroundings by asking and choosing quality architecture. The pilot project showed results that suggest replicability and continuity over time.
**COUNTRY / CITY:**
ITALY / TORINO (Santa Rita Area)
**NAME OF THE ENTRANT:**
Ordine Architetti Torino with Fondazione per l’architettura / Torino and Secondary School “Alessandro Antonelli”, Torino (Italy)
**OUTCOMES & EVALUATION:**
Many aspects have been taken into consideration: openness and collaboration of the students, active involvement, ability to evolve according to the aim of the project, in terms of "seeing" the architecture and the satisfaction declared by the students. The collective activity of collage has shown excellent ability in team work and have allowed to integrate the observation with the imagination. In the future a longer workshop could allow a deeper research on public places, in terms of fruition and social use of space. The activity was evaluated at the end. The results, interest and participation resulted in above average.
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Star of the Week!
Week commencing 05/10/2020
**Acorn class** – Harrison, Max
**Rowan class** – Moussa, Harleen
**Willow class** – Alice, Henry
**Oak class** – Agnese, Deshawn
**Holly class** – Kate, Elliot
**Cherry class** – Vera, Ahmed
**Aspen class** – Grace, Efe
**Silver birch class** – Sam, Bella
Week commencing 12/10/2020
**Acorn class** – Zariyan, Oscar
**Rowan class** – Clara, Sam
**Willow class** – Franklin, Mimi
**Oak class** –
**Holly class** – Sonny H, Nouri-Rae
**Cherry class** –
**Aspen class** – Eren, Carmen
**Silver birch class** – Khayyam, Zeynep
Silver Birch
Today year 6 used graphite drawings to help us understand how the length of a circuit affects strength of current and the brightness of bulbs.
Acorn
Acorn class have been celebrating Black History by learning about Garrett Morgan (the inventor of traffic lights). They made their own traffic light treats.
Rowan Class Science walk to Clissold Park
Last week, Year One enjoyed a nature walk to Clissold Park. We have been learning all about identifying and grouping animals this term so we put our skills to the test by seeing what animals we could find in our local area. We saw lots of mammals and birds! Thank you to all of our wonderful parent volunteers who helped make the trip a success!
What’s on this October
Super Sports
Team Games
Arts & Crafts
Fit Factor
Magical Adventures
Our camps deliver fun and activities to thousands of children every day of the holidays!
What our Children enjoy
Individual Camp pricing and dates available via our website
Book Now
fitforsport.co.uk
020 8742 4990
GRASMERE VALUES
Respect
* Treating others as you like being treated and listening to each other * Using manners and considering others’ feelings
* Valuing other people’s differences such as race and religion
Kindness
* Being a good friend. Sharing and taking turns * Working with others productively
Creativity
* Thinking about new ideas and following your imagination * Trying new things and believing in yourself
Bravery
* Trying your best – Never giving up * Supporting each other to achieve | 993 | 520 | {
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Everyone 6 months of age and older should get a flu shot this season.
- Only injectable flu vaccines (given as a shot) are recommended by the Centers for Disease Control (CDC) and the American Academy of Pediatrics (AAP) this season.
- Injectable vaccines include inactivated influenza vaccines (IIV) and recombinant influenza vaccines (RIV). RIV is not approved for children younger than 18 years of age; those children should receive IIV.
- The nasal spray flu vaccine (trade name FluMist®) is not recommended again this season.
- Flu shots do work. A study using data from recent flu seasons found that flu vaccine reduced the risk of flu-associated death by half among children with high risk medical conditions and by nearly two-thirds among children without medical conditions.
**Reasons to get your child a flu shot:**
- A flu shot can keep your child from getting sick with flu.
- Influenza is more serious than the common cold. It can lead to serious complications, including hospitalization or death.
- CDC estimates that since 2010, flu-related hospitalizations among children younger than 5 years have ranged from 7,000 to 26,000 in the United States.
- During the 2016-2017 flu season, there were more than 100 flu-related deaths in children reported to CDC.
- Children, especially school-aged children, are more likely to catch flu. Millions of children get sick with flu every season. A typical flu illness can mean missing a week or more of school. Once infected, children can spread flu to parents and siblings, other family members, and friends.
- Vaccinating your child protects people around them (like grandparents, babies or anyone with long-term health problems) who are more vulnerable to flu.
- Children with certain long-term health conditions (like asthma or diabetes) and all children younger than 5 years are at high risk of serious illness when they get flu.
- Flu vaccine is not perfect. Some vaccinated people may still get sick, but flu vaccine may make their illness milder.
- Flu vaccines have a good safety record. Hundreds of millions of people have safely gotten flu vaccines for more than 50 years. There may be mild side effects from getting vaccinated, but these are so much less of a problem than getting sick with flu!
The single best way to protect children from flu is to get them vaccinated each year.
Each year, flu vaccines protect against the most common flu viruses expected during the upcoming season. Traditional flu vaccines are made to protect against either 3 flu viruses (called “trivalent” vaccines) or 4 flu viruses (called “quadrivalent” vaccines). Quadrivalent vaccines protect against the same 3 viruses as the trivalent vaccine plus an extra B virus. There is no preference for one vaccine over another among the licensed and recommended flu vaccines this season.
Children 6 months through 8 years of age need either 1 or 2 doses of vaccine.
- Children 6 months through 8 years who received at least 2 doses of any licensed trivalent or quadrivalent flu vaccine at any time before July 2017 will only need 1 dose this season.
- Children 6 months through 8 years getting vaccinated for the first time, or who have only previously received 1 dose of vaccine in the past, should get 2 doses this season.
» The first dose should be given as soon as vaccine is available to “prime” the immune system.
» The second dose should be given at least 28 days later to build more and longer lasting immune protection.
» Children who only get 1 dose, but need 2 doses, are likely to have less or possibly no protection from that single dose.
For more information, visit: www.cdc.gov/flu
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The Castle Inn was first licensed in 1550, making it the oldest public house in Newport.
The stone wall that runs along Mill Street dates from the 1300s, when the building was used as a haunt for thieves and criminals.
It is rumoured that an underground tunnel once linked the pub to Carisbrooke Castle. When he was being kept prisoner at the castle, King Charles I would apparently be escorted down this tunnel by his guards so that they could all enjoy a drink together!
On the afternoon of March 19th 1871, as two cows were being driven to market, one of them rushed at a regimental sergeant in Lower St James Street and pushed him against a shop window.
Although one of the cow’s horns smashed the window, the sergeant was unharmed. He dropped flat on the pavement and did not move until the animal was driven off.
The cow then ran to the High Street where it charged at a child. It lifted the child on its horns before throwing them at their mother, making them both mother and child fall to the floor. Luckily both were unharmed.
The cow fled to West Street, where it charged at a woman who protected herself with a box she was carrying. It then turned on a boy, who fell and broke his kneecap trying to escape. It was only then that the cow was finally caught.
Valentine Gray came from a poor family and had been living in a Work House in Hampshire when he was selected to become an apprentice chimney sweep for Benjamin Davis. His job was to climb the winding Victorian chimneys to loosen the soot inside.
In January 1822 Valentine's body was found in an outhouse on Scarrot's Lane. Benjamin Davis and his wife, Elizabeth, were arrested on the charge of manslaughter. Neighbours reported having seen Benjamin Davis locking Valentine outside in the freezing cold and beating him.
Davis was found guilty and sentenced to just one year in prison. Elizabeth was allowed to go free. Valentine Gray was buried at Church Litten. He was only ten years old.
In 1941 Britain was two years into fighting the Second World War and iron, needed for making weapons, was getting low. A call was put out for people to collect scrap iron and railings.
The County Press pointed out that:
"Newport has a wealth of such scrap, including the railings which border on the old cemetery in Church Litten, and although no one would like to see them go, they must if the nation requires them to build tanks."
The suggestion was unpopular. One writer called it "sheer vandalism" and others pointed out the amount of scrap metal in the marine yards and on the old railway. Despite this, the railings were taken down and sent off for the war effort.
The sacrifice may have been for nothing. More scrap was collected than was needed, but donations kept being accepted as it helped morale for people to feel they were helping. Much of the extra metal collected got dumped into the Thames.
Clue 5: Solved
Red House Spa
Prime Minister of New Zealand
This building was once a solicitor's office known as Clarke and Sewell. Thomas Sewell was twice Mayor of Newport but lost a huge sum of money when a bank failed. He died shortly after, leaving his children to pay off his debts.
Four years after Thomas' death his son, Henry, also lost his wife at the age of 31. He left his six children in the care of his sister, Elizabeth Missing Sewell, who supported the family by writing religious moral stories for girls.
Henry moved to London and became involved with the Canterbury Association, dedicated to colonising the area of New Zealand known as Canterbury.
He eventually emigrated to New Zealand, arriving in February 1853. In 1856 he was appointed as the first Prime Minister of New Zealand, a position he held for just three weeks between the 7th and 20th May.
Clue 6: Solved
God's Providence House
Divine Assistance
The building that originally stood on this site was a bakery, which was established in 1524. Sixty years later, the plague swept through Newport. This bakery was the only place where all inhabitants were spared from illness and death.
This fortune was said to be due to God's providence, giving the building the name it carries to this day.
The bakery was destroyed by fire in 1699 and was rebuilt as a private residence in 1701. It is said to be haunted by the ghost of a ship captain whose spirit is tied to the timbers from a shipwreck that was used in the rebuild. | 1,638 | 946 | {
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Droughts are not discrete events, making it challenging to determine when drought starts and when it ends. The Apalachicola, Chattahoochee and Flint (ACF) Basin covers 19,600 square miles across Alabama, Florida, and Georgia and is home to nearly 6.8 million people. Water management in the basin is critical in both wet and dry years however, water stress becomes much more prevalent in the ACF during times of drought. The availability of ACF water resources can be limited during times of drought, and a variety of economic and environmental impacts can result. Water management in the ACF is a shared responsibility between federal, state and local governments and ultimately every entity that consumes or uses water in the ACF.
To facilitate interstate and interagency interactions on ways to address drought, the ACF Stakeholders (ACFS) and National Drought Mitigation Center hosted a drought tabletop exercise on March 1, 2023 in Eufaula, Alabama. This exercise brought together sixty participants from federal, state and local governments and utilities gathered to have an open dialogue about how they respond to different stages of drought. The exchange encouraged the sharing of ideas and opened the door to future collaborations in drought management. Most importantly, the workshop provided an opportunity to bring together stakeholders from across the region to work toward a more resilient future from the ACF Basin.
Exercise objectives were to:
1. Increase awareness of roles and responsibilities for drought planning and response
2. Increase awareness of drought challenges and resources
3. Increase collaboration for drought planning, mitigation and response
AFC Stakeholders
Drought Exercise
Expectations
Going into the tabletop exercise, participants shared topics they felt were important, including:
1. Renew[ing] transboundary communication and coordination
2. Building relationships between states, U.S. Army Corps of Engineers and ACFS members
3. Learning about drought planning processes and tools
“We got the right people in the room: not just the regulators, but all the stakeholders.”
The Scenario
Participants were presented with a multi-year drought scenario inspired by past drought events. The scenarios included five different time points, including a drought advisory, drought emergency and drought recovery. At critical decision points in the progression of the drought, participants discussed their priorities, management strategies and communication plans. These discussions took place among randomly assigned groups, state agencies and stakeholders and federal entities.
In one activity, participants were asked to create their own front-page newspaper story, allowing them to highlight the information and images they felt were most relevant to communicate to the public. Topics addressed low lake levels, water restrictions, burn bans and public meetings.
“The greatest drought-related challenge, in my opinion, is a lack of willingness for the three states to work together to view resources in the Basin as shared and work collaboratively and proactively on these problems.”
AFC Stakeholders
Outcomes/Findings
- Participants were responsive and eager to share about their positive experience
- Effective drought management requires many layers of policy, planning and implementation to be successful
- Stakeholders impacted by drought conditions informed each other of their needs during drought
- State and federal agencies use many of the same tools to monitor and respond to drought
- Participants stated a desire and willingness to take part in a future exercise
“Excellent workshop! Really well moderated and the participation was energetic across the board.”
Percent increase in familiarity with topics on drought planning, management, resources and challenges
- How to plan for drought: 83%
- How to use drought information to make decisions and plan for the future: 72%
- The unique challenges facing the ACF Basin: 72%
- The amount of water available for various purposes in the ACF Basin during drought (at different severities): 50%
- How to manage during drought to minimize impacts or harm: 50%
- Where to find resources that can help or inform me or my organization during drought: 78%
“I learned that drought plans between states need to be more cohesive. The existing fragmentation limits coordination efforts across the ACFS.”
100% Met a new beneficial contact for future work
88% Learned about another person’s interests or expertise that will be useful to your drought work in the Basin
94% Discussed potential projects or collaborations
88% Identified potential opportunities to coordinate efforts | 1,973 | 872 | {
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Message From Rabbi Yachnes:
THE POWER OF OUR VOICE: As Yaakov enters to receive his blessings from Yitzchok, Yitzchok calls out the now famous words "HaKol Kol Yaakov V' Hayadayim Y'dei Eisav" - "The voice is the voice of Yaakov but the hands are the hands of Eisav" (27:22). The Vilna Gaon notes that the first word "HaKol" is spelled without the letter "vov" which can be read as HaKol which means weak, meaning that when the voice of Yaakov is weak, then the hands of Eisav will be strong, implying that so long as the voice of Yaakov (the Torah and T'Filah of B'nei Yisrael) is strong, then the hands of Eisav (for war against us) will be weak. Let's strive to keep our "voice" strong. May we hear only good news from Eretz Yisroel and have a wonderful Shabbos.
Learning new Kriah skills with Rabbi Sacks!
Learning with Rabbi Engelhart in 1st grade!
4th grade mastering their math skills in i-ready!
Learning how to daven Shemoneh Esrei with Rabbi Hecht in 2nd grade!
3rd grade boys daven with the 1st grade boys together!
Learning Dikduk in third grade!
4th and 5th grade engineering rocket ships with everyday materials!
The boys help Ms. Robbins give out coffee and cookies to their teachers for Rosh Chodesh!
Learning math with dice games in 2nd grade!
Learning grammar with Mr. Engel in 2nd grade!
3rd grade daven at their new Shtenders that they built themselves!
Boys Middle School basketball game with Coach Ed!
Gadol of the Week:
Ask your children for the answer!
Arizal:
What did a woman see during surgery when her son was davening at the Arizal’s grave
JOKE OF THE WEEK!
What kind of fruit do twins love the most?
ANIMAL OF THE WEEK!
Meet our baby tortoises!
Mr. Engel’s Fun Fact: the tortoise is in the family of turtles but lives on land and can’t swim. Our small babies are less than a year old but can live until 150 years! They can grow up to 3 feet and weigh up to 150 pounds!
Chodesh Kislev Kickoff!
Chodesh Kislev is off to a fantastic start at MTA! The feeling of a new month was in their air on Wednesday with the beautiful sounds of students singing Halel and then enjoying cookies and a Kislev dance party, later on in the day. This was just the beginning of what we hope to be an uplifting month, especially with the introduction of our Kislev “Mini Miracles” program! Mini Miracle boxes are now set up on both the girls’ and boys’ campuses for the children to share their own tales of Hashgacha Pratis (aka “mini miracles”) in their lives. Let’s see how many MTA mini-miracles we can collect this month!
Interactive Dikduk learning with Morah Levana in 6th grade!
Learning spelling words with Ms. Tamsyn in 2nd and 3rd grade!
Shoutout to the amazing girls in 6th and 4th grade who completed their Sefer Tehillim!
Learning Parsha in 4th grade with beautiful drawings and creativity!
The girls enjoy the last few days of the Scholastic Book Fair!
Learning Social Studies in 4th grade with fun video presentations!
Kindergarten creates Middos projects with Morah Liatt!
2nd grade girls practicing their spelling words with word searches outside!
Learning sight words with interactive worksheets with Ms. Tamsyn!
Davening so nicely with Mrs. Segal!
A big thank you to the Pomerantz and Alfassy families for donating books to the MTA class libraries!
If you’d like to sponsor, or donate your gently used books to our class libraries, please contact Rabbi Azerad at firstname.lastname@example.org
JOKE ANSWER!
Pears!
Thought Provoking Parsha Question:
When Rivka was feeling Eisav and Yaakov fighting in her womb, she went to Shem (the Navi) to inquire for help. Why did she not turn straight to Hashem to ask for help?
Sponsorship and dedication opportunities are available, please email email@example.com for more information!
UPCOMING SCHEDULING REMINDERS:
- Thanksgiving Break Nov 23-26th!
- "Zos Chanukah" Mesorah event for parents and grandparents Dec 15th!
- Chanukah Break Dec 8-10th!
Presents:
“ZOS CHANUKAH”
Calling all PARENTS and GRANDPARENTS to join us for a day of bonding and Mesorah at MTA!
Join your child/grandchild in their learning environment!
Enjoy activities together!
Nachas
Learning
MTA Musical Experience
Life Lessons
Friday
December 15th
11:30-1:30
light refreshments will be served
954-526-5253
firstname.lastname@example.org
Sponsorship and dedication opportunities are available | 1,985 | 1,109 | {
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Unscramble these letters to find a fruit that grows wildly inside and especially outside of these walls.
ARBSRIKCELEB
Can you guess the other name for it:
__________________________________________
Can you find any herbs?
If so write down their names here:
__________________________________________
__________________________________________
What food do they taste good with?
__________________________________________
See if you can find anything winged whilst walking around the garden
Write down their names – what plants do they seem to be attracted to?
__________________________________________
__________________________________________
See if you can find this brick pattern where the old brick wall meets the new.
Why do you think this new wall section was built?
__________________________________________
How many bricks do you think it took to build the new wall?
__________________________________________
Find your favourite flower in the garden and draw it here:
Find your favourite vegetable in the garden and draw it here:
What do you normally eat it with?
Find your favourite fruit in the garden and draw it here:
Find the objects of these silhouettes:
All you need is a pen, curiosity and a bit of imagination!
Suitable for any age and accompanied children
Find the answers to this trail and quiz below:
BOHEMIAWGA.ORG.UK
If you enjoyed this trail, check out our ‘Nature Activity Packs’ which can be found on our website under ‘Education Resources’ at BOHEMIAWGA.ORG.UK
© 2019 Bohemia Walled Garden Association Registered Charity 1167167
Explore the historic walled garden, a haven for all sorts of interesting flora, fauna and veg on this imaginary, sensory, educational trail. There is no set route, just explore and have fun. All we ask is that you keep to the path. Answers can be dependant on the season you explore.
What do you think ‘bohemia’ means?
Why do you think this area was given such a name?
How did the garden space make you feel when you first walked through the door? Describe how you are feeling right now in the garden...any difference?
Find the doorway to nowhere.
Imagine what could have been beyond the door and draw/write it here:
Drawing space
Find the hugul kultur.
Write down why it’s a good idea.
Find the sculpture. What do you think she is made from?
What could she be reading? Write your ideas here.
Peaches were to be found here in 1841. What can you find today in terms of fruit trees?
In the 1800s this walled garden was full of fruit trees, but why? Who was it for?
Name the most prominent tree within the garden:
What woodland animals do you think visit the garden? What time of the day would they visit?
People work hard to get the garden looking as good as it does. What is under our feet working just as hard that has lived on earth for 600 million years!?
Take a walk on the wild side – see if you can spot an area of the walled garden which is not as cultivated and identify any weeds! Draw what you think this garden would look like if left alone. Think about outside the walls and how the landscape looks different and why?
Facing the main door, standing inside the garden, try to work out where the NORTH wall is without using a compass/looking at a map.
Tread carefully – what bugs can you find easily whilst following the path? Make a list and think what area of the garden would make a good bug hotel.
See if you can find this mosaic circular stone created from pieces found in the garden from long ago. Where have these old pieces come from? | 1,515 | 742 | {
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Like your cellphone, laptop and other wireless devices, smart meters use radio frequency (RF) signals—but at much lower levels.
The typical cellphone, for example, uses RF at a rate more than 30,000 times higher than your smart meter. Even your TV remote has a higher average RF rate than a smart meter.
And unlike cellphones, laptop computers and even baby monitors, which are left on for long periods, smart meters use RF energy to transmit for a maximum total of about one hour per day.
Dominion Energy is investing in smart grid modernization efforts to build a stronger, smarter, more efficient electric grid to meet your energy needs. Smart meters are a fundamental component of the smart grid, and our smart meters comply with Federal Communications Commission health and safety standards.
See the other side for a look at how smart meters stack up to other devices in your home.
Smart Meters: Radio Frequency Facts
Smart meters are a safe part of everyday life. Just like other devices in your home, they safely provide the convenience (and potential savings) you like.*
It makes sense to carefully consider the potential impacts of everything you bring into your home, as well as items like smart meters that are typically placed outside. We think it’s important you know the facts about smart meters and RF technology:
**FACT:** Smart meters are safe.
They comply with all relevant Federal Communications Commission (FCC) health and safety standards.
**FACT:** Smart meters are NOT on all the time.
They only transmit periodically—typically for less than 5% of the day.
**FACT:** Smart meters won’t affect your health.
The public health and scientific community has thoroughly tested smart meters and RF technology and has reported no evidence of health impacts or concerns.
**FACT:** The smart meter transmitter is distant.
Smart meters are typically placed outdoors, increasing the distance between you and the transmitter.
**FACT:** In the home, a smart meter RF level is over 100,000 times below the FCC limit.
Plus, it’s more than 30,000 times lower than “always on” technology like your smartphone.
For more information about Dominion Energy’s smart meter initiative, visit DominionEnergy.com/SmartMeter
Source: SiteSafe
*Average exposure measured in milliwatts (mW) per square centimeter is the average amount of energy exposure over a period of time from a particular source.
In the U.S., the Federal Communications Commission (FCC) establishes the requirements for use of RF and wireless technologies for the public. Dominion Energy’s smart meters comply with all requirements set by the FCC, as well as international requirements set by global bodies. The smart meter’s operating band is 28 MHz wide between 902 and 928 MHz. FCC exposure limit is frequency-dependent, and the limit for this band ranges between 601 and 619 µW/cm² (microwatts per square centimeter). The exposure level from a smart meter at one foot is more than 100 times lower than the FCC limit. | 1,321 | 604 | {
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Pink Sand-verbena (*Abronia umbellata*) once took root along the shores of Vancouver Island. The sweet smelling annual herb, with its rounded clusters of blossoms on long trailing stems, is well adapted to salt spray beaches. It grows along the shores of California and Oregon – but its existence on Vancouver Island has always been tenuous at best. Wave tossed logs, swept along the coast from logging operations, come ashore all along the island, and during winter storms this debris regularly scours most plant life from the beach. Other threats to the species include damage from beach users, and invasive species such as introduced dune grasses. Sadly, Pink Sand-verbena was last seen in Canada in 2001.
Fortunately, thanks to local naturalists and Parks Canada scientists, the species is now making a comeback at Pacific Rim National Park Reserve of Canada.
**A recipe for recovery**
The *Species at Risk Act* requires recovery strategies for all endangered species. Because Pink Sand-verbena was last seen on Parks Canada land, we are leading its recovery. The primary recovery objective is to re-establish the species where it most recently was found, at Clo-oose Bay in Pacific Rim. Parks Canada is also looking for other areas of suitable habitat so the plant can be established at more sites.
The first hurdle our scientists faced lay in propagating the plant to obtain a source of seeds and seedlings. Local naturalists and the Canadian Forest Service (CFS) came to Parks Canada's aid. In 2000 and 2001, when a few plants appeared at Clo-oose Bay, two naturalists fortunately collected seeds. CFS and the project's botanist then propagated them experimentally in greenhouses, working to produce seedlings from this local seed stock for replanting in the wild.
Initial propagation results in 2006 were disappointing, with only two of more than 150 seeds germinating. These precious plants grew slowly at first and suffered some early challenges (an aphid infestation for example). But to everyone's great relief they finally started to flower and seed profusely in 2007.
Then, according to Parks Canada Species at Risk Recovery Specialist Ross Vennesland, they achieved success. “Once the propagation technique was perfected,” he said, “it became very easy to produce plants…dune plants naturally produce a lot of seed as a strategy to deal with the harshness of their environment.”
At Clo-oose Bay in 2008, project staff completed experimental planting trials. Although the plants originally found at Clo-oose Bay grew only on the beach, the species also grows on dune sites in Oregon. So some plants were placed on a dune area away from the effect of winter storms and log debris. “In general, plants on the beach did extremely well, producing copious amounts of seed, boding well for the persistence of the species in Canada,” says Ross. The dune plants did not grow as well, but they did set seed and may better survive the perilous winter period than plants on the beach. Now Parks Canada is checking out some other promising sites to select areas for introducing the plant in coming years.
**Do not disturb!**
To help protect the young plants, Parks Canada has installed signs at Clo-oose Bay, advising park visitors not to disturb the site. People will be important to the species’ recovery. At another potential planting site – busy Wickaninnish Beach – park staff are planning restoration work, and they intend to educate park visitors about this species’ needs.
**Not yet out of the woods**
The successful propagation work is promising, but storms and logging debris at Clo-oose Bay are still a significant threat to the plants’ survival. Although the Pink Sand-verbena grows on the upper sections of beach, winter storms produce surges that can reach their habitat. “The severity of the storms throws the logs around like giant bowling pins and can frequently destroy most or all plant life on the upper beach”, says Ross Vennesland. This ever-present danger shows that, even with the best efforts, it can be quite a challenge to bring an endangered species back from the brink.
For more information:
Contact Ross Vennesland,
Species at Risk Recovery Specialist,
WNSC, Coastal Pacific and Yukon,
Telephone: (604) 666-4648
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Explore the Missouri Greenway: Monarch Chesterfield Levee
Grab a bite to eat or go shopping in between exploring this greenway. Explore the nature paths in the neighboring wetland or venture across the Missouri River on the Boone Bridge to the Katy Trail and the Busch Greenway.
**SHORTER OPTION**
- **Distance:** 4.25 miles from Railroad Park to Baxter Road and back
- **Time:** 2.5 hour walk/45 minute bike
**MEDIUM OPTION**
- **Distance:** 7.5 miles from Chesterfield Athletic Complex Trailhead around River’s Edge Park and back
- **Time:** 4 hour walk/75 minute bike
**LONGER OPTION**
- **Distance:** 15 miles from River’s Edge Park Trailhead across Boone Bridge to Duckett Creek Trailhead and back
- **Time:** 7.5 hour walk/2.5 hour bike
**TRAIL SURFACE**
Asphalt surface separated from the road. Katy Trail is crushed limestone.
**RESTROOMS AND WATER**
Restroom and drinking fountain available at Chesterfield Athletic Complex and St. Louis Premium Outlets.
**GETTING THERE**
Vehicle parking is available at the Railroad Park Trailhead (17634 Edison Ave., Chesterfield, MO 63005), River’s Edge Park Trailhead (17017 North Outer 40 Road, Chesterfield, MO 63005), Chesterfield Athletic Complex Trailhead (17891 North Outer 40 Road, Chesterfield, MO 63005), and St. Louis Premium Outlets Trailhead (18575 Outlet Blvd., Chesterfield, MO 63005).
For more info, call Great Rivers Greenway at 314-436-7009 or visit www.GreatRiversGreenway.org
Explore the Missouri Greenway: Monarch Chesterfield Levee
WHILE YOU’RE EXPLORING
» Launch a canoe or kayak from the boat ramp or fish from the dock at the lake in River’s Edge Park
» Watch for migratory birds, bats, and other wildlife in the diverse habitats and ecosystems in River’s Edge Park
» Grab a bite to eat at Chesterfield Outlets, St. Louis Premium Outlets, or in the Chesterfield Valley
» Cross over the Missouri River on the Boone Bridge and visit the Katy Trail and Busch Greenway
LEARN ABOUT THE AREA
What natural and manmade features make your community a suitable place to live? Natural and built features impact the past, present and future of the St. Louis region.
This portion of the Missouri Greenway is built on top of the Monarch Chesterfield Levee. Engineering feats such as levees are an important feature in our region with direct impacts on daily life. The Monarch Chesterfield Levee protects 4,000 acres of land from the waters of the Missouri River.
Rivers are flooding more often. One cause is construction and paved surfaces in areas along rivers that have historically flooded during high rain events. Another cause is narrowing of the river basins with levees that push the water downstream instead of allowing it to spread out. After the Monarch Chesterfield Levee broke during the flood of 1993, the height and width of the levee was built up. Seepage berms (raised strips that slow down and reduce the force of water seeping under the levee), flood walls and gates, and high power pumps were added to further protect the development on the land side of the levee from the waters of the Missouri River.
Natural features such as the wetlands in River’s Edge Park absorb floodwater along a river instead of pushing it downstream. A wetland is like a sponge. It can be filled with water some of the time or all of the time. When you use a sponge to soak up a spill and then slowly squeeze it out, you are mimicking the way a wetland stores floodwaters and then releases the water into the ground. By slowly releasing the water, the potential for damage by erosion is reduced. It also creates a deep “sponge” of water for plant roots to soak up during otherwise dry periods.
GREENWAYS CONNECT US ALL
Greenways are outdoor spaces connecting people and places. Each greenway is unique, reflecting the character of the communities it connects. Greenways can include trails, conservation projects such as rain gardens and restored prairies, amenities like restrooms and drinking fountains, and connections to businesses, neighborhoods, parks, schools, waterways and transit. There are over 125 miles of greenways throughout St. Louis City, St. Louis County and St. Charles County for you to explore and enjoy.
For more info, call Great Rivers Greenway at 314-436-7009 or visit www.GreatRiversGreenway.org | 1,967 | 975 | {
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**AUTUMN OLIVE**
*Elaeagnus umbellata*
Autumn olive is a thorny-branched deciduous shrub growing up to 20 feet. It has bright green to gray green leaves with silvery, speckled undersides. Leaves are alternate, 2 to 3 inches long and 1 inch wide with entire and wavy margins. Clusters of small, pale yellow tubular flowers are abundant from mid to late spring. Fruits are red and spotted with silvery scales. Each fruit has one seed, ripening in the fall. Autumn olive invades old fields, woodland edges, and other disturbed areas. It can form a dense shrub layer which displaces native species and closes open areas. Autumn olive is native to China and Japan and was introduced into North America in 1830. It has been widely planted for wildlife habitat, mine reclamation and shelterbelts. It is a nitrogen fixer and can thrive on very poor soils.
The closely related **Russian olive** (*Elaeagnus angustifolia*) is less common in Kentucky but is quite invasive in western states. Russian olive differs by growing larger (a small tree to 30 feet), having narrow willow-like foliage that is silvery above and below, silvery stems, and much larger olive shaped fruit that is yellow-brown with silvery surface scales.
---
**NATIVE ALTERNATIVES**
**COMMON ELDERBERRY**
*(Sambucus canadensis)*
is a 5-12 foot suckering shrub native to the eastern U.S. While it is often found along streams and in wet ditches, it tolerates a variety of soils and grows in full sun to partial shade. In the summer, it produces cymes of white flowers 6-10 inches across that attract a variety of pollinators. Dark purple to black berries form by September, providing food for songbirds, small mammals, and people who use them for jams and wine. Once established, it is fairly low maintenance, and can be cut back to maintain its boundary.
**BLACK CHOKEBERRY**
*(Aronia melanocarpa)*
is a multi-stemmed shrub native to most of the eastern U.S. It grows to about 6 feet tall, occasionally 10 feet. It will grow in most garden soils, growing best in full sun or partial shade. In May, the shrub produces clusters of white flowers often tinged with pink. Blackberries follow in the fall that will persist into early winter if not eaten by birds. The leaves turn shades of dark red and purple in the fall. This shrub establishes well from container stock, is resistant to pests, and tolerant of drought and pollution. The shrub naturally spreads by suckers so it is best utilized in clumps or along borders.
**BLACKHAW VIBURNUM**
*(Viburnum prunifolium)*
is a large, deciduous shrub that often reaches mature heights of 15-20 feet; it can grow taller if pruned as a tree and given extra care. Blackhaw is native to much of the eastern U.S., but its distribution becomes more scattered in the southern states. It grows best in moist, well-drained soils but will tolerate drier sites. In late spring, it produces 2-4 inch white flower clusters followed by bluish fruit that peak in early fall. When grown in full sun, blackhaw can flower heavily and produce showy red to purplish fall color, proving that many native plants are as colorful as non-natives in the landscape.
To heighten awareness of invasive plants that threaten Kentucky’s native biodiversity, a Least Wanted plant will be featured in the Spring of each year with suggested alternatives. | 1,378 | 775 | {
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Starters 5-10 mins
Snack, Cackle & Pop................................................. 2 mins
Snack: we love food, grab a snack before beginning!
Cackle:
Pop: Stemillions playlist on Spotify:
bit.ly/stemillionsplaylist
Meet Her................................................................. 5 mins
Nikki has over 20 years of experience as an IT sales professional in consulting, sales, strategy and planning, channel and strategic alliances. She is passionate about having a more diverse culture in the IT industry and enjoys helping encourage people to look at the multitude of opportunities that IT presents.
Discuss:
★ What do you think of Nikki’s job?
★ If you could build a robot, what would it do?
Desserts 5 min
Share with us ......................................................... 1 min
Upload photos on Twitter or Instagram and tag @Stemettes and #Stemillions.
Ask Them................................................................. 2 mins
Got a question? Ask Away! bit.ly/Ask-Away
Digest................................................................. 2 mins
Digest this Meal Plan - fill out the feedback form.
Mains 20 mins - choose ONE only
MAKE................................................................. 20 mins
Ingredients: Pen, colouring pencils, plain paper.
Part of an IT sales professional’s role involves keeping up to date with trends and developments in IT. In this activity you will predict the future of IT by designing a robot or computer of the future. You might want to do some research about what types of robots and computers already exist and what they do. Think about:
★ How will your robot/computer be better than ones that already exist?
★ What functions does your robot/computer have and why are they the best?
Draw your robot/computer and label all the new functions.
EXPLORE................................................................. 20 mins
Ingredients: Pens and paper.
Part of Nikki’s role involves keeping up to date with the newest technology and trends. The world of tech moves very quickly and things we rely on tech for today, were very different years ago. In this activity we will see how technology changes peoples lives.
Ask the people in your household how they did the following activities when they were younger:
★ Looking at a map
★ Listening to music
★ Staying in touch with friends
★ Taking and sharing photos
★ Checking the news
Try to ask as many people of different ages. How do these tasks differ from today?
Once you’ve collected everyone’s answers, what do you think these activities will look like in 10 years time? How will we complete these activities? | 1,381 | 519 | {
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Q.1. Encircle the correct option.
1. ________________ is a psychological and possibly life-threatening eating disorder defined by an extremely low body weight, illogical fear of weight gain, and distorted perception of self-image and body.
a. Anorexia Nervosa
b. Bulimia Nervosa
c. Obesity
d. None of Above
2. Health behaviors that suggest beliefs relating to the effectiveness, ease, and consequences of doing a certain behavior will determine whether individuals do that behavior is called_______________
a. Health locus of control
b. Health beliefs
c. Life orientation
d. Health status
3. ________________is a subjective assessment that people make about their own health state and it is an indicator of overall health status.
a. Perceived health status
b. Overall quality of life
c. Health beliefs
d. All of the above
4. ________________ is the study of the self in relation to others and to society.
a. Locus of control
b. Life orientation
c. Quality of life
d. None of above
5. The degree to which an individual is able to maximize his or her physical, psychological, vocational, and social functioning is called
a. Locus of control
b. Quality of life
c. Health status
d. All of the above
6. The type/types of retrovirus.
a. Oncogenic
b. Foamy retroviruses
c. Lentiviruses
d. All of above
7. _______________ is a powerful pain in the chest, which sometimes radiates down the left arm.
a. Cancer
b. HIV
c. Angina
d. None of above
8. _______________ is a hormone made by the pancreas, helps glucose from food get into your cells to be used for energy.
a. Pancreatic juice
b. Peptic juice
c. Insulin
d. Cortisol
9. _______________ is a type of diabetes develops in some women when they are pregnant.
a. Type I diabetes
b. Type II diabetes
c. Gestational
d. None of above
10. Humoral theory of illness was proposed by
a. Discartes
b. Hippocrates
c. Plato
d. Galen
Q.2. Give short Answers. (20)
1. What is biopsychosocial model? (3 Marks)
2. What are illness perceptions? (3 Marks)
3. What are psychophysiological disorders? (3 Marks)
4. What is Selye’s general adaptation syndrome? (3 Marks)
5. What is psychoneuroimmunology? (3 Marks)
6. What is Selye’s general adaptation syndrome? (3 Marks)
7. What are the aims of health psychology? (2 Marks).
Q.3. Give Long Answers. (5x6=30)
1. What is health belief model? How can it be apply on patient with diabetes? (6 Marks)
2. What are the problems faced by caregivers of patients with chronic disease? (6 Marks)
3. What are personality traits? How can they influence illness recovery? (6 Marks)
4. What are stages of change model? How can it be used for smoking cessation? (6 Marks)
5. What are physical and psychological problems related to obesity? (6 Marks) | 1,512 | 743 | {
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Playing on screens for a long time harms the eyes of young children as it makes them short-sighted.
Ophthalmologists warn: long and frequent close-up viewing of a phone or tablet leads to the eyeballs growing too much and children becoming short-sighted. Babies and young children also need to learn to see spatially (in three dimensions) first. Flat screens prevent this, because children are unable to pick items up in their hands.
Ophthalmologists therefore recommend no computer, phone, tablet or TV for children under the age of 3! Over the age of three the maximum should be half an hour a day, and the eyes should be at least 30 cm away from the screen. Spending at least 2 hours outdoors in the light is important for children’s eyes to develop in a healthy way
(recommendation from the Conference of the German Ophthalmological Society in 2018).
Recommendations from the World Health Organisation on daily exercise, duration of sleep and screen times from infancy to the age of five:
https://www.bvpraevention.de/cms/index.asp?inst=news&snr=12809
Further reading on children and media:
https://www.kindergesundheit-info.de/themen/medien/
Rules for media:
- Determine when you will switch off before switching on.
- Do not let your child channel-hop or click randomly.
- Only allow programmes and games that are suitable for children and do not include violence (see also https://www.flimmo.de/).
- Not all cartoon films are for children.
- Talk to your child about what they have seen.
- Films that have not been processed disrupt the sleep.
- Screen media should be switched off 2 hours before going to sleep for a healthy sleep.
- Children believe what they see – switch off when the adverts are on and explain why you are doing this.
- Do not use media to reward, punish or calm your child.
- All screen media should be switched off when you are eating together.
- Televisions and games consoles do not belong in children’s bedrooms.
Contact:
Landratsamt Rastatt
Gesundheitsamt / Jugendamt
Am Schlossplatz 5, 76437 Rastatt
Tel. 07222 381-2300
email@example.com
www.landkreis-rastatt.de
and
Frühförderverbund Rastatt
der Sonderpädagogischen Beratungsstellen
Herrenstr. 19, 76437 Rastatt
Tel. 07222 77412-16
Phones/tablets/TV and computers and games consoles are part of everyday life in all families. Children really like them.
But 30 minutes a day is enough! More than this will damage children’s healthy development.
What children aged 3-6 need:
• Answers to the many questions they have.
• Parents who talk to them a lot so they learn to speak correctly.
• They need to experience things (feel, taste, smell, touch, try) to learn new things.
• Children learn by doing things themselves and trying things out, not by watching!
• Electronic media make children passive and rob them of the time they need to play and exercise.
Some tips for everyday life so your child learns everything they need to in school:
😊 The real world is more important than the media world:
😊 Playing
😊 Singing
😊 Painting
😊 Reading aloud
😊 Crafts
😊 Walking
😊 Riding a bike
😊 Playing with other children
😊 Storytelling
😊 Frolicking
😊 Building
😊 Excursions
😊 Sport
😊 Climbing
😊 Splashing
😊 Doing housework together
😊 Rest and even boredom are important so children learn to develop their own ideas.
😊 Children should go outdoors every day, even when it is raining.
😊 Children aged 3-6 should exercise for at least 3 hours a day, 1 hour of which should involve moderate to significant exertion. All of this helps your children to develop well!
Parents are role models:
😊 You should only use screen media in a targeted and limited way too. Switch off, when your child wants to play with or talk to you. | 1,604 | 886 | {
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11 Špania Dolina: this picturesque mining village was declared a Natural Preserve of Folk Architecture. A dominant landmark in the town is the early-Gothic Church of the Saviour’s Transfiguration dating back to 1254. The town’s main square is also home to a major mining landmark, the Klopačka miner’s house dating to the 16th Century, which is currently home to a Needlework Museum, and the historic former headquarters of the local mining authorities (today’s town offices) which also houses the local copper mining museum (Naše múzeum medi). www.spaniadolina.sk
12 The articulated wooden church in Hronsek dates back to 1725 – 1726 and is built without a single metal nail. The church and the nearby wooden bell tower were entered into the UNESCO List of World Cultural Heritage Sites. www.hronsek.sk
13 Harmanec cave is one of the most beautiful caves in Slovakia and is known for its abundance of soft white calcite flowstone, which has resulted in beautiful curtains, rock waterfalls and pools. www.ssj.sk
Banská Bystrica Information Centre
Námestie SNP 1, Banská Bystrica, Town Hall Building
Information line: 048 / 415 80 85, 0907 846 555
firstname.lastname@example.org, www.icbb.sk
Photo: Igor Staudlinger, Michal Rengevič
The history of Banská Bystrica is inextricably linked to the mining of silver and copper. The significance of the Bystrica settlement grew quickly thanks to the natural resources at the site, ultimately resulting in its recognition in 1255 by Hungarian King Bela IV and the award of a city charter and related privileges. The golden period of Banská Bystrica’s history spanned the 15th and 16th centuries, when the successful Thurzo-Fugger copper company was active. To this day, the historical core of Banská Bystrica is adorned with the architectural treasures of this important period when Banská Bystrica earned the honorary attribute of “copper”. The city’s modern history is primarily associated with the Slovak National Uprising (SNP) that took place in 1944, with important landmarks including the SNP Memorial and the SNP Museum marking this event.
Tip:
Guided tour of Banská Bystrica
Banská Bystrica Information Centre
Nám. SNP 1, Banská Bystrica
048/415 5085, 0907 846 555
email@example.com
www.icbb.sk
1 Rafting on the Hron River: Experience the excitement and a dash of adrenaline on a rafting trip on the Hron River. The Na Mlynčoku marina facility in Slovenská Ľupča organizes Hron River rafting trips and rents and transports boats and equipment. www.spavlhrona.sk
Hiking: A dense network of marked walking and hiking trails are suitable for all ages as well as families with children, those more interested in a leisurely pace and for more experienced hikers through the Kremnica Mountains and the Low Tatra and Greater Fatra ranges.
Marked hiking trails:
• Banská Bystrica (city train station) – Na Vartovke Observatory – Banská Bystrica (Podhrde), 5 km
• Banská Bystrica (Pieminska Street) – Panský dial – Šachtický – Špania Dolina, 7 km
• Staré Hory – Majerova skala (Majer Rock) – Pod Liškou – Krížna, 7 km
• Harmancec – Veľký tunel (Large Tunnel) – Nad Tuňou – Košarisko – Kráľova studňa, 10 km
• Špania Dolina – Sachtický – Pod Jelenskou skalou – Bully – Donovaly, 13 km
Cycling: The area around Banská Bystrica offers hundreds of kilometres of trails for cyclists looking for an active way to relax. A special cycling bus in operation from June to September comfortably transports cyclists between popular destinations during weekends and on holidays. www.dpmbb.sk
Swimming: The local Aqualand swimming park in Banská Bystrica offers both swimming and children’s pools in addition to a range of other attractions including water slides, beach volleyball, mini golf, table tennis, weightlifting and paddle boats for cruises on the lake. Another refreshing option in the swimming facility in the nearby town of Kováčová.
Horseback riding: Learn all about horses and horseback riding at any number of small family farms and ranches and then apply your new skills on a trip through beautiful nature.
6 www.ponyfarm.sk
7 jslibietova.webgarden.cz
8 www.limfora.sk
9 www.rovnianskyyarab.com
10 www.rancpodhorou.eu | 2,025 | 1,059 | {
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Imagine being on a rowboat in the ocean. The waves in the ocean represent everything causing you stress right now: your *stress waves*. The waves might be calm and still or crashing, fierce, and rough. A large number of waves equals many events and stressors in your life.
*Jon wants very much to please his parents by getting into college. He believes he has to get good grades, play sports, and be in a number of clubs to get accepted. He feels like he has no time for his girlfriend or having fun with his friends anymore. When Jon thinks about his stress waves, he sees a huge tidal wave; he sees himself barely able to stay afloat!*
***
*Sabrina, on the other hand, finds balance between doing her homework, spending time with her friends, and going to dance classes. Sabrina finds that her waves are pretty small, and when they do come through, they are manageable. When her waves get too big, she takes it as a sign that she needs to change something in her schedule. When she does, her waves get smaller again.*
Think for a minute about what is stressing you out right now. Imagine translating all of these stressors into the image of a wave. It might be a tidal wave or a very small wave; it is up to you.
In the rectangle provided below, draw a picture of what your *stress waves* look like right now.
Label these waves above with the stressors, worries, and/or fears that created them.
Describe your waves (for example, as big, small, mean, fierce, calm, mellow, or another description).
What thoughts come up for you when you look at the image you drew and the labels you added on the waves?
What feelings come up for you when you look at this image and the labels on the waves?
Grounding Anchors: Drop Your Anchor
To reduce your stress waves, imagine you are in a rowboat in the middle of the waves you just drew and you drop an anchor deep below the surface of the water. Even in the strongest of storms with huge crashing waves on the surface of the water, deep below the waves, the water is perfectly calm and still. This grounding anchor you drop from your boat to get to your calm and still waters can be your breath, your heartbeat, noticing the air around your fingers, your feet walking on the ground, or something else that grounds you. Use your grounding anchors when you are having a lot of “stress waves.”
What grounding anchors do you have to help you drop down into the calm and still waters below your stress waves?
mindful takeaway Remember to use your grounding anchors—your breath, hands, heartbeat, or feet—when you feel that your stress waves are too big and you want to drop below into the calm, still waters below the surface.
Your Stress Waves
Ride the Waves: Manage Your Stress
Short-Term, Acute, or Manageable Stressors:
Long-Term, Chronic, or Not Easily Manageable Stressors:
Enduring or Unmanageable Stressors:
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We’ve all heard about 1st and 2nd hand smoke. But did you know that 3rd hand smoke can be just as lethal to your loved ones as the other two? Surprisingly, this fact is not common knowledge amongst many chain smokers and their families. Ezyhealth & Beauty decided to ask one of Singapore’s most well-known Respiratory Physicians, Prof Philip Eng, about the deadly effects of 3rd hand smoke. Prof Philip Eng is a Consultant Respiratory Physician with a private practice at Mount Elizabeth Medical Centre.
EHB: What exactly is 3rd hand smoke? How different is it from 2nd hand smoke?
Prof Eng: 3rd hand smoke was only first described a year ago. This was by the researchers from Massachusetts General Hospital Group led by Dr Johnathan Winikoff. They published an article in the Journal, Pediatrics.
Second hand smoke is a combination of the mainstream smoke that a smoker exhales plus the sidestream smoke that comes from the burning end of a lighted cigarette. Volume for volume, sidestream smoke is more hazardous than mainstream smoke because it is largely unfiltered.
EHB: What are the negative effects of 3rd hand smoking? Is there a particular group that would suffer the most impact?
Prof Eng: Winikoff and colleagues gave the name “third hand smoke” to describe the toxic particles that settle in furniture and clothing that has been exposed to cigarette smoke.
Hence, long after the smoker has doused the cigarette, odours and chemicals remain in the room, permeating into surfaces like toys, furniture and clothing. The toxins are cumulative and not easily removed.
Conceptually, the smoke may react with paints and form even more toxic chemicals. The harm could be particularly accentuated for young children, because as they crawl around, they touch surfaces and have a tendency to put their hands in their mouth after that.
These are early days and I have no doubt that more research in the coming days on the dangers of 3rd hand smoke will be more revealing.
EHB: How does living in an urban environment with air pollution (e.g. haze) add to the damage done by 3rd hand smoking?
Prof Eng: The dangers of smoking are additive when combined with environmental pollution. Studies show that the prevalence
“Third hand smoke” describes toxic particles that settle in furniture and clothing that has been exposed to cigarette smoke.
of lung cancer is much higher in urban metropolitan cities that have a higher pollution levels given the same level of smoking prevalence. Recognising this, many cities are now renewing efforts to reduce air pollution levels by limiting traffic and the burning of crops and wastes. The city of Beijing demonstrated this to the world when they limited the traffic prior to the Summer Olympic Games in Aug 2008. In addition, the city wide ban on smoking probably helped.
EHB: What are the recommended smoking cessation methods? How effective are they? Are there any methods that are more effective for elderly smokers or those who had smoked for decades?
Prof Eng: Current accepted smoking cessation techniques are largely a combination of 2 techniques, pharmacotherapy and behavior therapy (counselling). Counselling involves various aspects but essentially would be targeted at helping the smoker to recognize the perils of smoking and to help the person walk through the process of quitting and recognizing the effects of quitting. Various pharmacotherapies are available but the 2 most successful modalities are nicotine replacement therapy (NRT) and a drug called Champix. NRT can be in the form of patches, gum or inhaler and they work by slowly weaning the person off Nicotine. Champix is a tablet that is usually taken for 3 months, and it works by blocking the nicotine receptors in the brain, hence reducing the release of the feel good hormone called dopamine.
Present data shows that Champix is superior to NRT with some studies showing up to 50% quit rate at 6 months, a level never seen before with any other therapy.
Other modalities like acupuncture, hypnosis and cold turkey have been tried with poor levels of success that are not too dissimilar from placebo treatment. | 1,668 | 840 | {
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JUNIOR SCHOOL MATHS OPEN HOUSE
The students of class 5th and 6th presented their projects to their parents. The parents were very impressed with the creativity and hard work put in by the students.
The students of class 1 to 5 participated in the science fair. The students displayed their projects and explained them to the visitors. The students also played board games and enjoyed themselves.
Arunachal Pradesh
1. **Arunachal Pradesh**
- **Capital:** Itanagar
- **Languages:** Apatani, Adi, Angami, Ao, Chang, Chakhesang, Dzongkha, Garo, Khamti, Konyak, Lepcha, Miri, Mishing, Monpa, Nyishi, Pochury, Rengma, Sankar, Sanamahi, Sherdukpen, Siang, Tangsa, Tiwa, Yakhom, Yomi, Zeme
- **Religions:** Christianity, Hinduism, Buddhism, Animism, Islam
- **Area:** 83,743 km²
- **Population:** 1,602,591 (2011 Census)
- **Density:** 19/km²
- **GDP:** $1.2 billion (2011)
- **GDP per capita:** $750 (2011)
Arunachal Pradesh is a state in northeastern India. It is bordered by Bhutan to the west, Myanmar to the south, and the rest of India to the north and east. The state has a total area of 83,743 km² and a population of 1,602,591 (2011 Census). The capital city is Itanagar.
The state is home to a variety of ethnic groups, including the Apatani, Adi, Angami, Ao, Chang, Chakhesang, Dzongkha, Garo, Khamti, Konyak, Lepcha, Miri, Mishing, Monpa, Nyishi, Pochury, Rengma, Sankar, Sanamahi, Sherdukpen, Siang, Tangsa, Tiwa, Yakhom, Yomi, and Zeme. The main religions practiced in the state are Christianity, Hinduism, Buddhism, Animism, and Islam.
Arunachal Pradesh has a GDP of $1.2 billion (2011) and a GDP per capita of $750 (2011).
The state is known for its rich biodiversity, with a wide range of flora and fauna. It is also home to several national parks and wildlife sanctuaries, including the Namdapha National Park and the Dibang Valley Wildlife Sanctuary.
Arunachal Pradesh is a popular destination for tourists, who come to enjoy the state's natural beauty and cultural heritage. The state is also known for its festivals and celebrations, which are an important part of the local culture.
The state is well-connected by road and air, with regular flights from major cities in India. The state government is working towards improving infrastructure and promoting tourism in the state. | 1,174 | 651 | {
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DanVex dehumidifiers allow for consistent control to efficiently prevent the effects of humidity.
According to the physical laws of nature, moisture migrates through the air from a higher concentration to the lower concentration due to a difference in vapor pressure. When air is cooled it is not able to hold as much moisture. Thus, moisture will condense on any surface that has a lower temperature than the dew point temperature of the air.
This is particularly a problem in ice arenas where the condensed moisture is deposited onto the surface of the ice in the form of water droplets and also, in the form of fog above the surface of the ice. When moisture condenses and accumulates on the surface on the ice, it is known as “frosting”. This “frosting” in turn, results in “slow” ice and also imposes an additional load on the ice making system.
These conditions cannot be solved by ventilation because the introduction of outside air only aggravates the problem when the weather outside is mild and humid. Insulating the roof also aggravates drip during mild outside weather conditions. Low emissivity ceilings stay warmer and thus, reduce condensation and dripping. Under these conditions, to prevent condensation in the ceiling space and to eliminate the fogging, there are two approaches; refrigeration or desiccant dehumidification.
**REFRIGERATION**
In the past, refrigeration air conditioning systems, utilized in ice skating, curling and hockey rinks, have had a history of humidity related problems along with high energy consumption rates. Conventional refrigeration equipment can maintain space conditions in a skating rink of 7°C to 15°C at a relative humidity of 60% to 75%. This can result in the air so close to saturation that it actually forms a fog over the rink and condensation inside the building and on the surface of the ice.
Any attempt to maintain lower humidity levels would necessitate maintaining evaporator temperatures lower than 0°C which would result in frost formation on the evaporator coil. A more effective and energy efficient solution is adsorption type of dehumidification system.
**ADSORBTION TYPE OF DEHUMIDIFICATION**
The primary advantage for a DanVex adsorption type of dehumidification system is its ability to dry air down to very low humidity levels. An adsorption dehumidifier can easily maintain 30% to 40% relative humidity within an ice skating rink thus, eliminating fog and condensation year-round, regardless of outdoor weather conditions.
The average energy consumption of adsorption dehumidifier is as much as 70% less than a comparable refrigeration system. So, adsorption dehumidification systems can eliminate fog and condensation while, at the same time, reducing operating costs. There is also the potential for a reduction in maintenance to the building and equipment inside as it is no longer subject to excessive humidity and the problems associated with it. | 1,217 | 598 | {
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CONTENTS
Plant in flower pot/3 leaves/black marbles/red marbles/1 die/label
ASSEMBLY
1. Assembling The Leaves To The Flower Pot: Locate the three holes around the plant's stem. Take one leaf and press it into one of the holes, as shown in Figure 1. Make sure the leaf faces the plant's head. Do the same for the other two leaves.
2. Label Placement: Carefully peel off the Feed Me Label from the sheet and apply it to the flower pot in the position shown in Figure 1.
BEFORE THE GAME—
Remove The Tray From Flower Pot: Hold the pot in one hand and the tray in your other hand. Turn the tray until it releases from the flower pot. See Figure 2.
AFTER THE GAME—
Store The Marbles And The Die: After playing, put all the marbles and the die in the tray. Place the flower pot on top of the tray. Turn the pot until it
drops into place. See Figure 3. Then lock it by holding the tray with one hand and turning the pot with the other hand.
**FIGURE 3**
---
**GAME PLAY**
**SET-UP**
1. Place the plant on a level playing surface within reach of all players. Be sure the tray is removed.
2. **Opening The Mouth**: Open the mouth by pushing the lower lip back until it locks into place. See Figure 4.
**FIGURE 4**
---
**GAME 1: THE ELIMINATION GAME**
**FOR 2 OR MORE PLAYERS**
**Object**: Feed the plant without making the mouth shut.
1. Place all the marbles in the tray.
2. The youngest player goes first and play continues to the left.
3. **On Your Turn**: Roll the die and place either a red or black marble in the mouth. The color dot you roll on the die indicates which color marble to place in the mouth.
- If the mouth remains open, your turn is over. The player to your left then rolls the die and feeds the plant a marble.
- If the mouth snaps shut, you are out of the game. Remove the marbles from the mouth and the player to your left must roll the die and feed the plant.
**How To Remove Marbles From The Mouth**: When the mouth shuts, lift the top of the mouth, tip the plant forward and empty the marbles back into the tray, as shown in Figure 5. Set the plant back on the table, reopen the mouth and lock it into place as shown in Figure 4. Continue playing as above.
HOW TO WIN
Play continues until only one player remains in the game. That player wins the game.
FOR YOUNGER GAME PLAYERS—
Don’t use the die. Each player in turn places one red marble in the mouth. When no red marbles remain, each player, in turn, places one black marble in the mouth. Play as above.
GAME 2:
THE LAST MARBLE GAME
FOR 2 TO 4 PLAYERS
Object: Be the first player to place your last marble in the plant’s mouth.
1. Follow set-up rules on page 2.
2. Each player takes the following marbles:
- In a 2 player game—4 red marbles and 4 black marbles
- In a 3 player game—3 red marbles and 3 black marbles
- In a 4 player game—3 red marbles and 3 black marbles
Put extra marbles out of play.
3. The youngest player goes first and play continues to that player’s left.
4. On Your Turn: Roll the die and place either a red or black marble in the mouth as the color dot on the die indicates.
- If the mouth remains open, your turn is over. The player to your left then rolls the die and feeds the plant a marble.
- If the mouth snaps shut, remove the marbles from the mouth (as shown in Figure 5) and add them to your other marbles. Then, reopen the mouth, lock it into place as in Figure 4, and it’s your turn again. Play continues as above.
Note: If you roll the die and don’t have the color marble needed, you lose your turn.
HOW TO WIN
Play continues until one player has only one marble left and successfully feeds it to the plant. That player wins the game.
WHAT TO DO IF YOUR PLANT'S MOUTH BECOMES UNHINGED!
UNHINGED MOUTH
During play, it is possible that your plant's mouth might become misaligned. The top lip can become unhinged from the bottom lip if the top lip is NOT sitting in its groove and if its two large tabs are NOT inserted in their slots, as shown in Figure 1.
HOW TO ALIGN THE MOUTH
To align the top lip to the bottom lip, gently lift the top lip and sit it in its groove, as shown in Figure 2A. Be sure the rubber band does not become unhooked when you do this. Then insert its large tabs into their slots, as shown in Figure 2B. | 1,790 | 1,071 | {
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## TABLE 13
**Trends in 30-Day Prevalence of Use of Other Tobacco Products for Grades 8, 10, and 12**
(Entries are percentages.)
| | 2013 | 2014 | change |
|----------------------|------|------|--------|
| **Electronic Cigarettes (e-cigarettes)**<sup>a</sup> | | | |
| 8th Grade | — | 8.7 | — |
| 10th Grade | — | 16.2 | — |
| 12th Grade | — | 17.1 | — |
| **Large Cigars**<sup>b</sup> | | | |
| 8th Grade | — | 1.9 | — |
| 10th Grade | — | 3.9 | — |
| 12th Grade | — | 6.4 | — |
| **Flavored Little Cigars or Cigarillos**<sup>b</sup> | | | |
| 8th Grade | — | 4.1 | — |
| 10th Grade | — | 6.9 | — |
| 12th Grade | — | 11.9 | — |
| **Regular Little Cigars or Cigarillos**<sup>b</sup> | | | |
| 8th Grade | — | 2.5 | — |
| 10th Grade | — | 4.4 | — |
| 12th Grade | — | 7.0 | — |
| **Approximate Ns** | | | |
| 8th Grade | 14,600 | 14,600 | |
| 10th Grade | 12,900 | 13,000 | |
| 12th Grade | 12,600 | 12,400 | |
*Source.* The Monitoring the Future study, the University of Michigan.
*Notes.* Level of significance of difference between the two most recent classes: $s = .05$, $ss = .01$, $sss = .001$. ‘—’ indicates data not available.
Any apparent inconsistency between the change estimate and the prevalence estimates for the two most recent years is due to rounding.
<sup>a</sup>For 8th and 10th graders only: Data based on two forms; $N$ is one third of $N$ indicated. For 12th graders only: Data based on three of six forms; $N$ is one half of $N$ indicated.
<sup>b</sup>For 8th and 10th graders only: Data based on two forms; $N$ is one third of $N$ indicated. For 12th graders only: Data based on two of six forms; $N$ is one third of $N$ indicated. | 1,469 | 657 | {
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BIRD NEST
MATERIALS:
Newspaper to cover workspace
Wet towels/Paper Towels for cleaning hands (or be near sink)
Actual bird nest (optional); or photos provided (optional)
Large bowl for the mud mixture
About 2 ½ cups of dirt/soil
A little bit of water (to make mud)
A variety of authentic nesting materials, such as: twigs, dried grasses, pieces of string and/or yarn, hair or fur, feathers, moss or grass clippings, cotton balls, shredded newspaper
Paper bowl to build the nest into
Glue
Play-doh to make eggs for the nest (optional)
DIRECTIONS:
If you have an actual bird nest, or want to use the photos provided, look at them with your child and discuss, what kind of materials can they see bird nests are made from?
Let them know they are going to build a bird nest using the actual materials real birds do.
If you want to, hide the nesting materials around the house, and make a game of them finding and collecting the items (just like real birds do!).
Bring the nesting materials to the work space.
Make a bowl of mud with dirt/soil and water.
Add the twigs and dried grasses to the mud mixture, and mix together. If too wet, add a little more dirt. If too dry, add a bit more water.
Pretend that glue is strands of spider web, and add it all over mud/twigs/grasses mixture. Blend it in.
Apply the mud mixture to the inside walls and bottom of the paper bowl.
Add a few more strands of glue (“spiderwebs”) to the nest.
Add the other nesting materials to the inside walls and bottom of the nest.
Your nest is ready for your eggs!
CONCEPTS TO DISCUSS WITH YOUR CHILD
What are bird nests for? Nests are shelters that provide a safe place for the eggs (and young). Nests keep the eggs camouflaged (hidden) from predators (other animals that want to eat them), and protected from bad weather.
Who builds the nest? The parent birds build the nest from scratch. Sometimes it’s the dad-bird that builds the nest, and sometimes it’s the mom-bird. Sometimes they help each other.
What is the nest made out of? Many nests are made out of any materials the bird can find! Things like twigs, dead leaves, dried grasses, pieces of yarn or string, hair or fur, feathers, moss, shredded paper, grass clippings, cotton balls.
How is the nest constructed? The parent bird uses the strongest items, like the twigs, to form a strong, outer structure. The other nesting materials are joined together in and out of in the structure. The softest materials (like the feathers, moss, and cotton) line the inside and bottom of the nest, so the eggs have a warm, fluffy cushion.
How does the nest stay together? Some birds use mud, their saliva (spit), and pieces of spider web silk to act like a glue and hold it all together.
How do birds find the nesting materials? The parent bird forages (searches) for materials to make the nest and brings the items back to the nesting site.
How long does it take to build the nest? A Robin building a nest from twigs, mud and dried grass can take between 2 – 6 days. Watch a time lapse of the process here:
https://www.youtube.com/watch?v=FpBJ8O1SSGE
EXPLORE THE CHICKEN EGG
MATERIALS:
Chicken egg
Plate
A straw or popsicle stick or coffee stirrer – something to point at and/or poke the egg parts with (optional)
DIRECTIONS:
Baby birds grow inside of eggs. Let’s take a closer look at a chicken egg to investigate and discuss its parts.
Let your child gently handle the chicken egg. What part are they feeling? What does it feel like?
Crack open the egg into a plate.
Examine what you see. Can you find 3 different parts of the inside of the egg? Discuss.
CONCEPTS TO DISCUSS WITH YOUR CHILD
The shell keeps out bacteria (germs) and dust. It’s covered with as many as 17,000 tiny pores (holes). Air can pass through its pores.
The yellow part is called the yolk.
The clear liquid part of the egg (albumen) is called the egg white.
The yolk is the part of the egg from which the baby chick develops. The yolk provides food for the baby chick while it is growing in the shell.
The egg white surrounds the yolk and its purpose is to protect the yolk and provide additional nutrition (food) for the growth of the embryo (baby chick).
Thick “ropes” of egg white, called the chalazae, hold the yolk in the center of the egg; they’re like little anchors. | 1,752 | 1,029 | {
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The walk begins at the original town centre at the crossroads (now the pedestrian crossing) by the Ecumenical Centre.
Walk down Unicorn Hill and over the railway bridge next to the bus station. Edward Street, on the right, was the site of the Abel Morrel, needle manufacturing works. None of the buildings now remain. The next road is Britten Street and the Ashleigh Works, on the corner, was a needle and fish hook manufacturer.
Turn down Britten Street and at the bottom turn right into Bridge Street and walk to the bottom of Edward Street.
The building on the corner of Edward Street, which is now a manufacturing unit, was a public house, the Fox Inn. On the opposite side of Bridge Street, is Holyoaks Field first school, this was originally known as Bridge Street School. This is one of the oldest existing schools in Redditch, dating from the 1930’s. Return along Bridge Street and continue along the path between the allotments.
At the end of the path is the Valley Stadium, the home of Redditch United, a football team established in 1891. Continuing on is the Recreation Ground which was given by Herbert Terry to Redditch townspeople.
Cross the recreation ground and pass through the gap in the hedge about halfway down. Follow the path and emerge onto Bromsgrove Road passing a factory unit which was the Redditch Laundry.
Turn left into Bromsgrove Road passing on the right the Queens Head. This was at the extremity of the town (hard to believe today!) and was a welcome pause for travellers who arrived in Redditch along this important route. Further along, on the right, between houses, there was a needle manufacturer, part of the original factory was incorporated into a housing development. Continue on and take the path on the right opposite the pedestrian crossing. This is Musketts Way which runs through to Birchfield Road.
After about 100 yards, on the right there is a sharp drop. This is now housing, but it was a clay pit providing the raw material for the principal manufacturer of bricks in Redditch. Continuing on is ancient woodland which is a remnant of the forest which originally covered the whole area. Visit this area using the many walks. Return along the path and take the surfaced path on the right between building. On the left is Holmwood. This is now residential apartments but dates from 1893.
Turning right and walk down Purshall Close to Plymouth Road. The wood on the left is Holm Wood which is protected by the Woodland Trust. Turn left into Plymouth Road, into the Memorial Gardens and left into the old town cemetery. This cemetery dates from the end of the 19th century and contains the monuments for many famous Redditch manufacturers. Spend some time exploring this and return to Plymouth Road. Continue on to the railway bridge and return to the start.
In the early part of this walk around the west of the town centre, we pass through an early area of the town which was a mix of industry, housing, shops, public houses and a school. Much of this has now gone. It then continues through allotments to the recreation ground, passing the ‘Valley Stadium’, the home of Redditch United Football Club. Turning into Bromsgrove Road we pass the ‘Queens Head’ public house and, at the brow of the hill, turn into Musketts Way, a footpath through to Birchfield Road. Turning off this we pass Holmwood House and continue on to the old Redditch cemetery which has the graves of many well known Redditch manufacturers.
The basic map used for this walk is from www.OpenStreetMap.org and is used under an open licence. Additional Material © Anthony Green | 1,370 | 764 | {
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August’s light winds and sunny skies make for perfect cabin and boating weather. Meanwhile, early signs predict the fall migration. Listed below are a few observations from a year ago in the Twin Cities Metro area, Waconia and areas beyond when indicated. These events can be used to anticipate upcoming happenings and will help you compare this year with last.
**August 1**
Increasing numbers of Ruby-throated Hummingbirds at feeding stations make this a good time to put up more nectar feeders. Hummingbirds also sip nectar from plants like wild jewelweed and hosta flowers.
**August 3**
Osprey young begin to leave their nests. Gardeners harvest peppers, beets, cucumbers and the first ripe tomatoes.
**August 4**
Common and great ragweed begin to shed pollen, contributing to the pollen count.
**August 6**
Fewer birds sing in the mornings, now that a good share of the nesting season is over. Joe Pye weed and boneset begin to bloom in wetlands.
**August 9**
The first viceroy butterflies take flight. Snowy tree crickets and katydids start calling at night. The number of hummingbirds coming to feeding stations in southern Minnesota is double what it was on August 1. The numbers reflect newly fledged young and some migrants from the North.
**August 11**
The second generation of eastern tiger swallowtail butterflies flit over gardens.
**August 13**
Early-season apples such as Quinte, Oriole and Viking are ready to pick. Farmers combine wheat and cut alfalfa.
**August 15**
Wild cucumber, an annual vine, is at peak bloom.
**August 16**
The first flock of Franklin’s Gulls return to Lake Waconia for the fall season.
**August 17**
European mountain ash trees have bright orange clusters of fruit that American Robins and other birds relish. Wild blueberry picking continues in parts of northern Minnesota.
**August 18**
Zigzag goldenrod and white snakeroot begin to bloom. Wild grapes ripen; they are eaten by Wood Ducks, Wild Turkeys, Northern Cardinals and dozens of other birds.
**August 21**
Reports of over 30,000 Common Nighthawks above and through Duluth signal a strong migration.
**August 23**
Wood Ducks fly into yards to feed on acorns. Recently fledged American Goldfinches visit feeding stations with their parents. Young Northern Cardinals and Rose-breasted Grosbeaks also go to feeders, especially those with sunflower seeds. Quite a few Baltimore Orioles still visit grape jelly feeders.
**August 25**
Warblers, flycatchers and shorebirds are among the birds migrating through the state.
**August 27**
We are in a heat wave. With a high temperature of 96°F plus the highest dew point ever recorded at the Minnesota State Fair, it feels like 107°F today. The surface temperature of Lake Waconia is a warm 84°F. Zestar apples are ripe, sweet and tasty.
**August 28**
Colonies of Jerusalem artichoke and fields of Canada goldenrod display showy golden-yellow flowers.
**August 29**
Meteorological summer (June–August) ends, 1.6°F above normal in the Twin Cities. | 1,286 | 678 | {
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1. Refugees flee their homeland
Because of a well-founded fear of persecution, a refugee will flee his/her home country.
2. UNHCR Registration
A refugee seeks protection from the United Nations High Commissioner for Refugees (UNHCR). Protection can come from one of three possible solutions:
- Return to the home country when homeland is deemed safe.
- Settle into the country to which they fled.
- Resettle permanently into a third country (only about 1% of the world’s refugees)
3. UNHCR Interview
UNHCR legal staff conduct an initial interview to determine that the refugee has a valid, well-founded fear of persecution. The UNHCR then forwards the refugee’s name to the U.S. Embassy. An Overseas Processing Entity (OPE) begins a file on the case and forwards their information (family, medical, and background information) to the U.S. Embassy.
4. U.S. Citizenship and Immigration Services (USCIS) Interview
The refugee is scheduled for an interview with a representative of USCIS. These interviews include additional background checks and ensure that the refugee is telling the truth about their claims of fear of persecution and serves to see if he/she will be granted permission to enter the U.S. Refugee Program.
5. Approval
If a refugee is approved by USCIS, the case is allocated to one of several domestic resettlement agencies, of which Catholic Charities/USCCB is one.
6. Medical Examinations
The refugee is screened for any highly contagious diseases that may prevent them from being resettled into the U.S. They also begin to receive immunizations, if they have not been administered previously, and treatment for illnesses.
7. Cultural Orientation
Refugees attend a basic orientation to U.S. life and culture. The classes range from several hours to several days, depending on the location of the class.
8. Travel to the United States
The International Organization for Migration (IOM) schedules flights for the refugee to travel to the United States. Refugees receive an interest-free loan for the cost of their plane ticket, which they will begin to repay after 6 months in the U.S.
9. United States Reception
The refugee’s case is assured to a local office in the U.S., where help is found for the refugee. Assurance is based on an analysis of available resources in a given community to meet the needs of specific refugees, with preference given to family and friend relationships.
10. Refugee Resettlement (Reception and Placement)
In the United States resettlement agencies, like Catholic Charities, will help the refugee adjust to life in the U.S. and begin to achieve self-sufficiency. Services include: securing housing, arranging medical screenings and immunizations, enrolling in school, obtaining necessary paperwork, teaching about life and culture in the U.S., connecting with employment services, and assistance with applying for appropriate public benefits, just to name a few. | 1,272 | 601 | {
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Engaging in Good Conversation
Conversations are the foundation of strong relationships, and strong relationships are the goal of meaningful mentoring. Engaging in the art of conversation does not always come naturally to people, and for many adolescents it can be a territory in which they have yet to build skills. (Ever have this conversation with a teen? “How are you doing?” “Fine.” “How’s school?” “Fine.”)
Below are some tips for making conversations work, as well as some conversation starters to spark interesting discussions. Hopefully, they not only give you and your mentee something else to chat about once in a while, but also give you a chance to get to know each other a little better.
Tips for Making Conversations Work
- **Keep it going.** It’s one thing to ask a question and then sit back to wait for an answer. It is another thing to really engage in a conversation. Asking follow-up questions or providing open-ended responses are great ways to keep the conversation going. The idea is not to debate an answer but to learn more. Try some of these:
- “That’s cool. Tell me more.”
- “You’ve really thought about this, haven’t you?”
- “Are you saying . . . ?”
- “Interesting. Have you thought about . . . ?”
- **Conversation doesn’t have to be “heavy.”** It is important to have conversations about subjects that matter deeply, such as who are the most influential people in a young person’s life. It is also important to listen to why a young person likes a certain fad, music star, or TV program. All conversations are meaningful when two people are truly engaged and interested in one another’s questions and answers.
- **Be prepared for the unexpected answer.** You may ask a question and get an answer you did not want or expect. If an answer bothers you, simply listen and ask more questions about why the young person thinks and feels that way. Suspend your own judgment and let young people express their ideas and opinions.
- **Listening is most important.** Conversations with kids are better when we “elders” practice the art of listening. Through careful listening we tell them we care about their thoughts—and we care about them.
- **Timing can be everything.** If you ask a question that is met with silence or “the look,” maybe this isn’t the best time for a conversation. Or it could be that the specific question triggers a bigger issue for him, or he needs some time to process it. Taking a rain check on a question is okay.
- **Be prepared to give your own answer.** You are focusing on the young person, but she may also want to turn the question in your direction. This is a great chance to model thoughtful, honest responses.
Adapted from *Conversations on the Go: Clever Questions to Keep Teens and Grown-Ups Talking*; copyright © 2004 by Search Institute. Developmental Assets™ are positive factors within young people, families, communities, schools, and other settings that research has found to be important in promoting young people’s development. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). From *Mentoring for Meaningful Results: Asset-Building Tips, Tools, and Activities for Youth and Adults*. Copyright © 2006 by Search Institute™; 800-898-7628; www.search-institute.org. | 1,285 | 710 | {
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A Resolution
BY
SENATORS TURNER - FABER - BROWN - BURKE - CAFARO - GENTILE - HITE - JONES - KEARNEY - LEHNER - SAWYER - SCHIAVONI - SKINDELL - SMITH - TAVARES
Commemorating the Fiftieth Anniversary of the March on Washington for Jobs and Freedom.
WHEREAS, The members of the Senate of the 130th General Assembly of Ohio are pleased to recognize the historic occasion of the Fiftieth Anniversary of the March on Washington for Jobs and Freedom, which took place on August 28, 1963; and
WHEREAS, The March on Washington for Jobs and Freedom was the symbolic reference point and underpinning of the Civil Rights Movement, which attracted hundreds of thousands of Americans from across the country to the National Mall in Washington, D.C. to rally for racial justice and equality of opportunity. Asa Phillip Randolph, leader of the first predominantly black labor union, the Brotherhood of Sleeping Car Porters, and one of the organizers of the March on Washington Movement, convinced President Franklin D. Roosevelt to issue Executive Order 8802 in 1941, banning discrimination in the defense industries during World War II; and
WHEREAS, Bayard Rustin, a lead organizer of the March on Washington for Jobs and Freedom and advisor to the Reverend Dr. Martin Luther King, Jr., delivered the "Tribute to Negro Women Fighters for Freedom" speech, which paid tribute to Daisy Bates, Diane Nash Bevel, Myrlie Evers, Prince E. Lee, Rosa Parks, and Gloria Richardson, and he was posthumously awarded the Presidential Medal of Freedom, the biggest civilian award in the United States, by President Barack Obama. The president of the Southern Christian Leadership Conference, the Reverend Dr. Martin Luther King, Jr., also delivered a timeless oratorical address on the steps of the Lincoln Memorial which became known as the "I Have a Dream" speech, in which he talked about the ongoing struggle for racial equality in the United States and helped galvanize support for the movement; an expansive selection of Civil Rights activists who participated at the March on Washington for Jobs and Freedom, including American Jewish Congress president Rabbi Joachim Prinz, United Auto Workers president Walter Reuther, National Association for the Advancement of Colored People president Roy Wilkins, National Urban League president Whitney Young, and Student Nonviolence Coordination Committee leader John Lewis; and
WHEREAS, The March on Washington for Jobs and Freedom was a gathering of passionate activists, engaged citizens, and organizations fighting for social justice and equality and calling for the immediate desegregation of schools, strict enforcement of the 14th Amendment, and civil rights legislation that would address employment and workforce discrimination. It became a seminal moment in the Civil Rights Movement that built momentum for the Civil Rights Act of 1964, which barred discrimination against racial, ethnic, national, and religious minorities and women, and the Voting Rights Act of 1965, which outlawed discriminatory election practices; therefore be it
RESOLVED, That we, the members of the Senate of the 130th General Assembly of Ohio, in adopting this Resolution, commemorate the Fiftieth Anniversary of the March on Washington for Jobs and Freedom, honor those who spoke and participated in this milestone occurrence of the Civil Rights Movement, and pledge a recommitment to living out and expressing the ideals established at this historic event; and be it further
RESOLVED, That the Clerk of the Senate transmit duly authenticated copies of this Resolution to the news media of Ohio.
I, Vincent L. Keenan, hereby certify that the above is a true and correct copy of Senate Resolution No. 183, adopted by the Ohio Senate, August 19, 2013.
Vincent L. Keenan
Clerk of the Senate
Keith Faber
President of the Senate
Senator Nina Turner
Senatorial District No. 25 | 1,832 | 824 | {
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Activities and Objectives Taught
Class begins with 1/2 hour of free play. During this time the children have an opportunity to socialize, make decisions, and problem solve.
Identify and count with one-to-one correspondence numbers 1-10 and higher
Identify colors and basic shapes
Study letters of the alphabet and identify their own name
Calendar Activities: name days of the week, months, seasons, and numbers to 31
Sing patriotic songs and recite the Pledge of Allegiance
Fine Motor Skills: write name and numbers, cut with scissors, color, do sewing cards, etc.
Music, finger plays, and circle games
Story time and share time
Gross Motor Movement: balance, throwing, catching, space awareness, & scooters
Special Activities: Fire truck & Sparkie visit, holiday parties, sledding, visit from the dentist, Christmas and graduation programs, and parent-teacher conferences
For information contact:
Hansel & Gretel Preschool
801 4th Ave. NE
Waseca, MN 56093
Phone 507-833-2063
History
Hansel and Gretel Preschool was established in 1968 as a non-profit organization licensed by the State of Minnesota. Children from Waseca and surrounding communities have enjoyed this preschool for many reasons. Our dedicated staff of teachers focus on building positive relationships with children and parents. The teachers attend workshops to stay current with issues that relate to early childhood education. The warm, friendly environment, and individual attention given to each child is what makes Hansel & Gretel a special place. We invite you to come visit.
Location
Hansel & Gretel is located at 801 4th Ave. NE. The school rents two rooms at Faith United Methodist Church on the west side of Clear Lake. The location provides a beautiful setting as well as a great sledding hill in the winter. The school is not affiliated with the church, therefore we do not provide religious instruction.
Philosophy
Hansel & Gretel Preschool strives to provide worthwhile experiences which will enable your child to develop his/her thinking and initiative, develop social graces, make social contacts, and discover himself/herself as an individual.
At Hansel & Gretel you will see a combination of child directed activities as well as teacher directed. We know that children construct knowledge when they can control and act upon their environment. Keeping this in mind, we offer hands-on opportunities for seeing, touching, moving, building, creating, dramatic play, and self-expression. You will also see structured, teacher directed activities such as circle time. During circle time the children learn about themes, do math activities, identify letters and names, participate in songs and finger plays, chart the weather, listen to stories, and more.
Pre-entrance Policy
Your child shall be three or four years of age on or before September 1st of the entering year. Five year olds not attending Kindergarten are welcome too. Each child must be toilet trained and free from bottles and pacifiers during school hours. (If there are openings, later birthdays will be considered.)
Class Schedules
3 Year Old Class
Tuesday/Thursday
8:15 - 10:45 a.m.
$76 a month
3 & 4 Year Old Class
Tuesday/Thursday
12:15 - 2:45 p.m.
$76 a month
4 & 5 Year Old Classes
Monday/Wednesday/Friday
8:15 - 10:45 a.m. or 12:15 - 2:45 p.m.
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Thomas John Barnardo was best known by the name Dr Barnardo. He created the British charity, Barnardo’s, to provide care for children and young people in need of help.
**Early Life**
Thomas John Barnardo was born in Dublin on 4th July 1845. He was one of five children born to John Michaelis Barnardo, whose job was to make clothes from animal fur, and his second wife, Abigail.
In 1866, Dr Barnardo left Ireland and moved to London. He wanted to become a doctor and was going to study at London Hospital. However, when he arrived in London, Dr Barnardo was shocked by what he found. A deadly disease called cholera was spreading throughout the East End of the city and many children were orphaned. Dr Barnardo wanted to do something to help.
**Ragged Schools**
Even though he was known as Dr Barnardo, Thomas stopped training to become a doctor. Instead, he set up a ragged school in 1867. A ragged school gave free education, food, clothes and homes to children who were too poor to pay.
One pupil at Dr Barnardo’s first ragged school was called Jim Jarvis. One evening, Jim took Dr Barnardo for a walk around the East End of London. Jim showed him all of the children who slept on the street. Dr Barnardo was so upset by what he saw that he gave up his dream of being a doctor and decided to spend all of his time helping poor children.
**Stepney Causeway**
In 1870, Dr Barnardo started a charity. It was known as Dr Barnardo’s Homes. He also opened his first orphanage for boys at 18 Stepney Causeway, London.
Barkingside
In 1873, Dr Barnardo married Sara Louise Elmslie. Sara was known as Syrie, just like her mother had been. As a wedding present, Dr Barnardo and Syrie were given a piece of land to live on in Barkingside, East London. They used this land to open the Girls’ Village Home. Dr Barnardo and Syrie used the 65 cottages on the land to give a home to over 1500 needy girls. They taught them skills and kept them safe.
During his lifetime, Dr Barnardo and his charity opened 96 homes to look after children and young people in need. Dr Barnardo’s dream of giving every child the best possible future is continued by his charity to this day.
Glossary
education: Being taught or trained, usually at a school.
orphanage: A place which cares for and trains children who no longer have parents.
orphaned: To be left without parents.
1. Dr Barnardo helped children who were orphans. What does the word orphan mean? Tick one.
- someone who is poor
- someone who no longer has parents
- someone who lives in London
- someone who goes to a ragged school
2. Which disease was spreading throughout the East End of London? Tick one.
- typhoid
- dysentery
- cholera
- measles
3. Join the boxes to match the place to the year in which Dr Barnardo was there.
| 1870 | Dublin |
|------|-------|
| 1873 | Barkingside |
| 1845 | Stepney Causeway |
4. Number the facts below to show the order in which they appear in the text.
1. He was one of five children.
2. Dr Barnardo started a charity.
3. Jim took Dr Barnardo for a walk around the East End of London.
4. Dr Barnardo married Sara Louise Elmslie.
5. He promised that no poor or needy child would ever be turned away.
5. In which year was Dr Barnardo born?
6. Find and copy an adjective from the section, Ragged Schools, which describes how Dr Barnardo felt.
7. Explain what a ragged school was.
8. Dr Barnardo should have finished his training to become a doctor.
Do you agree? Explain your answer. | 1,404 | 841 | {
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Problem Solving with Length, Money, and Data
Module 7 presents an opportunity for students to practice addition and subtraction strategies within 100. They also use problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data. Students will represent categorical and measurement data using picture graphs, bar graphs, and line plots.
New Terms in this Module:
- Bar graph—diagram showing data using lines or rectangles of equal width
- Data—facts assembled for analysis or information
- Degree—unit of temperature measure
- Foot—ft, unit of length measure equal to 12 inches
- Inch—in, unit of length measure
- Legend—notation on a graph explaining what symbols represent
- Line plot—graph representing data with an X above each instance of value on a number line
- Picture graph—representation of data like a bar graph, using pictures instead of bars
- Scale—system of ordered marks at fixed intervals used as a reference standard in measurement
- Table—representation of data using rows and columns
- Yard—yd, unit of length measure equal to 36 inches or 3 feet
What Came Before this Module: In Module 6, we laid the conceptual foundation for multiplication and division in Grade 3. Students made equal groups and learned about even and odd numbers.
What Comes After this Module: In Module 8, students extend their understanding of part-whole relationships through the lens of geometry. They compose and decompose shapes and begin to see unit fractions as equal parts of a whole.
How You Can Help at Home:
- Ask your student to count the coins received in change when shopping or to count a handful of coins at home.
- Once students have learned a few ways of representing data, find something around the house you can make a line or bar graph about, e.g., types of stuffed animals, colors of LEGO pieces, etc.
Key Common Core Standards:
- Use place value understanding and properties of operations to add and subtract.
- Measure and estimate lengths in standard units.
- Relate addition and subtraction to length.
- Work with time and money.
- Represent and interpret data.
Prepared by Erin Schweng, Math Coach
A number bond and tape diagram both showing how students will work on addition and subtraction with money as the context.
Spotlight on Math Models:
Money
Students will use this model in Module 7 of A Story of Units as they work with measurement.
A Story of Units has several key mathematical “models” that will be used throughout a student’s elementary years.
In Module 7, students work with various units of measurement, one of which the most exciting is money. Students see how $1 can be decomposed various ways, and they use the familiar number bond and tape models to demonstrate addition and subtraction problems. Place value concepts are reinforced as we review that one hundred 1¢ coins and ten 10¢ coins both make $1.
We also work with bills, which is very similar to our work with whole number addition and subtraction. A typical problem is as follows:
Ryan went shopping with 3 twenty-dollar bills, 3 ten-dollar bills, 1 five-dollar bill, and 9 one-dollar bills. He spent $59 on a video game. How much money did he have left?
This problem showcases the accumulated skills needed to both compute the mathematics, as well as handle the multi-step nature of the work. These Grade 2 math students have learned so much!
Sample Problem from Module 7, Lesson 4:
After a trip to the zoo, Ms. Anderson’s students voted on their favorite animals. Use the bar graph to answer the following questions.
a. Which animal got the fewest votes?
b. Which animal got the most votes?
c. How many more students liked komodo dragons than koala bears?
d. Later, two students changed their votes from koala bear to snow leopard. What was the difference between koala bears and snow leopards then? | 1,664 | 813 | {
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1. **Hand Washing**
Regular hand washing is one of the best ways to remove germs, avoid getting sick, and prevent the spread of germs to others. Make sure you wash thoroughly for 20 seconds while scrubbing between fingers, on the front and back of your hands, and under your fingernails.
2. **Masks**
All Hoosiers need to wear a mask when they are out in public. Your mask should fit snugly and cover from the bridge of your nose to under your chin. Masks should only be used one time before washing, so consider making or buying multiple masks to allow time to wash between use.
3. **6 Feet Social Distancing**
When you are around people who are not in your household, it is important to practice social distancing. Social distancing means keeping 6 feet of distance between you and others, which reduces the risk of spreading disease.
4. **Daily Temperature Check**
Check your temperature every morning. If your temperature is 100 degrees or higher, then you should stay home until you are fever-free without the use of medication.
5. **Regular Checkups**
As much as possible, make sure that you and your family keep up with regular doctor’s appointments. It is especially important to keep your children up to date on their vaccines.
6. **Health Concerns**
If you or your family members develop any symptoms or health concerns, call your healthcare provider. Follow their guidance and stay home if necessary.
7. **Clean and Disinfect Your Household**
While COVID-19 mainly spreads from person-to-person contact, regularly disinfecting frequently touched surfaces can reduce the risk of transmission. Clean surfaces first with soap and water and then use an EPA-registered household disinfectant to kill germs.
8. **Purchase a Reusable Water Bottle**
The Indiana State Department of Health recommends that public and shared water fountains be taken out of service. Stay hydrated and bring your own reusable water bottle when you go out.
9. **Verify/Update Emergency Contacts**
Create a list of your emergency contacts and keep it in an easily accessible place, so you can give it to a first responder in an emergency. Update your children’s emergency contacts so that you can be reached if they present COVID-like symptoms.
10. **Symptoms to Look For**
Please stay home and call your healthcare provider if you or your family members exhibit one or more signs of COVID-19, including but not limited to:
- Fever at 100 Degrees Fahrenheit or Above
- Cough
- Shortness of Breath
- Fatigue
- Sore Throat
- Chills
- Muscle or Body Aches
- Headache
- New Loss of Taste or Smell
- Diarrhea
- Nausea or Vomiting
- Nasal Congestion or Runny Nose | 1,199 | 597 | {
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Read each sentence aloud. Have your child circle all correct answers.
1. I can find a friend ...
- at school
- at the park
- in the neighborhood
2. Friends can be ...
- classmates
- neighbors
- teachers
- coaches
3. Friends like to ...
- laugh
- help
- share
- take turns
__________________________
Parent’s friend
__________________________
Child’s friend
Looking for More?
Language Arts Extender
Select a student volunteer to come to the front of the room. Fan the feeling cards, and invite the volunteer to pick a card without showing it to the class. Whisper the name of the feeling to the student and help him or her to act out the feeling named on the card. Repeat several times with different volunteers. Invite advanced students to write a sentence using one of the feeling words.
Physical Education Extender
Have the children sit in a circle. Name a feeling as you toss a beanbag or roll a ball to a student. As the student catches the beanbag or ball, he or she should use a facial expression to show that feeling, and then toss the beanbag or ball back.
Recommended Reading
*Tough Boris*, Mem Fox. Harcourt, 1998. This award-winning book shows that all pirates are tough and scary, and that all pirates cry when they are sad.
*Andrew’s Angry Words*, Dorothea Lachner. North-South Books, 1997. This book shows children how their words can affect others.
*Understanding: What Is It?*, Sandra Ziegler. Scholastic, 1989. This book builds empathy, encouraging children to understand the feelings of others.
*What Is a Feeling?* by David W. Krueger. Parenting Press, 1996.* This book explains feelings simply and gives examples that are easy to understand.
*Dealing With Feelings Series*, by Elizabeth Crary. Parenting Press, 1992. This series includes the following titles: I’m Mad, I’m Frustrated, I’m Proud, I’m Furious, I’m Scared, I’m Excited, Seattle: Parenting Press, 1993.*
* These books may be ordered from Parenting Press, Inc. P.O. Box 75267, Seattle, WA 98125. 1-800-992-6657.
Suggested Video
*I Get So Mad!* Sunburst. This video shows students that anger is a natural emotion that everyone experiences sometimes. Offers easy-to-understand ways to cope without inappropriate or destructive behavior. To order or preview, call 800-431-1934. | 1,061 | 553 | {
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15–16 ■ Use a graph to find approximate \( x \)-coordinates of the points of intersection of the given curves. Then find (approximately) the volume of the solid obtained by rotating about the \( x \)-axis the region bounded by these curves.
15. \( y = x^2, \quad y = \ln(x + 1) \)
16. \( y = 3 \sin(x^2), \quad y = e^{x/2} + e^{-2x} \)
17–18 ■ Each integral represents the volume of a solid. Describe the solid.
17. (a) \( \pi \int_0^{\pi/2} \cos^2 x \, dx \)
(b) \( \pi \int_0^1 (y^4 - y^8) \, dy \)
18. (a) \( \pi \int_2^5 y \, dy \)
(b) \( \pi \int_0^{\pi/2} [(1 + \cos x)^2 - 1^2] \, dx \)
19. A CAT scan produces equally spaced cross-sectional views of a human organ that provide information about the organ otherwise obtained only by surgery. Suppose that a CAT scan of a human liver shows cross-sections spaced 1.5 cm apart. The liver is 15 cm long and the cross-sectional areas, in square centimeters, are 0, 18, 58, 79, 94, 106, 117, 128, 63, 39, and 0. Use the Midpoint Rule to estimate the volume of the liver.
20. A log 10 m long is cut at 1-meter intervals and its cross-sectional areas \( A \) (at a distance \( x \) from the end of the log) are listed in the table. Use the Midpoint Rule with \( n = 5 \) to estimate the volume of the log.
| \( x \) (m) | \( A \) (m\(^2\)) | \( x \) (m) | \( A \) (m\(^2\)) |
|------------|-----------------|------------|-----------------|
| 0 | 0.68 | 6 | 0.53 |
| 1 | 0.65 | 7 | 0.55 |
| 2 | 0.64 | 8 | 0.52 |
| 3 | 0.61 | 9 | 0.50 |
| 4 | 0.58 | 10 | 0.48 |
| 5 | 0.59 | | |
21–33 ■ Find the volume of the described solid \( S \).
21. A right circular cone with height \( h \) and base radius \( r \)
22. A frustum of a right circular cone with height \( h \), lower base radius \( R \), and top radius \( r \)
23. A cap of a sphere with radius \( r \) and height \( h \)
24. A frustum of a pyramid with square base of side \( b \), square top of side \( a \), and height \( h \) | 1,346 | 698 | {
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Most recent medical progress is actually the result of centuries of scientific research made possible by the continuing development of new and better investigative techniques. And not everyone who does this type of research is a physician. Some are physicists, such as Mohammad S. Yousef, an assistant professor in the department of physics at Southern Illinois University Edwardsville.
Yousef is an Egyptian scientist who was born in Kuwait City, Kuwait. He obtained his bachelor’s in biophysics from Cairo University in Egypt, his master’s in medical biophysics also from Cairo University, and his doctorate in molecular biophysics from the Institute of Molecular Biophysics at Florida State University. His specialty is biophysics, which is the study of the nature of living organisms. Biophysicists like Yousef work in the intersection of different scientific disciplines.
“It shares major overlaps with biology, biochemistry and physics. Biology studies life and its diversity, variety and complexity. It describes how organisms go about getting food, communicating, and sensing, etc.,” Yousef explained. “Physics on the other hand looks for simplified mathematical equations that describe the physical forces that describe these processes, not only to better understand them but also to be able to predict future behaviors.” There are two major fields in biophysics, what is called molecular biophysics and medical biophysics.
“In the medical part, physics produce mainly technologies, tools, methodology to be applicable in the medical field, to diagnose diseases and treat them, such as MRI, CAT scanning, etc.,” said Yousef. In the molecular realm however, the discovery of such things as X-rays and DNA cannot provide information regarding the three-dimensional structure of a macromolecule, whether a protein or DNA itself. “It is only physics so far that can provide the most powerful technology to resolve the 3D structure of DNA or proteins,” Yousef added. Many of the new applications biophysicists are working on focus on cancer and how to better understand how cancer develops and what kinds of drugs can be used for that.
“This trend is what is called rational based drug design,” said Yousef. “When companies want to design a drug to fight cancer, the trend is to look for proteins that are over expressed in cancer cells – unlike in normal healthy cells – and then solve the crystal structure of the particular protein and target drugs for it. So they solve the 3D structure of this particular protein that is specific to a particular type of cancer that is expressed either within the cells or on the surface of the cells and then they will design a drug that is specific to this particular protein for this particular kind of cancer.” This approach, Yousef said, has been very successful in leukemia research.
One of the most recent applications in medical biophysics is what is called nanomedicine, which is basically the delivering of substances to a particular disease treatment.
“In one delivery system you attach gold nanoparticles for instance,” explained Yousef. “So what will happen is you have a carrier protein with a gold nano-protein attached to it and then this carrier will recognize certain receptors that are specific to a particular cancer. So basically what will happen when you deliver this system to the cells it will coat only the cancer cells with gold and then if you shine a laser the normal cells won’t be affected because they are not coated with gold. The malignant cells, however, will be heated up very much because now they are coated with metal to absorb the energy from the laser and then they will melt.”
Although his research is of a very high level, Yousef does not shy away from approaching kids in elementary schools to tell them about the joys and importance of science. “I was invited repeatedly to go to several elementary schools and talk about science and technology,” he said. “I always start with Egypt and Egyptians and pyramids because kids are familiar with that. And then we start to talk about why the sky is blue, why it gets orange during the sunset, etc. But I was really impressed that the educational system here in the U.S. really encourages students to think, encourages them not to appeal to authority, encourages them to research and come up with their own explanations. I was also impressed by how many thank-you cards that those kids would send me afterwards with very touching words. I loved this experience and I am ready to do it repeatedly whenever I am invited.”
Aldemaro Romero is the Dean of the College of Arts and Sciences at Southern Illinois University Edwardsville. His show, “Segue,” can be heard every Sunday morning at 9 a.m. on WSIE, 88.7 FM. He can be reached at firstname.lastname@example.org. | 1,931 | 957 | {
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The figure shows a closed path consisting of two separate segments, one in red and the other in blue. The path appears to be a complex, irregular shape with multiple turns and bends. The segments do not intersect or overlap each other, indicating that they are distinct paths. The overall shape is somewhat circular but with significant deviations from a perfect circle due to the numerous turns and changes in direction.
The figure shows two sets of points, one in red and the other in blue, forming separate polygons. The red polygon is on the left side, and the blue polygon is on the right side. Both polygons are irregular and do not intersect each other.
The figure shows a network of red and blue lines forming a complex pattern. The lines intersect at various points, creating a dense web-like structure. The red lines appear to form a star-like pattern in the center, while the blue lines radiate outward from multiple points, creating a more intricate and dynamic appearance. The overall design is symmetrical and visually striking, with the interplay of colors and lines adding depth and complexity to the image.
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The figure shows a collection of triangles and quadrilaterals. The triangles are colored red, and the quadrilaterals are colored blue. Each shape is outlined with a solid line, and the vertices are marked with small black dots. The shapes are arranged in a scattered manner on a white background.
The figure shows two sets of parallel lines, one set in red and the other in blue. The red lines form a grid-like pattern, while the blue lines intersect with them at various points. The intersection points are marked with black dots. The overall structure resembles a complex network or a geometric puzzle.
The figure shows a star-shaped pattern with alternating red and blue lines. The lines form a symmetrical star shape, with each line segment connecting to another at specific angles. The pattern is composed of multiple segments that create the star's points and sides.
The figure shows two sets of lines, one in red and the other in blue, intersecting at various points. The lines appear to be part of a geometric construction or diagram, possibly related to a problem in geometry or graph theory. The intersections create a complex pattern, suggesting a possible connection to concepts such as planar graphs or intersection graphs.
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Harvest of the Month: Apples
Fun Facts!
- A small apple (2 ¾" diameter) counts as 1 cup of fruit.
- Apples are high in fiber (helps with digestion) and vitamin C (helps the body absorb iron).
- Apples have five seed pockets.
Buying Tip!
Choose firm, shiny, smooth-skinned apples with intact stems. Use within 3 weeks.
Source: http://gafruitsschool.org/wp-content/uploads/2018/08/HOTM-Apples-Fact-Sheet.pdf
Harvest of the Month: Butternut Squash and Cabbage
Fun Facts!
- Butternut squash is a good source of potassium (needed for muscle contraction).
- Cabbage is an excellent source of vitamin C (promotes healthy gums) and vitamin K (important for blood clotting).
- Cabbage is high in fiber (helps with digestion).
Buying Tip!
Select butternut squash that are firm, with smooth skin and free of cuts and blemishes. Choose cabbage heads that have tightly packed leaves and are free from blemishes.
Source: http://gafruitsschool.org/wp-content/uploads/2018/08/HOTM-Butternut-Squash-Fact-Sheet.pdf
http://gafruitsschool.org/wp-content/uploads/2018/08/HOTM-Cabbage-Fact-Sheet.pdf
Apple Sandwiches
Ingredients:
- 1 medium apple
- 3 Tablespoons nut butter
- 3 Tablespoons granola
Makes 1 serving
Instructions:
1. Slice the apple into half-inch rounds. Using a knife, spoon or melon baller, remove the apple's core.
2. Spread a tablespoon of nut butter onto each apple round.
3. Top with granola and enjoy.
Source: https://www.ag.ndsu.edu/food/recipes/fruit/apple-sandwiches
Roasted Butternut Squash Salad
Ingredients:
- 2 Medium butternut squash
- 2 Tablespoons olive oil
- 1/2 Teaspoon each salt and pepper
- 3 Cups fresh cabbage
- 1/3 Cup dried cranberries
Makes 6 servings
Instructions:
1. Preheat oven to 350 then cut ends off of squash.
2. Scoop seeds out of squash, then cut into cubes.
3. Toss cubed squash with olive oil and salt and pepper, then place in oven (for 30-40 minutes, or until soft).
4. Let squash cool. Then mix it with the cabbage leaves and cranberries. Serve and enjoy!
Source: https://www.budgetbytes.com/butternut-squash-salad/
This material was funded by USDA’s SNAP and other HealthMPowers partners. This institution is an equal opportunity provider. | 1,109 | 584 | {
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We’ve had terrific holidays. But suddenly… It’s back to school time! Already! And some of us don’t feel very excited about going back to school. Some of us feel worried.
So we’re in the middle of looking at three reasons why we can be happy to go to school. These reasons that are so wonderful that they can change the way we feel about school!
Let me start by telling you what I’ve discovered:
• Your mouth produces [hold up a litre of water] this much spit every day.
• There are 250 Billion stars, just in our galaxy. There are probably 100 Billion galaxies in the universe. That is such a big number.
• A polar bear has white fur but black skin. Who knew?
• The word “Fart” is a bit rude in English, but it means “good luck” in Polish and “speed” in Swedish. So be careful when you say, “fart”
• You could put the world’s highest mountain upside down in the deepest part of the ocean and it wouldn’t touch the bottom. I’m not sure why or how you’d do that!
• And finally, gorillas can’t swim, but almost all other mammals can. So don’t go swimming with a gorilla- they won’t enjoy it.
God has created an amazing universe, and …. We go to school to learn about God’s world.
When we go to school we’re learning about what God has done, so we’ll realise more and more how amazing he is.
- In science we can be amazed by how God made the world so ordered.
- In PE we get to use the amazing bodies he made for us.
- In History we learn how much a broken world needs a saviour.
- In Languages we’ll learn words that help us make friends and tell others about Jesus.
- There will always be some really weird stuff we have to learn, but it is training our minds to work well, so we can grow up to make wise decisions about how to live for Jesus.
[Hold up an egg] Let me tell you about an egg? It has to be tough enough to protect the chick while it’s growing. But it has to be soft enough for the chick to break through the shell when it’s time to hatch.
Scientists have found that as a chick grows inside an egg, the inner layer loses calcium, which makes the eggshell softer so that the chick can break through. What happens to that calcium? It goes into the chick’s bones to make them strong. Amazing!
Let’s go to school to learn about God’s amazing world, and then praise him for what he has made.
**Question for discussion (now and/or later):** Is there a class, a subject or just an interest at school that makes you want to shout, “God is glorious for creating this like this”? As you study it does it just grab and thrill you? Or at least make you raise an eyebrow!
Let’s pray.
Dear Father, Thank you that you made everything. Thank you for the wonder of chick’s bones, billions of stars and polar bear’s black skin! Thank you that we have teachers who want to tell us about your world and the people you have made. Please help us to want to go to school to learn more about your world, even when we find it hard. Amen. | 1,090 | 681 | {
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Stem Girdling Roots
By: John Bonkowski, email@example.com
Determining the cause of dieback and decline symptoms in landscape trees can be very difficult due to the many cultural, environmental, and biological factors that could be involved. The first place you should look for a culprit when dealing with this type of tree problem is the base of the trunk and the roots. Stem girdling roots (SGR) are one of the most common and preventable causes for long-term tree decline.
An SGR is as it sounds: a root that girdles the stem. This is important because it is the tree unintentionally killing itself as it grows, leading to long-term decline. Root and trunk diameter increase as they grow and if they are in contact with each other, they will create a layer of compression that begins to strangle the tree, disrupting the flow of water and nutrients moving from the roots and carbohydrates moving down from the leaves (Figure 1, 2). The rate of root and trunk growth is not exceptionally fast and the effects of the SGR takes time to become apparent, if it is apparent at all. Some trees to not exhibit the typical decline symptoms, but instead they may begin leaning in the landscape or fail and fall over during heavy winds due to the roots completely girdling the trunk, creating acute compression at one point, and leading to structural instability. These types of situations can cause trees to either have a one-side trunk flare, no trunk flare (especially if the SGR is below the soil line), or have a thickened area at the root-trunk interface (Figure 3, 4, 5).
Figure 1. A single root girdling to primary roots and part of the trunk of a tree.
Figure 2. A stem girdling root partially hidden under turfgrass.
compacted area, it may circle back towards the tree and begin to encircle the tree. These roots may eventually grow into the stem and become SGRs.
How do SGRs develop if your soil is not compacted or the tree isn’t planted in an enclosed space with limited area? Planting a bare-root tree into a hole that is too small for the root system can lead to forcing roots into different directions or even circling the planting hole. If a tree is planted at the correct depth, you can cause SGRs to develop by applying too much mulch (i.e. volcano mulch). The tree can be tricked into thinking that the soil line became higher and put out adventitious roots into this “new soil” and potentially become encircling roots, although this is not always the case.
One of the most common problems that lead to SGRs are pot-bound nursery stock (Figure 6, 7). The longer a plant is grown in a container, the greater the chance there will be roots that hit the side-wall of the pot and begin to grow around the outer edge. If the tree was re-potted with some force, the roots can be pushed into different directions that might lead them SGRs as well. Air pruning containers can get around this issue since the roots stop growing as soon as they come into contact with air and are being used with greater frequency in the industry.
SGRs tend to develop due to external factors such as adverse site conditions or improper planting procedure. If the soil is severely compacted or the roots come into contact with an impermeable surface, the roots will grow in a direction in order to get around the impediment. If the roots are unable to grow around the
Removal of girdling roots, when identified, can remediate the issue if the SGR is not too severe (very large root proportional to age/size of tree OR very deep compression into stem). In many cases the roots that need to be removed are fairly large in diameter still play an important role of providing a conduit for secondary and tertiary roots to move water and nutrients into the body of the tree. If multiple SGRs are present on one tree, it may be necessary to remove the worst affecting root first and allow the other to remain for some time (one or two seasons) to acclimate to the loss of a major root before removing the other root.
Where possible, it is a much easier and less damaging task in preventing SGRs from developing. This means ensuring you have good soil conditions (not compacted), adequate space for the planting hole, and screening your trees either prior to purchase or planting for encircling roots and SGRs. Please see the following link for recommendations concerning tree installation.
https://www.extension.purdue.edu/extmedia/FNR/FNR-433-W.pdf
It is the policy of the Purdue University that all persons have equal opportunity and access to its educational programs, services, activities, and facilities without regard to race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability or status as a veteran. Purdue is an Affirmative Action Institution. This material may be available in alternative formats. 1-888-EXT-INFO Disclaimer: Reference to products in this publication is not intended to be an endorsement to the exclusion of others which may have similar uses. Any person using products listed in this publication assumes full responsibility for their use in accordance with current directions of the manufacturer.
Purdue Landscape Report © Purdue University - www.purduelandscapereport.org | 2,041 | 1,114 | {
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DID YOU KNOW?
Ruminant: Mammals that have a complex digestive system with four chambers in the stomach.
Concentrates: Feeds that are high in energy and low in fiber.
Forage: A high-fiber feed with relatively low nutrients for livestock.
Nutrition: Fueling the body with the food necessary for health and growth.
Ration: The feed an animal eats in a 24-hour period, that provides the animal nutrients.
TMR: Total mixed ration is the practice of blending all feedstuffs into a complete ration.
FEED RATION
Feeding a balanced ration and formulating a diet are key to a successful in beef operation. A proper ration formulated for animals allows nutritionists to predict how long beef cattle must be fed to achieve targeted body weight. To develop the rate of gain predictions; you need to know the animal type, gender, weight, available feed ingredients, and housing type.
There are six classes of nutrients that are essential for cattle growth and development. These include water, carbohydrates, protein, fat, vitamins, and minerals.
TOTAL MIXED RATION (TMR)
A TMR combines feeds formulated from a specific nutrient-dense recipe into a feed mix for cattle. Feed rations contain the following feeds: forages, grains, protein feeds, minerals, vitamins, and feed additives. There are many advantages of feeding a TMR are:
- Cows eat the fixed amount of forage and concentrates needed for good production and health.
- It lowers the risk of digestive upset and stabilized rumen pH.
- It provides more control and accuracy over the amount of feed given.
HUMAN NUTRITION
Beef can be a very healthy part of our diet, but like everything, it should be eaten in moderation. Beef is a good source of protein and other essential nutrients. Beef is an excellent source of iron. Iron aids in producing hemoglobin which helps your body carry oxygen to the rest of your body. One serving of beef also gives you 12% of the recommended daily dose of iron. Beef is also a good source of zinc which your body uses to heal damaged tissue while supporting a healthy immune system. Beef is a great source of protein which is needed for muscle health. A single serving of beef supplies one person's recommended daily amount of protein.
FUN BEEF FACTS
- One portion of beef is just four ounces, the equivalent of one quarter-pound burger.
- The healthiest beef is lean beef.
- Common beef products are hamburgers, steak, and hot dogs.
- Beef cattle have a four-compartment stomach which allows them to eat grass and hay.
JOKE OF THE DAY
What do you call a cow that has two legs shorter on one side than the other?
Lean Beef!
Written by:
Josie Korte, 2023 AITC Intern
Brought to you by:
Buchanan, Delaware, Benton & Linn County | 1,196 | 595 | {
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Experiment with the benefits and calming effects of breathing and stretching with a few fun and relaxing poses.
REQUIRED MATERIAL
- Zen Challenge posters (see following pages)
- Mat, blanket or towel for each camper
STEPS
1. **Set up**
- Choose a quiet place and put up the Zen Challenge posters, in order.
- Take your place in front of the group.
- Have the campers place their mat, blanket or towel on the floor to be comfortable.
- If possible, have the kids take off their shoes so they are barefoot.
2. **Prepare**
- Before starting the Zen Challenge, look at the images of each pose with the kids. It will then be easier to do them.
- Tell the campers that during the breathing exercises, they can breathe in by counting up to 7 in their head before they exhale.
3. **Perform the poses**
- Read aloud the instructions for each pose appearing on the following pages. The kids can perform each one as you describe them.
- You can repeat each challenge the desired number of times before moving on to the next one.
4. **Encourage the campers to share their thoughts**
Once the challenge is complete, you can ask the campers to draw which animal, character or object they preferred to imitate.
This activity was designed by Cardio Plein Air, in collaboration with the Health Challenge.
Seated in the butterfly pose (soles of your feet touching), hands on your stomach, eyes closed, inhale deeply and slowly, inflating your belly.
Gently exhale while moving your knees up and down to flap the butterfly’s wings.
Repeat this breathing pattern and the flapping of wings 3 to 6 times.
Fold your body over like an oyster in the sea protecting the pearl inside yourself: sitting, legs extended and back straight, slide your hands along your legs to grab your big toes, without forcing.
If you can’t reach your toes, place your hands on your legs or bend your knees.
Hold the pose for 3 to 6 slow, deep breaths.
Standing, leaning on the wall if necessary, do the tree pose by lifting one foot and placing it on the opposite leg, at the ankle or the thigh, whichever is more comfortable. Bring your hands together at chest height. Hold the pose for 3 to 5 slow, deep breaths. Repeat with the other leg.
Variation: Instead of holding the pose without moving, take deep breaths while lowering your leg during the inhale and lifting it back up during the exhale. Repeat with the other leg.
Balancing on your bum, back straight, legs lifted and arms raised to the sky, sail like a boat in the sea. Hold the pose for 3 to 5 slow, deep breaths.
If this is too difficult, you can bend your knees a little or keep your hands on the floor.
Variation: While taking deep breaths, paddle with your arms by bringing them back down towards you.
Place one knee on the floor, the sole of the other foot flat on the floor in front of you and your knee bent at 90 degrees, hands on your hips.
Take 3 to 5 slow, deep breaths, inflating your belly: lift your arms up toward the sky and lower them while exhaling.
Repeat the pose with the other knee on the floor. | 1,148 | 695 | {
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Things to do in September
Your expert guide to gardening this month
Make the most of mellow September days and let the sunshine cure the harvest for you.
A couple of weeks at a comfortable 10 - 15°C encourages a corky layer of tissue to form on the skin of newly dug potatoes. This protects the potato and promotes healing of any small cuts and bruises. After that they should be stored for the winter in at a cooler 5-10 °C. Don't let them a glimpse of sunlight. Get hold of some potato sacks (markets and greengrocers are a good source of free ones) and tie them firmly at the neck.
Store onions in the sun or shed until they colour and rustle when crumpled.
When you cut down pumpkins and winter squashes leave a long stalk. Put them out in the sun to dry or on a warm windowsill for a few weeks. As the skin hardens the dried
stalk will protect the fruit from rotting.
Catch onions when the leaves first droop. Left too long, they will start to grow again and be useless for storage. Leave them in the sun or an airy shed until the skins turn papery, take on colour and rustle when crumpled. This can take two to three weeks.
To get the last tomatoes to ripen in the ground, pinch off any flowers, unhitch them, lay them down with straw underneath and cover with cloches or fleece for extra heat.
Store potatoes in sacks and out of the sun at 5-10C
As you clear the harvests start a big compost heap to rot down over winter. As a result of the news about manure being contaminated with hormone type weed killer, Aminopyralid, it is more essential than ever to have good alternative sources of organic matter. Though not widely used by farmers, Aminopyralid appears to be affecting allotment growers countrywide. It remains active on plants even after it has gone through the digestive system of animals in the form of hay. The result is untimely death and destruction to many crops including potatoes, tomatoes and legumes.
So, check your manure sources. If in doubt, the following test is recommended. Fill three flower pots with compost and the other three with well mixed compost and rotted manure combined. Label them and sow three broad bean seeds in each. If Aminopyralid is present the young emerging beans will be stunted. If you are in a hurry and prepared to sacrifice a tomato plant, try planting that in a 50-50 compost and manure mix. If you already have a heap that looks suspicious, it is recommended that you return it to source, bin it in the council waste scheme or leave to rot down for at least two years before doing another test.
Meanwhile, waste no time. Fill bare patches with green manures. If you move fast, there is just time for a catch crop of fodder radish or mustard. Sown early this month, it will be ready to dig over in late October. Alfalfa, winter beans and Italian or Hungarian grazing ryegrass will keep the ground covered overwinter and give nourishment to it afterwards.
Plums will be a top production now, pears about ready and apples will start coming in this month and next. Although rooted strawberries can be planted in spring, September is a better time, as it allows time for a good root system to develop. Remember to plant them at exactly the same level as before. Early this month is the last chance to get strawberry root runners going. You do this by pinning them down with a hairpin of wire into pot of potting compost sunk into the ground.
After the last of the summer raspberries, the old wood should be cut right out, along with weaker stems. Pruning will encourage better and larger fruits while the increased air circulation will help to prevent disease. The 'everbearing' raspberries (the twice fruiters - eg, 'Heritage') are treated in the same way.
summer raspberries
If you have a tangled clump, arguably the most effective technique is to dive in from the bottom taking the worms’ eye view. Wearing gloves, long sleeves and, armed with sharp secateurs, you can cut these off with one fell snip at ground level. Leave about eight new canes per plant and chop off any suckers with a sharp hoe.
It must be admitted that this is all quite a business and perhaps the reason why some gardeners stick to the autumn raspberry and forget the summer ones altogether. Pruning the autumn varieties is one simple and swift operation. You just cut the whole lot down to the ground once a year once they’ve finished fruiting.
My latest fruit passion is the Japanese wineberry. It comes into fruit about now and tastes like a raspberry – an ambrosial one. A distinguished looking bramble, it is hardy and easy to grow. The small fruits come encased in calyxes covered in thick red hair rather like a moss rose. It’s a fiddle to harvest and perhaps this is why you don’t see the fruits in the shops.
Blackberries, loganberries and the hybrids will need the same treatment as raspberries after fruiting. Blackberries are great food plants for wildlife and are traditionally combined with windfall apples for the classic crumbles and jam or the more unusual apple and blackberry cake.
Keep an eye out for wild food in the hedgerows. Elderberries, damsons, brambles and sloes can be made into delectable jams, jellies, chutneys, even home made alcoholic drinks – fair reward for the enterprising gardener. | 1,946 | 1,162 | {
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Introduction
The Sustainable Agriculture and Natural Resource Management Collaborative Research Support Program (SANREM CRSP) is in its fourth phase of using science to improve the livelihoods and food security of small farmers in the developing world. Two of four cross-cutting research activities (CCRAs) are *Gendered Perspectives for Conservation Agriculture* and *Soil Carbon and Soil Quality*. Women possess specialized agricultural knowledge which may differ from that of men’s based on women’s practices, access to and control of assets, and other factors, providing incentives (or disincentives) for women’s participation in CAPS.
Terms & Abbreviations:
- **PM** - Participatory mapping
- **EPS** - Ethnopedological studies
- **GIS** - Geographic information systems
- **SK** - Scientific knowledge
- **LK** - Local knowledge
- **CAPS** - Conservation Agriculture Production Systems
Local Knowledge of Place, Scientific Knowledge of Space
Ethnopedology’s ability to enhance conservation efforts comes from its ability to reveal local knowledge to outside researchers. Participatory mapping, using a universal “language” of space and relationships, enriches SK with LK.
Ethnopedology’s KCP model:
- the beliefs and symbolic associations (*Kosmos*),
- cognitive systems (*Corpus*) and
- methods of production (*Praxis*).
Geography & Ethnopedological Studies
Geography provides a way to understand the world through spatial relationships and unlimited variables. Regardless of training, all people develop and use mental maps to explain relationships in their surroundings. Mapping can provide an interface for understanding relationships between local and scientific knowledge.
Methodological Recommendations
- Soil samples should be randomly collected by soil scientists, analyzed, and compiled into a GIS soil map.
- Without contaminating information, participatory mapping approaches should be used by an ethnographer.
- Potential topics to spatially represent: pathways, resources, access, labor, and control.
- The ethnographer should use the hand-drawn maps as a guide and go on a transect walk with a farmer and note-taker who speaks both languages.
- GPS points should be taken along the walk whenever a boundary is crossed or a feature is reached. The note-taker records what each point represents.
- The researcher and farmer will each draw their own diagram of the transect walk as a cross-section that shows topography, resource, field and landscape features, etc.
Research pitfalls:
- miscommunication of research intentions,
- clarity of information from farmers, and
- mistranslation of indigenous knowledge into Western science constructs.
Anticipated Results:
The GPS points and soil GIS will be combined to form a culturally informed spatial overlay for comparison with scientific knowledge. This map can then be annotated with the help of local farmers and given to them to use as a land management resource.
Conclusions:
This is not a conclusion to a project, but the results of preliminary research aimed at creating a methodological design for the future. The information held in LK can be shared with researchers to provide them with a snapshot-style body of information that illustrates the past and present of a landscape, while explaining the dynamic forces that have acted as agents of change, and can be harnessed to better serve sustainable land practice initiatives.
Barrera-Bassols, Narciso; J. Alfred Zink. “Ethnopedology: a worldview on the soil knowledge of local people.” 2003
Briggs, John. “The use of indigenous knowledge in development: problems and challenges” 2005
Ettema, Christian H., “Indigenous Soil Classifications: What is their structure and function, and what are the implications for soil classification?” 1994
Niemeyer, David; Valentina Muzzucato. “Moving beyond indigenous soil taxonomies: local theories of soils for sustainable development.” 2003
Oudwater, Nicolette; Adrienne Martin, “Methods and Issues in exploring local knowledge of soils.” 2003 | 1,862 | 810 | {
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Shop and Save
- Choose firm pears without cuts or bruises. Pears nick and bruise very easily, so handle with care.
- Pears are picked when mature but ripen at room temperature for best texture and taste.
- Pears may be best quality and lowest cost when they are in season, September through May depending on the variety.
- Select Asian pears that are fragrant and unbruised. Ripe Asian pears are firm and do not soften. They are ready to eat when purchased.
Store Well Waste Less
- Ripen pears at room temperature. Press gently near the stem. If the neck feels soft, the pear is ready to eat.
- Once pears are ripe, use within 3 to 5 days or refrigerate to keep them longer.
- Wash pears under cool running water just before eating, even if you plan to peel them.
- Peel or cut pears just before using to avoid browned flesh.
- Asian pears: store up to 1 week at room temperature or up to 3 months in the refrigerator.
Types of Pears
**Bartlett** - classic pear shape. Soft, juicy and very sweet. Red or green to yellow skin.
**Bose** - slender pear shape. Crisp and sweet. Feels more firm when pressed. Brown skin with green to yellow undertones.
**Comice** - round body with a very short neck. Soft, juicy, and very sweet.
**Anjou** - egg-shaped. Moderately soft and juicy with balanced sweetness. Red or green skin.
**Asian pear** - usually round. Crisp texture like apples; taste and color vary. Skin can be green, yellow or reddish-brown and sometimes speckled with small brown spots.
Choose pears canned in water or 100% juice.
Chicken and Pear Salad
Ingredients:
2 cups pears, diced (fresh or canned)
1/4 cup celery, chopped
1/2 cup onion, chopped (sweet onion will be most mild)
1/4 cup raisins
1 cup cooked chicken, diced
2 Tablespoons low-fat plain yogurt
2 Tablespoons mayonnaise
1/8 teaspoon salt
Dash of pepper to taste
1 Tablespoon lemon juice
Directions:
1. In a large bowl, combine all ingredients. Mix well. Serve now or chill.
2. Refrigerate leftovers within 2 hours.
Makes 2 1/2 cups
Prep time: 15 minutes
Pear Quesadillas
Ingredients:
4 medium whole wheat tortillas
1 cup grated cheese (try cheddar, jack or pepper jack)
1 cup pear slices (fresh or canned/drained)
1/2 cup finely chopped green or red peppers
2 Tablespoons minced onion (any type)
Directions:
1. Sprinkle 1/4 cup cheese on half of each tortilla.
2. Equally divide pears, peppers and onion and scatter over the cheese. Fold each tortilla in half over the filling.
3. Heat a skillet or griddle over medium heat. Add as many quesadillas as will fit in a single layer. Cook for 2-4 minutes, or until bottom of quesadilla begins to brown.
4. With large spatula, gently turn quesadilla over and cook the other side until lightly brown, 2-4 minutes.
5. Gently slide quesadillas onto plate. Cook any remaining quesadillas.
6. Cut each cooked quesadilla into wedges and serve.
7. Refrigerate leftovers within 2 hours.
Makes 4 folded tortillas
Prep time: 10 minutes
Cook time: 5 to 10 minutes per batch
Pear and Cranberry Crisp
Ingredients:
1/2 cup old fashioned rolled oats
1 Tablespoon brown sugar
2 Tablespoons flour
1/4 teaspoon cinnamon
2 Tablespoons applesauce
4 cups pears, cubed (about 3 pears)
1 cup cranberries, fresh or frozen
1 Tablespoon cornstarch
Directions:
1. In a medium bowl, combine oats, brown sugar, flour, cinnamon and applesauce.
2. Combine pears, cranberries and cornstarch in an 8x8 inch baking dish. Sprinkle with oat mixture.
3. Bake uncovered at 400 degrees until juices are bubbling and topping is browned, about 20 minutes.
4. Refrigerate leftovers within 2 hours.
Makes 4 cups
Prep time: 10 minutes
Cook time: 20 minutes
When kids help make healthy food, they are more likely to try it. Show kids how to:
- wash pears under cool running water.
- safely use a can opener.
- use a spoon to remove the seed core and cut a long 'v' to remove the fibers from the core to the stem.
- measure and mix ingredients. | 1,771 | 1,011 | {
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Program Overview
Did you know that you could experience the rock cycle in minutes rather than eons? In this class, students will investigate the rock cycle by studying properties of sedimentary, igneous and metamorphic rocks. Students will also identify a variety of rocks and minerals through observations and tests.
Objectives
After participating in this program, students will be able to:
→ Understand the difference between minerals and rocks;
→ Identify minerals by testing hardness and streak;
→ Understand how some igneous rocks are formed;
→ Explain the process of forming a sedimentary rock;
→ Explain the process of forming a metamorphic rock;
Background
Geologists study the Earth to predict potential major and minor changes in the Earth, to understand the best uses of certain rocks and minerals, and to understand how the Earth has changed over time. Rocks are constantly being formed, broken down and reformed. The “rock cycle” is a concept that describes how the three main rock types, sedimentary, metamorphic and igneous, are related to each other and how they transition from one form to another over time. By understanding the conditions by which rocks and minerals are formed, it is possible to understand the past, present and future of the Earth.
At the Museum
Hall of Ancient Life
As your class visits this gallery, find the display of the cross-section of the earth at the entrance of the gallery. To the left is a case highlighting the variety of rocks and minerals found within the earth and an interactive exhibit featuring information about how the earth changes over time. Discuss with students how they think the changes in the geology of an area might affect the types of plants and animals living in the area.
Paleontology is the study of ancient life. Paleontologists use geology to help locate and study fossils, as fossils are often found in sedimentary rock. Using the panels and exhibits as resources, ask your students to develop an idea why Oklahoma has so many fossils. Discuss how Oklahoma may have looked in the distant past and how it has changed over time.
Hall of Natural Wonders
Explore this gallery together and challenge your students to find an example of a sedimentary rock. After students have found the Limestone Cave, discuss what kinds of erosion might have caused caves like it to form in Oklahoma.
Vocabulary
- **Erosion**: the process that breaks down the surface of the earth and transports the materials to another location
- **Geology**: the study of the Earth and how it changes over time
- **Hardness**: how easily the surface of the mineral can be scratched. Hardness is a characteristic used to identify minerals.
- **Igneous Rock**: a rock that is formed by the cooling and solidification of magma or lava
- **Mineral**: solid, naturally occurring, chemical substances found in the Earth’s crust; each has a definite chemical makeup and structure
**Metamorphic Rock**
a rock that is formed through the process of metamorphism. During this process, heat and pressure act on an existing rock, causing significant physical and chemical changes.
**Natural Resources**
something of value that people get from the environment
**Permeability**
the ability of soil to allow liquid to pass through it
**Rock**
two or more minerals that have been combined using heat and pressure from the Earth; they cannot be defined by a definite chemical makeup
**Sedimentary Rock**
a rock that is formed by sediment (small grains of minerals, rocks or organic material deposited by water)
**Streak**
the color of a mineral substance when it has been ground to a fine powder. Streak is a char- | 1,456 | 737 | {
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Idaho State University
2019 Archaeology Field School
MAY 6TH THROUGH MAY 31TH
Olsen Mammoth Site
Kimberly, Idaho
10 minutes outside of Twin Falls
1.5-2 hour drive from Pocatello
Remains of a Columbian mammoth (Mammuthus columbi) in front yard of Olsen house.
Joshua and Rebecca Olsen contact Jim Woods at College of Southern Idaho in 2014.
In May of 2014, Jim Woods and students from College of Southern Idaho excavate mammoth for summer field school.
A tusk and various skeletal elements are uncovered.
Woods encounters problems with recovering skeleton and contacts Dr. Mary Thompson at Idaho Museum of Natural History.
Mary Thompson assists with plaster jacketing and recovery of mammoth with ISU students.
Approximately 10-15% of mammoth was recovered.
Background
- Olsen family contacted Dr. Thompson in early 2017 to consider recovering rest of mammoth.
- Dr. Speer visited site with Dr. Thompson to discuss plan with Olsen family for recovery through field school.
- Dr. Speer acquired funding for radiocarbon dating and ground penetrating radar (GPR).
Dr. Speer submitted samples for radiocarbon dating; dates bracket mammoth between 14,500-15,500BP.
This is important because it may be that some of the earliest people in the New World either killed or scavenged this animal.
Dr. Speer performed GPR over spring break of 2018 and identified two major targets.
2018 field school revealed several tops of bone exactly where predicted by GPR.
2019 field school will run from May 6 – May 31.
What do you need to do?
- Transportation to site
- Accommodations
- Students must stay at local hotel or with friends/relatives in Twin Falls.
- Double occupancy is allowed to save on costs.
- No camping is allowed.
- Students can return home on weekends.
- Food
- Yeti ice chest and grill will be available for your food storage.
- Hotel will provide breakfast every day and dinner on Tuesdays & Wednesdays.
- Dr. Speer pays for Thursday pizza nights out!
- Tools
- If you cannot afford to buy your own tools they will be provided for you.
What will you learn?
- Excavation Techniques
- Artifact and faunal ID
- Mapping with Total Station
- 3D site scanning
- Workshops in flintknapping, geoarchaeology, and Pleistocene megafauna
What to expect working?
- Work M-F 9AM-5PM
- Kneeling and digging with hand tools
- Lifting and moving buckets of soil
- Standing and sifting soil
- Recording site information
- Variable weather
More Information
- Legal Documents
- Release Waiver
- Cost
- Tuition - 6 hours credit
- $2,154 (359 per credit hour)
- Class fee $720
- Truck and trailer
- Portable toilets
- Equipment
- Consumables
- Ice
- Room & Board $1,500-2,000
- Breakfast everyday
- Dinner 3 nights
- Swimming pool
- Free WiFi
- Double occupancy allowed at hotel
- Weekends not required to stay at hotel
- Student Manual
- Excavation and Lab Manual
- Supply List
MIAA 125
Three students sitting in an archaeological excavation trench.
The image shows an outdoor area with several wooden boxes on metal stands, likely used for planting or growing plants. There is a white tent in the foreground and a large white dome structure in the background. The ground appears to be a mix of dirt and grass, and there are trees and bushes scattered around. The sky is overcast with clouds.
The museum offers a variety of programs for children and families, including hands-on activities and educational tours.
Excavation at the site of the future museum.
Archaeologists at work in a dig site.
THANK YOU!
Any questions? | 1,802 | 931 | {
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LIFELIKE ROBOTIC SNAKE
1. FIRST INSTRUCTIONS
• First insert 2x AAA/LR03 alkaline batteries (not included in pack)
• Use the ON/OFF switch on the underneath of your Snake’s head to turn him ON and OFF. Don’t forget to turn OFF your Snake while you are not playing to conserve battery power.
• Remember to play with your Snake by playing on flat, smooth surfaces. Your Snake is not suitable for carpet or other non-smooth surfaces as well as uneven surfaces.
TIP: If your Snake starts to slither more slowly than when you first got him, it’ll mean his batteries are running low. 2x AAA/LR03 batteries will last approximately 160 minutes.
2. CHANGING THE BATTERIES (BATTERIES NOT INCLUDED)
Note: Batteries should be changed by an adult and kept away from children.
a) Press down on the button on the back of your Snake. Then put gravity on the rest of the body to detach the full tail as seen in picture.
b) Instead of your Snake over and check to ensure the ON/OFF button is in the OFF position.
c) Using a crosshead screwdriver, unscrew the screw on the battery cover and remove the batteries. Remove the old batteries and replace with the following: 2x AAA/LR03 alkaline batteries. Pay close attention to the orientation of the batteries and on your Snake, ensuring these are aligned when inserting into the battery case.
d) Place the battery cover back on and screw tightly closed. Hold down the same button on the first ring of your Snake and connect the rest of the body back onto the Snake head.
WARNING: Keep your Snake away from long hair while turned ON. Hair can get caught in moving wheels.
3. CONNECTING YOUR SNAKE BACK TOGETHER
If any part of your Snake becomes loose or comes disconnected from each other, it is important to reconnect them in the right order shown below. There are 19 pieces that make up your Snakes body and you can find these numbers on each piece. Connect them back together in the order shown here following figures 3a and 3b.
IMPORTANT: BATTERY INFORMATION
⚠️ CAUTION: Keep away from small parts. Keep away from wheels.
AAA/LR03 batteries are classified as small parts and should be kept away from small children and children who are prone to putting things in their mouths. Batteries are swallowed, see a doctor immediately. If you suspect your child has swallowed a battery, always follow the instructions, inserting batteries correctly and matching the - and + signs. Dispose of used new batteries immediately after removing the batteries. IMMEDIATELY remove and dispose of old batteries from the product and remove the batteries if the product is not going to be played with for a significant length of time. Avoid contact between the batteries and water. Do not immerse the batteries. Do not bring batteries in contact with water.
- Remove the batteries from the toy and store batteries individually in paper or tape after removing from your Snake as per image above. Discard immediately. Do not leave sitting out. Should this product be affected by local electrical interference, remove the batteries and reinsert them.
- Reset if necessary by removing and then reinserting the batteries. Note: Rechargeable batteries are not included in the pack. Rechargeable batteries are to be removed from the toy before being charged. Rechargeable batteries are only to be charged under adult supervision. Do not short circuit the supply terminals.
⚠️ WARNING:
CHOKING HAZARD-Small parts. Not for children under 3 years. | 1,458 | 756 | {
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Who’s trying to save rusty patched bumblebee from extinction? Not federal officials.
By Lori Ann Burd
When my Soviet refugee parents moved our family to Deerfield, access to excellent public education, not wild places, was at the top of their agenda.
But I’ve always sought refuge in nature, and as a teen was delighted to discover Somme Prairie, a remnant of native prairie.
Then, in a tiny pocket of nature wedged between the freeway and the tollway, I discovered a world teeming with life. Amid the wildflowers and insects, the prairie was alive with the buzz of bumblebees.
Today, many of these bumblebees have virtually disappeared. One of the bees in the worst trouble is the rusty patched bumblebee. That’s why in January 2017, following legal challenges and court orders by conservation groups, the U.S. Fish and Wildlife Service listed it as endangered. That decision enabled the agency to bring the full weight of the Endangered Species Act to prevent the bee’s extinction.
At least, that’s the way it’s supposed to work.
Although the bee’s population has declined by 87%, five years later, federal officials and the government continue to do what it takes to reverse this bee’s plunge toward extinction.
The rusty patched bumblebee was once widely found across the upper Midwest and Northeast, but now inhabits only 8% of its historical range. Close to a third of its 69 remaining populations are in Indiana and Illinois.
The Fish and Wildlife Service described it as “so imperiled that every remaining population is important for the continued existence of the species.”
But the agency’s lack of action doesn’t show a lot of care for what’s left of the species here.
For starters, the Fish and Wildlife Service refused to designate any critical habitat for the bee, despite the fact that this crucial tool has played a key role in the Endangered Species Act, preventing the extinction of nearly 99% of protected species. In response, we’ve joined with other conservation groups in court to obtain critical habitat for the bee. The Biden administration is, sadly, currently defending this Trump-era decision in court.
While the continued decline of the bee magnifies the importance of remnant habitat, like that found in Somme Prairie, the Fish and Wildlife Service has routinely refused to protect these special places.
After a rusty patched bumblebee was discovered at Bell Bowl Prairie in summer 2021, the Fish and Wildlife Service did not use its authority to insist the site be spared from bulldozers for Rockford’s airport expansion. Instead, regulators ignored basic science and simply asked the airport to postpone construction until November, as if destroying that entire habitat during overwintering season somehow made it OK.
The Fish and Wildlife Service also greenlighted Longmeadow Parkway, using flawed science to deny the reality that the site is a critical overwintering spot for the bee, again fighting conservationists.
In addition, the agency has refused to take any action to protect the bee from pesticides, despite noting that pesticides, particularly neonicotinoid insecticides, are one of the leading causes of its decline.
Many individuals and institutions have worked to protect the rusty patched bumblebee, including efforts to nourish it and preserving patches of habitat. These efforts are of vital importance.
But every time the Fish and Wildlife Service, the agency in charge of saving it, has come to a decision point, it’s failed to ignore the bee’s critical status, squandering five years that could have been crucial for jump-starting the bee’s recovery.
Without question, time is literally running out for the rusty patched bumblebee.
Extinction is not inevitable for this bee. Protecting its habitat and keeping it safe from pesticides will help us stay toward its recovery. But if it does go extinct, it will be because the Fish and Wildlife Service refused to protect it.
We call on the Biden administration to stop fighting and to give this bumblebee the protection it needs.
Extinction is a political choice with political solutions. The Fish and Wildlife Service can still change course to show the vision and courage to save it. Will it?
Chicago-area native Lori Ann Burd is an attorney and environmental health director at the Center for Biological Diversity. | 1,769 | 866 | {
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Agnes Tokheim, the daughter of John J. Tokheim, has generously donated the funds to provide this building as a memorial to her father's life and work as an early Iowa inventor.
During the design phase of the exhibit, the following history was discovered at the Tokheim factory. The history was written by John J. Tokheim on November 17, 1939.
JOHN J. TOKHEIM HISTORY
Are the opportunities for young men as good today as fifty years ago? With the advance in education, college and university training, and available to all, the opportunities are much greater today than fifty years ago. But too many young people let the opportunities pass by selecting the easiest way.
The pioneers lived "democracy," and practiced individuality, as granted by the Constitution of this Country to each loyal citizen, and there has always been plenty for those willing to work.
As an example of individuality and self-made opportunity, in spite of the handicaps of the American language and education, I can mention John J. Tokheim, a young man of sixteen who entered this country fifty-two years ago as an immigrant from Norway, paying for his passage by working the first ten months on an Iowa farm. The following two summers he continued farm work, and during winter months, he attended country school and earned his board and room by doing chores on the farm.
He served one year's apprenticeship as a sheet metal worker for $50.00 for the year, earning board and room by doing extra work consisting of straightening up and sweeping the tin shop, plumbing shop, pump shop and the hardware store after closing hours and sweeping the hardware store as a night watchman usually this work was completed by 9 p.m. and the following two or three hours each evening were spent in studying mechanical drawing from lessons published in a sheet metal worker's magazine.
The next two years' summer seasons he devoted to the tinner's trade and winter months at school. While attending school, he earned board and room by working after school and Saturdays in a tin shop and hardware store.
This was followed by a six months special course in a commercial business college in Des Moines, Iowa and about a year at tinner's work in a Chicago factory. In 1896 he started a tin shop at Thor, Iowa and gradually added a complete stock of hardware and well pumps, and handled kerosene and gasoline for lamps and stoves.
In the spring of 1898 Mr. Tokheim conceived the idea that it would be safer against fire to store the gasoline underground outside the store building, and built a tank for the purpose, buried it underground outside the store building, and piped it into the store where he attached a pump. This led to the invention of the "Visible Measuring Pump" and later this method of storing gasoline underground for safety became universally adapted. In January 1901 a basic patent was granted to Mr. Tokheim on the Visible Measuring Pump.
At this time he was induced to organize a stock company to promote the manufacturing and marketing of the invention, and a corporation was formed in Cedar Rapids, Iowa, in the name of the Tokheim Mfg. Co. Mr. Tokheim, after selling his hardware business, took management of the manufacturing business.
During the ten years he had charge he built it up to a nationally known business. Besides being in charge of the manufacture he invented many additional products, such as: The first known underground naptha system for dry cleaners and for paint oils for implement manufacturers, and soon the hand pumping outfits led to his inventions of electric operated power pumps, including predetermined automatic stop measuring attachment.
In 1907 he invented and patented a liquid level Tank Gauge, a privately owned invention. Later he sold this patent for use in connection with automobiles. In 1900 he invented and patented a vacuum system for raising and measuring vinegar, cider and acid-containing liquids that could not be handled in metal pumps. Being pumped by vacuum, this liquid came in contact with glass and rubber only. The company manufactured this invention on a royalty basis. | 1,577 | 824 | {
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Moments with Your Child
What if your 4-month-old kept crying at the doctor’s office while you were waiting for an appointment and you couldn’t get him or her to stop? What if your 3-year-old decided to throw a full-blown tantrum at the supermarket because he or she didn’t get what he wanted?
These are typical moments many parents experience. You may feel ashamed and unsure of yourself as a parent during these times. You may sense your frustration building up and have the urge to stop and quiet them in any way possible.
You are not alone.
But what about the child? What is he or she going through during these moments?
Places and situations which seem normal to us may feel totally overwhelming for babies and young children, such as a busy, well-lit doctor’s office. A toddler’s despair at not getting a candy bar at the grocery store may seem over-the-top, but to the child, he or she may be feeling as if they have absolutely no control in their world.
Something we can do as parents is to tune in to our own children by acknowledging their feelings and experiences and by trying to understand where they are coming from when they act out. We need to make them feel safe, secure, and accepted as they experience new and sometimes scary things. By being available, present, and supportive, parents are able to help their children move through even their most challenging and difficult moments.
For more information check out: http://circleofsecurity.net/for-parents/animations/
Article Author: Eri Rodrigues, MSW Candidate and Elizabeth Aparicio, PhD, MSW
Edits by: The Parent Line
Ask Dr. Sears...
Raising a Smart Baby
It is never too early to help your baby become an intellectual human being. Here are ways to raise a smart baby through proper womb environment, nurturing, nutrition, music and play (to name a few).
Smart Start – a baby’s brain develops faster during the nine months in his mother’s womb than at any other time in the child’s life, and the development of the fetal nervous system is affected – for better or worse- by what is in the mother’s blood during the nine months of pregnancy.
Smart nutrition – The milk, in addition to the mothering, gives babies a head start. At least eleven scientific studies show that breastfed babies are smarter.
Smart talk – How you talk to your baby has a profound effect on your baby’s brain development.
Smart responses – Responding to baby’s cues builds brain connections.
Smart music – music relaxes mind and body.
Source: www.askdrsears.com
Let's Get Cooking!
Cheesy Chicken Bagel Pizzas
Ingredients:
2 (4 ½ inch, 2 ¼ ounce) plain bagels, sliced in half
½ cup lower sodium marinara sauce
1 cup shredded rotisserie chicken breast
1 cup pre-shredded part-skim mozzarella cheese
Preparation:
Preheat broiler
Place bagel halves, cut side up, on a baking sheet. Broil 2 minutes or until lightly toasted
Spread 2 tablespoons marinara on cut side of each bagel
Top each half with ¼ cup chicken, and sprinkle with ¼ cup cheese
Broil bagel halves an additional 2 minutes or until cheese melts.
SPOTLIGHT ON SAFETY:
Battery Safety for Little Kids
While it is natural for kids to explore, it helps to learn which discoveries are safe and which pose potential hazards. Protect your kids from button batteries and other small parts they might find following these steps.
Top Safety Tips
Keep small electronics or devices that use button batteries out of reach of small children.
If you suspect your child has ingested a battery, go to the hospital immediately. Do not induce vomiting or have your child eat or drink anything until assessed by a medical professional.
The symptoms may be tricky to recognize (they include coughing, drooling, and discomfort), so if you have even the smallest doubt, do not take any chances. Go to the emergency room right away.
Enter the National Battery Ingestion Hotline (202-625-333) into your phone right now. Call anytime for additional treatment information.
Source: https://www.safekids.org | 1,652 | 866 | {
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LOCATION
Building(s): OBMS
Classes/Grade Level(s): grade 6
ABOUT THE BOOK
Selection Title/Author: El Deafo by Cece Bell
Genre: memoir / nonfiction / graphic novel
Lexile Reading Level: GN420
Total number of pages: 248
| Book Summary (abbreviated, bulleted list or link to a book summary) | Potentially Objectionable Content (list all categories and at least one example, referenced with a page or chapter number) |
|---|---|
| Starting at a new school is scary, especially with a giant hearing aid strapped to your chest! At her old school, everyone in Cece’s class was deaf. Here, she’s different. She’s sure the kids are staring at the Phonic Ear, the powerful aid that will help her hear her teacher. Too bad it also seems certain to repel potential friends.
Then Cece makes a startling discovery. With the Phonic Ear she can hear her teacher not just in the classroom but anywhere her teacher is in the school—in the hallway . . . in the teacher’s lounge . . . in the bathroom! This is power. Maybe even superpower! Cece is on her way to becoming El Deafo, Listener for All. But the funny thing about being a superhero is that it’s just another way of feeling different . . . and lonely. | Drinking/smoking: minor mentions of the adults in the book smoking a cigarette and having a glass of wine.
Pg. 279 wine is mentioned in a journal entry
Sex: NONE
Language: NONE
Violence: NONE
Other trauma inducing content: NONE |
Book Reviews (1-2 link(s)) Note: teacher is not responsible for broken links
Review from Common Sense Media
ABOUT THE CLASS
Rationale for the Literature Selection (in addition to standards): (To be completed by the teacher or team)
This book will be used for a unit focusing on an individual's story and how their differences cause them to deal with struggles that they have to overcome in order to be successful. The book will be the focal point of student discussions, ultimately resulting in a narrative writing where students will focus on their own struggles they have had to overcome.
The Ohio Department of Education ELA Standards (list priority standards only and abbreviations of the main ideas of the priority standards) [Link to Ohio's ELA Standards]
1. RI 6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. RI 6.2 - Analyze informational text development.
3. RI 6.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
4. RI 6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
5. RI 6.5 - Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
ALTERNATIVE TEXTS
What alternative texts would allow students to meet the same objectives? (1-2 texts, title/author; Note: these texts must also have lit. reviews forms associated with their selection)
1. Four Perfect Pebbles by Lila Perl
2. I Am Seal Team Six by Howard E. Wasdin
SIGNATURES (embedded jpegs of authentic signatures are fine OR download/print form and obtain traditional signatures)
Teacher: [Signature] Date: 4/26/22
Department Chair: [Signature] Date: 4/26/22
Building Principal: [Signature] Date: 4/26/22
District Curriculum Administrator: [Signature] Date: 11/11/23 | 1,587 | 792 | {
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