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Kenosha Mural Project
Jessica Janecek
*Cal Poly Humboldt*, email@example.com
Keith Staats
*Cal Poly Humboldt*, firstname.lastname@example.org
Follow this and additional works at: https://digitalcommons.humboldt.edu/ideafest2022
Recommended Citation
Janecek, Jessica and Staats, Keith, "Kenosha Mural Project" (2022). *IdeaFest 2022*. 63.
https://digitalcommons.humboldt.edu/ideafest2022/63
This Poster is brought to you for free and open access by Digital Commons @ Cal Poly Humboldt. It has been accepted for inclusion in IdeaFest 2022 by an authorized administrator of Digital Commons @ Cal Poly Humboldt. For more information, please contact email@example.com.
Introduction
Within the past few years we have seen an increase in social justice movements within America, for instance, the Black Lives Matter Movement. Through our Community Geography class we have connected with a photographer, Ron Larson, a partner of Kenosha Creative Space, a non profit organization in Kenosha, Wisconsin. Larson began photographing the city of Wisconsin after Jacob Blake, a black man, was shot and killed by police. Larson spent the next few weeks taking photos of the different murals painted on boarded up businesses. Our objective was to create an interactive story map to display the murals around the city, we have done just that.
Creating a Story Map
Using the ArcGIS online story map tool, we were able to plot Larsen’s photos across Kenosha as points. These points show a photograph and the location it was taken. This process was made possible due to organization of the photos by street, and consisted of comparing the noticeable details within the mural photography with Google Street View. With a population of roughly 100,000, Kenosha is a relatively large city, and it is also important to note that the murals were painted on temporarily boarded windows and doors. This being said, some murals were easier to locate than others, (thanks to address numbers or business names, etc.) however, some photos required much more time searching in order to properly identify a correct location.
Conclusion
Working with the Kenosha Creative Space has been a productive way to assist the people of Kenosha, and an interactive map is an excellent way for people to remember the importance of the protests and the value of the art it produced. Considering the large number of photos sent by Ron Larsen, we are also detailing how future students can continue to add points to the story map so that it can be extended in the future. | 1,107 | 554 | {
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Facilitating data collection for activity logging
Abraham Arias, Dr. Perry, Dr. Vitale, Dr. Messinger
University of Miami
Background
The DM lab uses automated measurement tools like LENA recorders and RFID tags to study vocalizations and interaction in preschool and early preschool classrooms for children with and without disabilities. The RFID tags record the position of the students, while the LENA recorders collect audio. Furthermore, there are in-person data collectors that track the activities that the students participate in. Using this data, the researchers study how independent variables affect the development of language, communication, and function in the students.
How activity logging informs research
Dr. Lynn Perry studied how in time in structured and unstructured activities vary across classes and within classes with disability type. She also studied how time spent in structured activities relate to children’s language abilities. By having the context of the activities, we are able to notice correlations between activity types and development of language. Dr. Perry realized that more time in structured activities was correlated with higher communication with the teachers. This communication can help children develop their language skills. Some conclusions from this data are: Children with disabilities and delays spend less time in structured activities than their typically developing peers in the same class. Time in structured activity associated with expressive language for children with typical development.
The Problem
As shown in the image, the process of collecting data was done manually. This led to several pain points. After the data was collected, it needs to be manually inputted into an excel file. Manually keeping track of all activities and actions can also become difficult to keep track of. During my user interviews in the development process, the observers noted how sometimes it would get complicated to keep track of exactly what time 3 separate activities are happening. They would have to repeatedly check their watch and look away from the room to write things down. Manually inputting the data into an excel sheet was also extraneous.
Development Process
After receiving feedback from team members on my prototype, it became apparent that it would be necessary for me to create an application. For the initial weeks, I spent most of my time learning app development. I took a bootcamp online about Flutter, Google’s development kit for app dev. This is a timeline of development:
The Solution
Inputting the activities into a webpage like the one above would solve the issue of transferring the data, but it would be highly unpleasant for observers and inefficient. As a result, I was tasked with creating an application that allows for highly efficient logging of data that can be exported into a digital file. This app needed to include automatic time stamping, quick comments, a checkbox with the participants, activity types, and more features. We also decided on using iPads given their versatility in the classroom.
Future:
The app should be more generalizable so that it can be applied to after my departure. Incremental changes will also inevitably lead to a higher quality service.
Acknowledgments:
I would like to give credit to Dr. Lynn Perry for her research along with Dr. Vitale and Prof. Messinger for their guidance and maintenance of this study. This also wouldn’t be possible without Burton Rosenberg and App Brewery. | 1,422 | 646 | {
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A message from Mrs Tweed
Thank you to all of those that joined us for our ‘Meet the Teacher’ sessions this week. We hope that you have all the information that you need to support your child this year.
The children thoroughly enjoyed having a professional BMX rider in this week to talk about grit, determination and never giving up. We hope that our children will apply this mindset to their learning this year. We hope to provide many more motivational visitors across the year.
As always, please don’t hesitate to talk to your child’s class teacher or any of the Senior Leadership Team on the gate each day. Have a great weekend.
This week our class spotlight is on Year One
The children have had another fantastic week of learning. In English they have been writing sentences focusing on using capital letters and full stops to identify a sentence. They have really tried hard with their letter formation and shown great progress already. In phonics we have been learning some new spellings for the /ae/ sound and practising our sounding out skills. In maths the children have been counting and using manipulatives to represent an amount. They have also used a tens frame to count accurately. We have enjoyed looking at the seasons in science. This learning has helped us with the months of the year. We certainly noticed the wind outside whilst identifying the season of autumn! We also loved being scientists, using magnifying glasses to observe objects closely. We have been so impressed with the hard work the children have demonstrated since starting in Year 1 and amazed at how well they have transitioned from Reception. They should feel very proud of the start they have made. Well done and keep it up!
In science this term, Reception are exploring forces by making ramps for cars to travel up and down, which sounds really exciting. We can feel the seasons changing and Year 1 are going to be observing the changes across the seasons. Science is alive Year 2, they are testing if an object is alive, dead or has never been alive. They will be looking at the features of living things and making conclusions. It rocks in Year 3! They will be examining different types of rocks and they are formed. Year 4, are identifying living things by looking at food chains and producers of food. Things are changing in Year 5, as the class carry out experiments to observe the properties and changes in materials. The science lessons in Year 6 are electric, as they build circuits and make insulators.
This week’s Year Group Attendance
Reception: 95.19%
Year 1 - 97.4%
Year 2 - 97.2%
Year 3 - 97.9%
Year 4 - 97%
Year 5 - 100%
Year 6 - 98.53%
Whole School Attendance - 97.6%
more on our website: dittonlodgeprimary.co.uk
Diary Dates
Tuesday 17th September - Whole School Flu Immunisations
Friday 27th September - PTFA Summer Fayre - 3.30 pm - 5.30 pm
Thursday 3rd October - Coffee and Connect Morning - 9.00 am - 10.00 am
Monday 7th October - Harvest Festival - 9.30 am
Friday 25th October - Last day of Term
Monday 11th November - First day back
Monday 11th November - School photos
Monday 11th November - Bags 2 School Collection day
Wednesday 13th November - Parents’ Evening - 3.30-6.00 pm
Thursday 14th November - Parents’ Evening - 3.30-6.00 pm
Friday 29th November - Christmas Pop Up Shop
Friday 6th December - Christmas Fayre - 3.30-5.00 pm
Tuesday 10th December - Reception and KS1 Dress Rehearsal - 1.30 pm
Wednesday 11th December - Reception and KS1 Performance - 1.30 pm and 5.45 pm
Friday 13th December - Christmas Jumper Day and Christmas Lunch
Tuesday 17th December - Reception and KS1 Christmas Parties
Wednesday 18th December - Annual Visit to Panto
Thursday 19th December - KS2 Christmas Parties
Friday 20th December - KS2 Carol Concert
Friday 20th December - Last Day of Term
more on our website:
dittonlodgeprimary.co.uk
PTFA Summer Fete - Friday 27th September
Tokens are now available to buy from the school office. Tokens are 50p each or can be brought in multiples of 12 for £5.00 or 25 for £10.00.
We hope to be able to share with you next week a full list of stalls.
As always, we rely on volunteers to run our events. If you or a family member are able to help out for the afternoon, please let Mrs Colby in the office know.
We are in need of donations for raffle prizes such as teddies, chocolates, beer and wine. Any donations would be greatly appreciated.
more on our website: dittonlodgeprimary.co.uk | 1,986 | 1,064 | {
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ASD is a neurodevelopmental disorder. The main areas below show examples of behaviours that people with ASD may display.
**Social communication and social interaction**
- **May appear to be in their own world**
- May avoid eye contact or have limited eye contact
- May fail to react to their name
- **Need help to interact with others**
- May prefer to be alone
- May want to participate, but not know how
- May have difficulties forming and maintaining relationships
- May initiate contact in an unusual manner
- **Difficulties “reading”/interpreting social signals or situations**
- Difficulties understanding body language, facial expressions and tone of voice
- May need help understanding what is appropriate in different situations
- **Need help with communication**
- May have delayed or limited speech development
- May have a literal understanding of words
- May have a large vocabulary, but have difficulties with using language in a social situation
- **May have difficulties keeping to a topic and/or changing topic**
- May experience difficulties starting, maintaining or finishing a conversation
- May have difficulties keeping to a topic
**Behaviours, interests and activities**
- **Repetitive movements and unusual speech**
- Echolalia (repeating words and sentences)
- New words/diosyncratic speech
- Hand-flapping, spinning or rocking
- **Prefer structure and routines**
- May dislike surprises and react strongly to changes, whether large or small
- May need support to try something new
- **Repetitive behaviours**
- May repeat the same action over and over again, e.g. lining up objects or watching the same video
- **Restricted field of interest**
- May have an intense interest in a topic (e.g. trains)
- May have an interest that appears unusual (e.g. glue sticks)
- May have/show an unusually high level of interest in a topic, thinking or talking about it all the time
- **Under- or oversensitivity**
- May have unusual reactions to what they see, hear, smell, touch or taste
- May have unusual reactions to pain
**Common accompanying difficulties**
- **Difficulties in regulating activity**
- Hyperactivity
- Inactivity
- **Sleep problems**
- May wake up multiple times every night
- May need less sleep
- **Difficulties with emotional regulation**
- **Problems with food**
- May react to consistency or colour of food
- May react when food is mixed together | 1,155 | 540 | {
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An angel of the Lord said, “Why do you look for the living among the dead? He is not here; he has risen!”
Luke 24:5-6
Jesus is Alive!
It was the third day after Jesus died. All of a sudden, the earth shook and rocks fell. A glowing angel rolled the huge stone away from the tomb. The guards shook with fear. They became like dead men.
The women who followed Jesus went to his tomb. They had spices to take care of his body. The stone had been rolled away. They looked inside. The tomb was empty!
The angel said to the women, “Why do you look for the living among the dead? Jesus is not here; he has risen, just as he said he would! Don’t be afraid. Go tell his disciples.”
They remembered that Jesus said he would rise. The women ran away. They were afraid but full of joy.
Jesus appeared to them. They fell at his feet and worshipped. “Don’t be afraid,” he said. “Go tell my brothers. They will also see me.”
The women told the disciples the happy news. They did not believe. But Peter ran to the tomb.
Yes, it was empty! He picked up the strips of linen. He smelled the spices. Peter thought, “Could it really be true? Could my Jesus truly be alive?”
Questions
1. What did the women see and feel?
2. What did they do with this happy news?
3. How did the men react to the news?
4. When Jesus came back to life, we call it the resurrection. Who can you tell this news to during the Easter season?
Dear Jesus,
You are the King of heaven and earth. You are the Lord over life and death. You proved it by raising yourself from the dead. Help me tell this happy news of the resurrection to others, even if they don’t believe at first.
Amen
For Easter, cut out the poem and put it into an empty egg. Have an egg hunt. The one who finds the empty egg has truly found the best one!
The Empty Egg
If you are looking for candy, I have a sweet surprise.
You can look into the tomb where the body of Jesus lies.
But the tomb is empty! He is alive; the tale is true!
The empty egg reminds us of this happy truth.
The Empty Tomb Cake
Kids peek into the tomb, which is embedded inside a delicious chocolate cake, only to find that Jesus has risen! This is sure to become a favorite family tradition. We’ve been making this for more than two decades and can’t seem to celebrate Easter without it.
www.EasyReadEnglish.com
You’ll need:
1 chocolate box cake mix with the ingredients it requires to make a cake, usually eggs, water, and oil
1 can of white frosting
Green food coloring
1 - large chocolate egg such as Reese’s Peanut Butter Egg
a nice variety of fake flowers
1 can of tomato paste (6 oz)
1 9”x5” loaf pan
White paper towel
Optional: coconut flakes (dye them green) and chocolate rocks (found at Walmart)
1. Open the tomato paste can and scoop out the paste. Throw the paste away or save it. Clean out the can thoroughly.
2. Preheat oven. Make the cake batter according to the directions.
3. Grease and flour the loaf pan and pour the batter in.
4. Push the empty tomato paste can into the batter of the cake pan so that the can’s open mouth is flush to a short end of the pan. This will serve as the tomb. The can will fill some with batter; that is okay. Put in oven.
5. About 10-15 minutes into the baking time, use a spatula to push the can back down as it tries to float up to the top.
6. Tint the icing green.
7. When the cake is done, turn it out of the pan. Carefully clean the cake crumbs out of the tomato paste can using a knife.
8. Write on a long, thin strip of paper towels using a pen: “Why do you seek the living among the dead? He is not here. He has risen!” Luke 24:5.
9. When the cake is baked, cooled, and removed from the pan, ice it all over with green frosting.
10. Put coconut flakes in a container and shake with green dye, making it darker than the icing.
11. Decorate with flowers around the outside of the tomb. Roll the strip of paper towel and lay it in the tomb. Using frosting as “glue” push the chocolate egg in front of the tomb as if it is the rock that gets rolled away. Place the chocolate rocks around the tomb. Note: Make sure that children understand they cannot bite into real rocks.
12. On Easter, read the account in Luke 24 and let the littlest child roll away the “rock.”
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We are all familiar with the array of fungi that appear in our woodlands in the autumn but if we take the time to look closer at our grasslands in the autumn, we may be surprised by the colourful variety of fungi on display here too. Wales is a good place to view these grassland fungi because they favour the undisturbed pastures that are grazed short by sheep.
The grassland fungi are made up of lots of types of fungi including pink gills, earthtongues, club and coral fungi. In addition are the exciting waxcap fungi which get their name from the shiny, waxy looking caps that come in many colours creating a mosaic of jewels across the grassland.
Image 1. Waxcap fungi
Image 2. Small club fungi in grassland
The autumn is the best time to see them, but their season is relatively long with some species becoming visible in August and others much later into November and December.
Waxcap fungi form partnerships with the other plant species that they live alongside. They exchange nutrients with the roots of the host plants which benefit them both. They require soils that are low in nutrients and have not been disturbed by ploughing or cultivations. Many of them are small so they need short cropped grasslands and are often found living in pastures with a high moss content. These conditions will sound very typical of many of the upland pastures in Wales.
Image 3 Red waxcaps
Image 4. Small green waxcap
Grassland fungi tell us much about the condition of the pasture where they are found and their presence in high numbers and a great variety of species are indicative of;
- Grasslands with high levels of biodiversity.
- A functioning healthy ecosystem.
- Ancient grasslands that have not been improved.
- Grasslands that have good carbon stores because they have not been recently disturbed.
Looking for waxcap fungi and other grassland fungi is easy because their vibrant colours make them easy to see. It is harder to see the smaller earthtongues and club fungi but you may be lucky to spot some if the grass is cropped short. There are mobile phone apps to help record sightings of these fungi including the Survey123 app which is being used by the charity, Plantlife, to record waxcap grasslands. The more colours you see means you are seeing a range of species and you do not need to identify the fungi’s species. Knowing that you have lots of colours across your field is a great indication that you have good species diversity.
It is important to maintain these waxcap grasslands for the future. This can be done by:
- Keeping them well grazed.
- Not using fertilisers or pesticides.
- Not ploughing or cultivating them.
- Avoiding activities that cause compaction such as stock feeding with ring feeders in the same patch.
It is also important that we know where waxcap grasslands are so that we do not accidentally change the use of these grasslands to something else. For example, if you are considering where you can plant trees on your farm, it is important that you understand the full range of habitats that you have on the farm so that precious habitats are not destroyed.
Grassland fungi, including the waxcaps, are a beautiful indication of a healthy, biodiverse grassland that is likely to be host to many wild plants. These grasslands are the product of traditional grazing practices and need to be conserved. If you see waxcap fungi on your farm please record them using iRecord or the Survey123 app as this will help to build the picture of how important Wales and its farming practices are for maintaining these precious grasslands. | 1,290 | 739 | {
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When you are exploring please remember:
- Keep to the tracks
- Stay together
- Do not touch the traps
- Take your rubbish away
How many species can you spot on Kaipūpū?
Inside this book are some of the species that call Kaipūpū home.
Tick the box for each bird, insect and plant species that you see then add up your points at the end of your walk and check your score.
**TIME TO SCORE**
5-25 points - you're off to a flying start
25 - 75 points - your branching out
75 - 125 points - sensational species spotter
125 - 175 points - champion species spotter
175+ - expert species spotter
**THANK YOU FOR VISITING KAIPŪPŪ SANCTUARY**
**BIRDS AND INSECTS (FAUNA)**
- **Fantail**
- *Piwakawaka*
- 5
- **Tui**
- 5
- **Bell Bird**
- *Korimako*
- 15
- **Silveryeye**
- *Tauhou*
- 15
- **NZ Pigeon**
- *Kereru*
- 20
- **Tree Wētā**
- 10
**PLANTS (FLORA)**
- **Silver Tree Fern**
- *Ponga*
- Look for the silvery undersides on the fronds
- 10
- **Koru**
- A new unfurling silver fern frond.
- 15
- **Crown Fern**
- *Piupiu*
- I am a ground fern that grows in shady spots
- 10
- **Rangiora**
- I have large leaves that are white and soft underneath
- 10
- **Five Finger**
- *Whauwhaupaku*
- I have leaves that consist of five to seven leaflets
- 10
- **Kawakawa**
- Look for my heart shaped leaves with holes in them
- 10
- **Hangehange**
- I have bright, shiny lime green pointed oval leaves
- 15
- **Flax**
- *Harakeke*
- A great source of food for Tui and Korimako
- 10
- **Rātā Vine**
- You may see me climbing up a Beech tree
- 10 | 910 | 536 | {
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October Newsletter
South View Upper Elementary
Happy October South View Families!
It is hard to believe we have been in school for almost 7 weeks already!!! Girls’ basketball is in full swing, and boys’ basketball is right around the corner. In just a couple of weeks we will have Fall Break, October 14th through October 18th. Then just two weeks later will be Parent/Teacher Conferences (October 29th and 30th).
Our “Wildly Important Goal” for this year is to improve student attendance. We are reaching for 95% student attendance daily. Students must be at school to learn. Please send your student(s) to school each day unless they have a fever, are vomiting, or have diarrhea. If your student is going to be absent, please call Mrs. Boswell, the attendance secretary, (217) 444-1805. If your student needs to go to the doctor or the dentist, please try to get those appointments either early or late in the day. Please bring the doctor’s note so it can be excused.
We really appreciate your help with this goal. We all must work together to make a difference.
Mrs. Fluno
Principal
Upcoming Events
10/1 - Cross Country meet @ Winter Park 4:15pm
10/2 - Girls Basketball Game VS Rantoul @Home 4:30pm
10/4 - Picture Day
10/7 - Girls Basketball Game @ Rantoul 5pm
10/11 - NO SCHOOL
10/14-10/18 - FALL BREAK
10/17 - Girls Basketball Game @ St. Joe 6pm
10/29 & 10/30 - Parent/Teacher Conference(2:45pm Dismissal)
Students will be saving SV bucks, which are earned for following building wide expectations, for a holiday store. Students will be able to purchase items for family and friends with the bucks as a holiday gift. Encourage your students to be safe, responsible, and kind to earn SV Bucks and be able to celebrate their positive behavior.
Mrs. Lebo, Ms. Winchester, and Ms. Chesrown’s classes enjoyed Kiwanis Pancake Day at the Danville Civic Center. We ate pancakes and sausage. We practiced using our manners at the table, saying please and thank you, and asking for things when we needed them. Everyone had a great time and our bellies were full!
Thank you to all who came out for our annual Pancake Breakfast! We had a great time and raised $1,000 for our school!
5th Grade ELA & Social Studies
5th ELA: Students will be crafting narratives using the 6 traits of writing. Students are learning how to quote the text and make inferences using clues from the text. They are also focusing on how to craft well detailed sentences while writing about reading and writing for entertainment.
5th SS: Students will be starting to learn about Native Americans across all of North America. They will be learning how habitats and resources affected people's way of life and how the lives of native people changed over time.
Hello Families,
I wanted to share some exciting updates about what our 6th graders are working on in ELA and Social Studies.
In ELA, we are diving into Unit 1 titled "Dahl & Narrative." Students will analyze passages from Roald Dahl's autobiography, focusing on how he uses vivid details to highlight specific topics. This will enhance their understanding of narrative techniques, and inspire them to craft their own strong narratives.
In Social Studies, we continue exploring Chapter 1. Students are learning about how we study history and why it's important to understand our past. This foundation will help them appreciate the relevance of historical events in our lives today.
Thanks so much for your support in helping your child engage with these subjects!
5th grade Science: Students will engage in their first investigation with the Patterns of Earth and Sky Simulation. They will use the data collected to create a physical model helping them to understand where stars are in space. Students will use evidence to support that the sun looks bigger and brighter because it is much closer to Earth than other stars.
5th grade Math: Students will use the place value strategies learned earlier in Module 1 to begin learning about adding, subtracting, multiplying and dividing decimals. Students will be able to perform decimal operations through the thousandths place.
6th grade Science - we are working on answering the question "Can I Believe my Eyes"? Students are learning about what is needed in order to see an object. We have used lightboxes and models to help us answer this question.
6th grade Math - is learning about ratios and different strategies to help us make equivalent ratios. We are also introducing formulas to help us solve problems.
AVID:
What is WICOR?
W- writing
I-inquiry
C-collaboration
O-organization
R-Reading
All SVUE students are working on the O-organization piece of WICOR.
The AVID binder is a useful tool to help students organize their class materials.
In language arts, the students are learning about The 6 Traits of Writing, which includes the organization of writing a paragraph.
Office
*To pick up your student, you MUST have an ID* | 2,047 | 1,078 | {
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Let's sketch it! Pop-up city of the Future
Discover the Pop-up city of the Future game, working on creativity, art and reasoning on the future earth. Use the general guidelines below to build your own vision of this playful activity in your classroom or at home with your kids!
Societal challenge to be approached/solved during the game
We all have ideas for our perfect city but they can be hard to explain. Let's bring those ideas together and create a public-friendly interface to exhibit them.
Linked SDGs
Game target & pre-requisites
8-12 years old Indoor Work alone Work in group Feasible at home Support of an adult
Describe the game universe
A craft-it-yourself workshop. It is a two hours workshop. In the first 30 minutes, the children share ideas for the city of tomorrow. The next 30 minutes they choose an idea draw/build it so anyone can see what they have in mind. During the second hour, they are going to record a quick description of their idea. Finally they will make their pop-up interactive.
What makes the player moves forward? How is the game organised? What are the strategies to win/collaborate?
First the kids express ideas for the city of the future. Flying cars, vertical farm, smart maps... They are asked to pick a single idea. They draw it and cut it out. Using pop-up techniques, they create with the adults/teachers a 3 dimension cityscape. After that, they are asked to describe their ideas with a few sentences. They are recorded. The audio files are stored into a touchboard. Speakers are plugged into the touchboard. Each cut-out idea is linked to the touchboard with crocodile clip and paper fastener. Time to display this fresh looking 3 dimension city pop-up. When you touch the paper fasteners, you can listen to the kids describing their ideas and sharing their visions about the future.
Skills and competencies targeted by the game
Improve both language & visual communication skills Transmission skills Community Technology skills: Learn to use a voice recorder and a touchboard.
Pedagogical interest
Water is a source of life, but for children it is difficult to grasp which factors make a good water quality. Especially, as this is often not visible to the naked eye. Only if they are aware of how our behavior influences the water quality, they can contribute to a more sustainable planet. This is also a first step towards discovering chemistry and how they need to be balanced in order to allow life. Especially for younger children it is crucial to experience and try out this phenomenons by themselves. Additionally, this activity illustrate how scientists work: Create a thesis, test it, record data and then interpret it. | 1,016 | 563 | {
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Christmas in Combat
It was Christmas Eve, a night when he should have been snug inside his home with his wife Ileen, trimming a tree and perhaps wrapping that last surprise gift. Instead, Staff Sergeant Robert Cone Elliott of the 289th Infantry Regiment was marching along snowy Belgian roads to prepare to counterattack the Germans. It was 1944 and Elliott, a member of Clemson’s Class of 1945, was smack in the middle of the Battle of the Bulge.
Elliott, a general sciences major, came to Clemson from Columbia in the fall of 1941. He was a member of that year’s Tiger Cub, or freshman, football team. The Cubs claimed the unofficial state title for freshman teams by thumping Furman 33-0, beating the Citadel 19-6, and the Gamecocks 19-7. The outbreak of war on December 7 changed the plans of many of the young men at Clemson. Elliott returned home to Columbia and went into the grocery business.
In March 1943, Elliott reported to Fort Jackson and was inducted into the Army. He was ordered to Fort Leonard Wood, Missouri and then to Camp Breckenridge, Kentucky for additional training. In 1944, he was assigned to the 289th Infantry Regiment of the 75th Infantry Division. The division sailed for England on October 22 and landed in France on December 13. Three days later, the Germans launched their great winter counteroffensive.
Though untested, the 75th Infantry Division was available and was rushed into defensive positions along the north shoulder of the bulge the Germans had pushed into Allied lines. On Christmas Day, Staff Sergeant Elliott’s 289th Infantry Regiment was ordered to block the main
east-west highway between Grandmenil and Erezee. Soon the Germans tested the fresh American troops. With a captured Sherman tank leading the column and masking the eight Panther tanks that followed, the Germans attempted to run the 289th’s roadblock. The Sherman got through, but in the melee that followed, a 289th bazooka gunner disabled a Panther tank at a narrow spot where the highway ran along the side of a cliff. The other German tanks were forced to retreat to Grandmenil.
By nightfall on December 26, a task force from the 3rd Armored Division reinforced by infantry from the 289th recaptured Grandmenil. The Germans’ strategic advance had been checked and their initiative lost.
On January 19, as the 75th was fighting in the vicinity of Vielsalm, Staff Sergeant Elliott was killed in action. The Battle of the Bulge would continue for another week until Allied counterattacks finally restored the battle line to the Roer River. The battle was the largest and costliest combat of World War II for American forces with more than 19,000 Americans killed. It was the last offensive of the war for Germany’s Thousand Year Reich, which would last less than four more months.
Staff Sergeant Robert Cone Elliott was awarded the Purple Heart, Bronze Star Medal, Infantryman Badge, Good Conduct Medal, American Campaign Medal, European-African-Middle Eastern Campaign Medal with two bronze service stars, and WWII Victory Medal. He was survived by his wife, his mother, two sisters, and four brothers. In May 1949, Elliott’s remains were returned to Columbia where he was reinterred in the Elmwood Memorial Gardens.
See also *A Time For Trumpets: The Untold Story of the Battle of the Bulge* by Charles B. MacDonald, 1985. | 1,389 | 730 | {
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The mission of the Gold Medal Plant Program is to identify and promote exceptional ornamental plants that will thrive in the Long Island home landscape. Increased public education and awareness of sustainable plant selections are the main goals of the program.
Four award-winning plants are selected each year, which may include trees, shrubs, perennials, vines, groundcovers, grasses, or annuals. Gold Medal Plant Winners are identified by the Plant Selection Committee, which is a volunteer group of horticulture professionals.
For pictures and detailed information please visit our website at www.ccesuffolk.org. The Long Island Gold Medal Program link is listed under the Gardening tab. And for robust plant conversations, find us on Facebook: https://www.facebook.com/LongIslandGoldMedalPlantCommittee
Cephalotaxus harringtonia ‘Duke Gardens’ (Plum Yew)
Duke gardens is a small, gracefully spreading conifer. Its desirable, almost black-green needles and elegant shape make it useable as a small growing, 2 to 3 ft. high, 3 to 4 ft. wide, accent plant, or in a regal, mass planting. It’s best placed in a wind protected, light shade area in well-drained soil and is drought tolerant once established. Duke gardens can also withstand heavy shade. This slow growing, refined and deer resistant conifer will be a welcome and elegant replacement for the common yew (Taxus baccata), which is being destroyed by the voracious eaters. Hardy in zones 6-9.
Epimedium x perralchicum ‘Frohnleiten’ (Barrenwort)
Sturdy, quick establishing and low maintenance, barrenwort is an ideal groundcover for the shade. It performs well in moist, organic soils and even in difficult to handle, dry shade locations. For fast coverage, plant 3 in. pot-sized plants 6 to 8 in. apart. Plants spaced 12 in. apart will fill in more slowly as the plants produce runners. Cut barrenwort back in the spring and use a lawn mower in large areas. Bright yellow flowers appear soon after, then the fresh, green foliage with a red edge resumes growth and remains evergreen throughout the year. Hardy in zones 5-9.
Rudbeckia nitida ‘Autumn Sun’ or ‘Herbstsonne’ (coneflower)
This tall, late-blooming perennial produces a dramatic show in the late August and September garden with many 3 to 4 in. yellow-rayed, green eyed flowers on 5 to 6 ft. upright growing stems holding large, shiny, gray-green leaves. To prolong bloom, remove spent flowers. Grow it in full sun to prevent flopping and in well-drained soil. Leave plants and seed heads to provide structure and texture in the winter garden. No serious insect or disease issues pose a threat to this plant. Hardy in zones 5-10.
Stephanandra incisa ‘Crispa’ (Cutleaf Stephanandra)
With deeply incised, triangular, glossy, green leaves that produce a nice, textural shrub, cutleaf stephanandra is a small plant that can grow up to 3 ft. tall. It spreads reasonably over time by self-rooting branches and makes a good erosion control plant on hills and slopes or can be shaped into a nice, dwarf hedge. The attractive foliage plus the graceful arching habit makes it a pleasant specimen plant as well as make it suitable for a shrub border. Use this tough, disease-free plant in part shade, to sun, and average soil. The fall color is a nice apricot to maroon-purple. Hardy in zones 3-7. | 1,376 | 763 | {
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Whereas, it was 49 years ago, on March 29, 1973, that the United States withdrew its last 2,500 troops from the battlefields of Vietnam and, since the end of that war, a generation of Americans has come of age and come to understand its significance and the heroic contributions and sacrifices of those who served; and
Whereas, the Vietnam War was one of our Nation’s longest, with the first American soldiers arriving in the 1950s and the last Americans evacuated from the United States Embassy, with the fall of Saigon on April 30, 1975; and
Whereas, like other wars, the Vietnam War was a difficult experience for all Americans, especially Service Members and their families, at its end after more than a decade of involvement, the statistics were staggering: over 3.4 million were deployed to Southeast Asia; 2.7 million served in the designated war zone; over 58,000 were killed in the theater of operation; 153,000 were non-mortally wounded; and today, nearly five decades later, at least 1,600 service members are still unaccounted for; and
Whereas, of the names listed on the Vietnam Memorial Wall in our Nation’s Capital, 4,119 are those of courageous young people from our State who went off to fight half a world away, only never to return; while many more did return from the war, they sadly did not receive the welcome home and respect they deserved; and
Whereas, we will never forget the Soldiers, Sailors, Airmen and Marines who went off to Vietnam to honorably defend our Nation and its principles of freedom and democracy, and are forever thankful to all of our State’s Vietnam Veterans for their service – those who made the ultimate sacrifice, those who came home physically and emotionally scarred, and those who returned home safely to their loved ones; and
Whereas, like so many others who answered the call to serve throughout the centuries, our Vietnam Veterans are inspiring reminders of the patriotism, spirit, and courage of all who serve in our Nation’s Armed Forces; New Yorkers everywhere pay tribute to them, extending our admiration and heartfelt gratitude for such meaningful contributions to our Nation, this State, and their home communities;
Now, Therefore, I, Kathy Hochul, Governor of the State of New York, do hereby proclaim March 29, 2022 as
VIETNAM VETERANS DAY
in the Empire State.
Given under my hand and the Privy Seal of the State at the Capitol in the City of Albany this twenty-fourth day of March in the year two thousand twenty-two.
Kathy Hochul
Governor
Secretary to the Governor
Karen Persichilli Keogh | 1,072 | 564 | {
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EXPLANATION OF LEGEND ITEMS
Snowmobile Trail
Routes managed for snowmobilers, with occasional use by other winter users. Snowmobiles must comply with Idaho State Law 124-701. These trails are marked with orange.
Snowmobile Allowed Route in Closure Area
These routes are managed for snowmobilers on snowmobile trails, but are open to snowmobilers outside of closure areas. Snowmobiles must comply with Idaho State Law 124-701.
Snowmobile Prohibited Route in Open Areas
These routes are prohibited to snowmobilers even in open areas.
Other Route (Snowmobile Use Allowed 123-15 & 315)
These routes are managed either as an open snowmobile route or as a non-snowmobile route. Snowmobile vehicles must stay on the designated trail routes.
Other Route - All-Over-Snow Vehicle Use Permitted Year-Round
Areas open to over-snow vehicles within the Lolo National Forest. These routes are managed either as an open over-snow vehicle route or as a non-over-snow vehicle route. Over-snow vehicles must stay on the designated trail routes.
National Forest Lands where over-snow vehicles are permitted - year round
Areas prohibited year long to over-snow vehicles within the Lolo National Forest.
Legend
- Cables
- Winter Parking Areas
- Waterbody
- Interstate
- State Highway
- U.S. Highway
- Public Road
- 20' Coastal Interval
- State Forest Boundary
- Sawtooth Range
- Section
- Snowmobile Area - All-Over-Snow Vehicle Use Permitted Year-Round
- Snowmobile Prohibited
- River
- National Forest System Lands Open to Snowmobilers
- water
DO NOT RUN OVER TREES
TREE TOPPING IS A SERIOUS PROBLEM
SEE
IDAHO
PANHANDLE
NATIONAL FOREST
FOR OVER SNOW VEHICLE
USE INFORMATION
VICINITY MAP
Idaho Panhandle National Forests
SEE
NEZ-PERCE
CLEARWATER
NATIONAL FOREST
OVER SNOW VEHICLE
USE MAP
tread lightly!
Travel and recreate with minimum impact. Respect the environment and the rights of others. Educate yourself plan and prepare before you go. Allow for future use of the outdoors by leaving it better than you found it. Follow the principles of responsible recreation.
For more information on Tread Lightly! go to www.treadlightly.org or call 1-800-666-9901. | 1,141 | 513 | {
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AUDITION REQUIREMENTS
Concert/Chamber Orchestra
Minimum Requirements:
- Major scales, one octave C, G, D, F, A
- Major scales for viola/cello: 2-octave C and D; for violin: 2-octave G, A, and B-flat.
- Prepared solo of your choice. The solo will not be accompanied and does not need to be memorized.
- Sightreading as requested by auditioner.
Symphony Orchestra Minimum Requirements:
- 3-octave Major scales up to 4 sharps and 4 flats.
- 3 octave Minor scales up to 4 sharps and 4 flats.
- A solo excerpt demonstrating contrasting sections of fast and slow.
- Sightreading as requested by auditioner.
Winds/Percussion Minimum Requirements:
- Major Scales: Up to 4 sharps and flats, preferably memorized as many octaves as possible.
- Chromatic Scale: Preferably memorized.
- Prepared material: Two excerpts of contrasting value that do NOT need to be memorized. (*Three excerpts for Percussion: one on snare, one on mallets, one on tympani.) Regional/All-State Audition material, etude studies, or solo material is suggested.
- Sightreading as requested by auditioner.
(All per AMEA Regional/All-State Audition guidelines.)
TIPS FOR A SUCCESSFUL AUDITION
Choose a solo you can play well, and have it well-prepared so that it shows off your ability. Solos should be of a recital/concert style, such as those found in the Suzuki books or “Fun With Solos.” Solos should not be too easy, nor beyond your ability, which could hurt your audition score. Also, come prepared to play the indicated scales and perform sight reading as a part of each audition. It is helpful to practice sight reading regularly with a teacher during private music lessons. We recommend arriving at least 15 minutes before the scheduled audition time, so there is time to complete any paperwork, warm up and be ready to do your best. Remember, everyone wants you to do well!
East Valley Youth Symphony
P.O. Box 1195, Higley, AZ 85236
www.evysaz.org / firstname.lastname@example.org
The East Valley Youth Symphony offers three orchestras to accommodate a wide range of ability levels.
**Concert Orchestra:** Beginning orchestra, including 6th-7th-8th grades students typically. Strings only.
**Chamber Orchestra:** Intermediate orchestra, including 8th-9th grade students typically. Strings only.
**Symphony Orchestra:** Most advanced level, made up of advanced high school students. Includes winds, brass and percussion in addition to strings for a full symphonic experience.
Rehearsals are on Mondays at Higley High School (Pecos & Recker):
**Concert & Chamber** 4:45-6:15 pm
**Symphony Orchestra** 6:30-8:30 pm
The ensembles perform three concerts a year at the Higley Center for the Performing Arts and other venues in the area.
**East Valley Youth Symphony** was founded in 2006 by a group of conductors and music lovers who saw the need for advanced students to use their musical skills in a setting that would both challenge and enhance their abilities. As a supporter of the schools’ music programs, EVYS requires each of its members to participate in their school orchestra (if one is offered). EVYS is a non-profit 501 (c)(3) charitable organization that encourages the growth of its musicians, both on a personal and performance level, and is led by professional conductors and dedicated parent volunteers.
**OUR MISSION**
TO ENCOURAGE AND INSPIRE YOUNG MUSICIANS IN THE EAST VALLEY BY PROVIDING AN UPLIFTING AND CHALLENGING ORCHESTRAL EXPERIENCE UNDER THE GUIDANCE OF SKILLED CONDUCTORS AND SUPPORTIVE PARENTS. | 1,785 | 827 | {
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SKILL CARDS FOR CUB SCOUTS AND ADVENTURERS
Skill cards for Cub Scouts and Adventurers describe the skills acquired by an individual or group in the Scouts. The cards serve as a good platform for discussing what has been learned during the weekly “Kolo” meetings, trips or camps. Thus, little by little, you learn not only to notice, but also to articulate the competences and skills that the Scouts teach children and young people. Noticing your own competence is useful in many ways, and in addition, knowing and using the “language of competence” is necessary in the future in utilizing, for example, voluntary work in studies.
With the help of the cards, we learn to notice that many different skills are practised during the learning of tangible Scouting skills. For example, the “I learned the reef knot” involves many kinds of skills:
- I can listen to instructions
- I trust in my own abilities
- I learn from my mistakes
Articulating your own skills is a competence that requires practice. Initially, articulating your skills is challenging, and the leader has a significant role to play in completing them, as well as in asking clarifying questions. Once you have learned the basics of articulating your skills at a young age, it will be easier to apply for, for example, badges, compose job applications and plan and monitor the development of your own more goal-directed competences. Thus, the cards serve as a good uptrend tool both for articulating your competences and for the leader to indicate, articulate and monitor the development of your skills.
Card illustrations: Meeri Rasivirta
EXAMPLES OF HOW TO USE THE CARDS
1. The cards are spread on the table. Each Cub Scout or Adventurer chooses one card that best describes their own learning during the weekly “Kolo” meetings. Everyone briefly explains why they chose that card and in what practical situation that skill was acquired. Cub Scout Leader (Akeala) / Adventurer Leader (Sampo) and friends complete the cards if needed.
2. One card is drawn for each, according to which they should come up with a situation in which their own pack / patrol has acquired the competence in question (or in what situation the competence could be acquired).
3. Adventurer Leader / Cub Scout Leader asks the group what they did during the trip and at the same time articulates it in the language of competence. For example, setting up a tent could be said in the language of competence as follows: “You worked in a group and you knew how to ask for help”. At the same time, the leader turns the cards visible to everyone. Finally, there are a lot of cards on the table, which concretizes for the children how much competence has been gained during the trip.
I think and act positively
I take care of agreed things
I come up with new ideas
I trust in my own abilities
I trust my group
I learn from my mistakes
I can inspire myself
I can inspire and encourage others
I can and want to work together
I can organize things
I can take others into account
I can plan with others
I can make decisions
I can work in larger or smaller groups
I can influence mutual matters
I can ask for help if needed
I tolerate uncertainty
I finish what I started
I work for the common goal
I dare to fail | 1,301 | 697 | {
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The Story of
SUPER SOAP vs KLAUS THE GERM
Written by Carly Young
Illustrated by Mark A Gilchrist
There is a germ whose name is Klaus.
He loves to travel and has no house.
Klaus the germ lives everywhere.
He lives on your desk and your chair. He is always there.
He likes all things smelly or not.
He can be on the garbage or even a pot.
You can find Klaus on a slide at the park.
You can even find him on a dog that barks.
As we touch these things, Klaus hitches a ride.
On our palms, under our nails,
he likes to hide.
You cannot see Klaus, because he is so tiny.
Even though he is small, his powers are mighty.
Klaus can make us feel not so great.
He can make us sick and our tummies ache.
But there is someone who brings us hope.
He goes by the name of Super Soap!
Super Soap is used on our hands.
He makes bubbles and foam that Klaus can’t stand!
We all need to help Super Soap win.
So listen closely to the 5 steps to make your super powers kick in.
Step 1: WATER
Turn on the water and wet your hands.
Step 2: SOAP
Turn off the water, put Super Soap on your hands, then rub them to make bubbles Klaus can’t stand.
Step 3: SCRUB
Scrub your hands and every finger, to get the dirt that’s in between. Keep scrubbing for 20 seconds to make sure they’re all clean.
Step 4: RINSE
Turn on the water and give your hands a rinse.
Step 5: DRY
Dry your hands well, turn off the water with the paper towel, and throw it away. It only makes sense.
When you wash your hands and do it right, Super Soap finds Klaus and gives him a fight.
Super Soap says, “Remember the 5 steps: Water, Soap, Scrub, Rinse, and Dry.”
“Everyone does it, whether we’re a girl or a guy.”
“Thank you for doing the 5 steps,” Super Soap says. “The more you practice, the better you get!”
“I need your help!
So please, don’t forget.”
The End
This story was brought to you by:
UF IFAS Extension
UNIVERSITY of FLORIDA
grow • shop • cook • eat
Family Nutrition Program
YUM
Youth Understanding MyPlate
KLAUS
THE GERM
grow • shop • cook • eat
Family Nutrition Program
UF/IFAS Extension
UNIVERSITY OF FLORIDA
An Equal Opportunity Institution.
youth understanding myplate
Super Soap
grow • shop • cook • eat
Family Nutrition Program
UF/IFAS Extension
An Equal Opportunity Institution.
yum
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Peppers
Peppers are a warm-season crop that will grow in most Texas areas. Red and green peppers are good sources of Vitamin C, limited amounts of Vitamin A, and small amounts of several minerals. Red peppers have more Vitamin A than do green peppers. Peppers are good raw or cooked. Eat them as a snack, use them to decorate food, or add them to salads and casseroles. You can also stuff peppers with seasoned breadcrumbs or meat and bake them.
Grow it
Varieties
- Big Bertha bell pepper, Grande jalapeño, TAMU mild jalapeño, and Hidalgo serrano.
Soil Preparation
- Mix compost into the top 4 to 6 inches of soil or incorporate it into the planting container along with one cup of 15-5-10 or 2-3 cups of organic fertilizer per 10 feet of row.
Planting
- Buy healthy transplants that are 4 to 6 inches tall.
- About three to four hot pepper plants and eight to ten sweet pepper plants should be enough for a family of four.
- Do not cover the roots deeper than the original soil ball.
Fertilizing
- After the first fruit begins to enlarge, place 2 teaspoons of 15-5-10 fertilizer or ¼ to ½ cup of organic fertilizer around each plant about 6 inches from the stem.
- Water the plant after adding the fertilizer. This will increase the yield and the quality of the peppers.
Watering
- Water the plants enough to keep them from wilting, which reduces yield and the quality of the fruit.
- Slow, deep watering helps the root system grow strong.
Care During the Season
- Pull by hand any weeds that are close to the plants.
Harvesting
- If you pick the peppers when they are full size but still green, the yields will be greater. If you allow them to turn red, the Vitamin A will be higher.
- The first peppers should be ready 8 to 10 weeks after transplanting.
Insects & Diseases
- If something does not look right with your plant, contact your county Extension agent for more information.
Storing & Serving
- Store peppers in the vegetable crisper of the refrigerator or use other covered containers. Use them within 3 to 5 days after harvesting.
### Buy it
- Choose firm, brightly colored peppers with tight skin that are heavy for their size.
- Avoid dull, shriveled, or pitted peppers.
### Store it
- Refrigerate bell peppers in a plastic bag for use within 5 days.
### Use it
#### Beefy Vegetable Stuffed Peppers
**Course:** Main Dish
**Serves:** 4
**Ingredients**
- 1 lb extra-lean ground beef
- Black pepper
- ½ tsp salt
- ½ tsp oregano
- 1 small onion, minced
- ½ cup quick cooking oatmeal
- 1 medium-sized zucchini, coarsely grated
- 1 egg, lightly beaten
- 1 (10 ounce) package frozen chopped spinach, thawed and squeezed dry
- 3 medium-sized bell peppers, cut in half lengthwise, cored
- 2 (14.5 ounce) cans no-salt-added diced tomatoes, juice reserved
**Instructions**
1. Preheat oven to 350° F.
2. In a large bowl, combine the beef, salt, pepper, oregano, onion, oatmeal, zucchini, egg, and spinach. Mix until well combined.
3. Arrange the pepper halves, cut side up, in a 9x13 baking dish and fill each pepper halfway with the meat mixture.
4. Pour the tomatoes and their juices over the peppers.
5. Cover with aluminum and bake for 30 min. Uncover and bake the peppers until the mixture inside peppers reaches 165° F—about 30-45 more min.
#### Sautéed Green Pepper
**Course:** Side Dish, Vegetables
**Serves:** 4
**Ingredients**
- 2 medium-sized green bell peppers
- 2 tsp olive oil
**Instructions**
1. Cut peppers into strips.
2. Sauté in olive oil in a non-stick skillet until crisp-tender.
Recipes provided by Dinner Tonight. For nutritional information:
https://dinnertoday.tamu.edu/recipe/beefy-vegetable-stuffed-peppers/
https://dinnertoday.tamu.edu/recipe/sauteed-green-pepper/
### Learn about it
- Hot and sweet varieties of peppers originally came from Central and South America before being introduced into Europe in the 16th century.
- Peppers are free of fat, saturated fat, and cholesterol.
- They are low in sodium and calories but high in Vitamin C.
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General
A presentation which included a brief introduction and recap of the two previous meetings was given. In addition, a concept plan was shown on the screen and the same plan was printed and hung on the wall along with a wide assortment of photographs. The presentation looked at each zone and addressed various levels of staff-intensity for each zone. At the end of the presentation we solicited feedback from the community on each zone by showing a slide with a collection of images. We ask them to respond by telling us what they liked and what they didn’t like.
Below is a list of the feedback provided for each zone.
Entry
1. Kids don’t need it to be elaborate
2. An Administration building is very important - It provides a place to hang out
3. Surrounding the administration building should be a large porch or gathering space
4. Don’t make it too pretty
5. Keep it funky
6. Picnic tables are important
7. Keep it informal – A place to get dirty
8. Focus on what is beyond the gates, spend money where it matters most
9. Tall gates provide a level of mystery
**Physical Challenge**
1. A few people commented about how they love the zip line idea
2. A ropes course is not only a cool idea but could be a way to charge a fee to climb upon it.
3. Natural element to climb are much better than manufactured climbing structures
4. Community-built structures provide opportunities to create higher elevations and therefore can become great for climbing
5. We want more than just boulders to climb on
6. Perhaps there can be a wooden jungle gym
7. Big tree-like structures to climb all over are great
8. Provide more places to hang out
9. Tree houses would be good
**Imaginative Play**
1. Camp outs are a great idea
2. The stage idea is great for kids to put on plays, skits, etc.
3. Would costumes be provided?
4. Instead of paint, maybe there could be big chalkboard for kids to write and color all over
5. Keep it natural- If too much is provided in the way of apparatuses and such then kids are not really flexing their imagination
6. Structures that can be adaptable according to the imagination of children
7. The amphitheater is a great idea, could be a great gathering place to explain rules.
**Sensory Garden**
1. Could be a good place to provide learning opportunities for children.
2. If it becomes a garden tended to by children it will end up being neglected
3. This would be a great area for habitat sightings. Lizards, birds, insects, etc.
4. Could be a place where staff can teach kids gardening techniques
**Water’s Edge**
1. A sandy accessible beach would be a great place to get your feet wet
2. Provide a natural edge to access
3. Running water from a nearby source directed to the pond would make the pond more dynamic. Provide a continuous water source
4. A place to get mud in your toes
5. Tad poles - Living pond. Opportunities to interact with wildlife
6. Much of the previously-mentioned sedimentation problem came from washing kids off after playing in mud
7. Educational opportunities- Teach kids about sedimentation and good water quality
8. Provide natural filtration for pollutants
9. Perhaps we can pump treated water to an above-ground cistern so it can be released through gravity to be used when needed
**Build Your Own Adventure**
1. An opportunity to bring back carpentry as a culturally important skill. A workshop which includes a band saw, drill press, etc. would help lead to the cultural preservation of carpentry.
2. Focus on Green design
3. Even if the construction is low impact, staff is very important
4. Staff was critical for safety at AP
5. Perhaps there could be different levels of construction to respond to different levels of staffing
6. Construction was always supervised at AP
7. If we can’t have lumber construction then teepees are a great idea
8. It is very important to develop a framework for construction and supervision so those elements can by seamlessly incorporated into the park when funding opportunities are presented | 1,566 | 869 | {
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The Onjo-ji Temple, as head temple of the Tendaijimon Buddhist sect, has long been considered as one of the Four Great Temples of Japan. Throughout history, the emperors Tenji, Kobun and Tenmu modified its structure and name through various imperial orders. Prince Otomo Yota no O, son of emperor Kobun, first started the building process of this huge and expensive structure, followed by emperor Tenmu who named it Nagarayama Onjo-ji. Its common name “Mii-dera” (“temple of the three wells”) comes from the miraculous spring in which the three emperors Tenji, Tenmu and Jito were given their birth bath (Ubuyu). Later, the great Buddhist teacher Chisho used this spring water to perform the Sanbu Kanjo ritual (Buddhist rite of passage during which the master figuratively “pours” his knowledge onto his student).
Despite the fact that, through its long history, the Mii-dera temple was repeatedly destroyed by fire, it has been restored each time thanks to the efforts of Hideyoshi Toyotomi and Ieyasu Tokugawa. Today, it is designated as one of the national treasures (Koku-ho) and as an important cultural property (Juyo Bunkazai). Along with its famous gardens, the Mii-dera temple is considered as a valuable heritage of Japan.
Chisho, named Enchin during his lifetime, was one of the founders of the Tendai Buddhist sect. He was born in 814 in Sanuki province (modern Kagawa prefecture). His mother was the niece of Kukai.
Chisho decided during his 22 year long religious training at Mount Hiei (Kagoyama Shugyo), to devote his life to Fudo Myoo (the “Unmovable King of Wisdom”, Buddhist deity). Still today, an image of Fudo Myoo (national treasure, normally withheld from the public) is enshrined in the Mii-dera temple.
He became the first head of the current temple in 859, and 10 years later the fifth head of the Tendai sect, and so during 24 years, devoting his life to the development of Buddhism in Japan. He passed away on October 29, 891 at the age of 78 years old. Emperor Daigo gave him his posthumous name of “Chisho”.
“Benkei no hiki zuri gane” or “Benkei and the bell he dragged along”
The temple bell, which was manufactured during the Nara period, is said to have been donated to the Mii-dera temple as an expression of gratitude to Fujiwara no Hidesato for the Extermination of the Centipede (“Mukade Taiji”, a legendary episode) living on mount Mikamiyama. The bell is also said to have been brought back from Ryu-gu, the underwater Palace of the Dragon King. In the tenth century, during the succession disputes which broke out between Tendai monks, Benkei (a warrior monk, popular subject of Japanese folklore) took the bell away and dragged it up to the summit of mount Hiei. There, he tried to strike it and got mad when he heard it ringing “eeno ceno”, which means “I want to go back” in the Kansai dialect. Benkei then threw the bell down to the bottom of the valley. The scars and cracks which can be seen on the bell are said to be traces of this episode.
Jingoro Hidari’s dragon
A famous dragon sculpture, which is said to be the work of Jingoro Hidari, can be seen on the facade of the Akiaya building, inside of which the miraculous spring that gave its name to the Mii-dera temple gushes out. The dragon used to escape and fly to lake Biwa night after night, causing damages. Worried, Jingoro himself drove spikes in the dragon’s eyeballs to soothe the beast. Still today, the dragon is calmly watching over the Mii-dera temple from the facade of the Akiaya building.
Worship route
1. Niomon gate (important cultural property)
2. The Kondo, main structure of the temple (national treasure)
3. The bell tower (evening bell, important cultural property)
4. Issan-ryo-zo, the scripture house containing the complete Buddha sutras (important cultural property)
5. Akiaya (miraculous spring of the Mii-dera temple, important cultural property)
6. Kannon-do hall (designated by the prefecture as a important cultural asset)
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Take $g = 9.8 \text{ ms}^{-2}$ and give all answers correct to 3 significant figures where necessary.
1. A small ball $A$ is moving with velocity $(7\mathbf{i} + 12\mathbf{j}) \text{ ms}^{-1}$. It collides in mid-air with another ball $B$, of mass 0.4 kg, moving with velocity $(-\mathbf{i} + 7\mathbf{j}) \text{ ms}^{-1}$. Immediately after the collision, $A$ has velocity $(-3\mathbf{i} + 4\mathbf{j}) \text{ ms}^{-1}$ and $B$ has velocity $(6.5\mathbf{i} + 13\mathbf{j}) \text{ ms}^{-1}$. Calculate the mass of $A$.
(4 marks)
2. A stick of mass 0.75 kg is at rest with one end $X$ on a rough horizontal floor and the other end $Y$ leaning against a smooth vertical wall. The coefficient of friction between the stick and the floor is 0.6. Modelling the stick as a uniform rod, find the smallest angle that the stick can make with the floor before it starts to slip.
(6 marks)
3. An engine of mass 20 000 kg climbs a hill inclined at $10^\circ$ to the horizontal. The total non-gravitational resistance to its motion has magnitude 35 000 N and the maximum speed of the engine on the hill is 15 $\text{ms}^{-1}$.
(a) Find, in kW, the maximum rate at which the engine can work.
(4 marks)
(b) Find the maximum speed of the engine when it is travelling on a horizontal track against the same non-gravitational resistance as before.
(3 marks)
4. Relative to a fixed origin $O$, the points $X$ and $Y$ have position vectors $(4\mathbf{i} - 5\mathbf{j}) \text{ m}$ and $(12\mathbf{i} + \mathbf{j}) \text{ m}$ respectively, where $\mathbf{i}$ and $\mathbf{j}$ are perpendicular unit vectors in the directions due east and due north respectively. A particle $P$ starts from $X$, and $t$ seconds later its position vector relative to $O$ is $(2t + 4)\mathbf{i} + (kt^2 - 5)\mathbf{j}$.
(a) Find the value of $k$ if $P$ takes 4 seconds to reach $Y$.
(3 marks)
(b) Show that $Q$ has constant acceleration and find the magnitude and direction of this acceleration.
(4 marks)
5. Three particles $A$, $B$ and $C$, of equal size and each of mass $m$, are at rest on the same straight line on a smooth horizontal surface. The coefficient of restitution between $A$ and $B$, and between $B$ and $C$, is $e$.
$A$ is projected with speed 7 $\text{ms}^{-1}$ and strikes $B$ directly. $B$ then collides with $C$, which starts to move with speed 4 $\text{ms}^{-1}$. Calculate the value of $e$.
(10 marks)
6. A rectangular piece of cardboard $ABCD$, measuring 30 cm by 12 cm, has a semicircle of radius 5 cm removed from it as shown.
(a) Calculate the distances of the centre of mass of the remaining piece of cardboard from $AB$ and from $BC$.
The remaining cardboard is suspended from $A$ and hangs in equilibrium.
(b) Find the angle made by $AB$ with the vertical.
7. A rocket is fired from a fixed point $O$. During the first phase of its motion its velocity, $v$ ms$^{-1}$, is given at time $t$ seconds after firing by the formula
$$v = pt^2 + qt.$$
5 seconds after firing, the rocket is travelling at 500 ms$^{-1}$.
30 seconds after firing, the rocket is travelling at 12 000 ms$^{-1}$.
(a) Find the constants $p$ and $q$.
(b) Sketch a velocity-time graph for the rocket for $0 \leq t \leq 30$.
(c) Find the initial acceleration of the rocket.
(d) Find the distance of the rocket from $O$ 30 seconds after firing.
From time $t = 30$ onwards, the rocket maintains a constant speed of 12 000 ms$^{-1}$.
(e) Find the average speed of the rocket during its first 50 seconds of motion.
8. A golf ball is hit with initial velocity $u$ ms$^{-1}$ at an angle of 45° above the horizontal. The ball passes over a building which is 15 m tall at a distance of 30 m horizontally from the point where the ball was hit.
(a) Find the smallest possible value of $u$.
When $u$ has this minimum value,
(b) show that the ball does not rise higher than the top of the building.
(c) Deduce the total horizontal distance travelled by the ball before it hits the ground.
(d) Briefly describe two modelling assumptions that you have made. | 1,996 | 1,140 | {
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Rosa Parks
Colour me in
THE PEACE MUSEUM
Rosa was born on February 4th 1913 in the United States of America. She grew up on a farm. She had to stop going to high school to look after her grandmother and later her mother, when they both became poorly.
Where she lived was very racist. This means people who were black were treated differently. There was a lot of separation between black and white people. A law was made where Rosa lived called The Jim Crow Law. This meant that in shops, cafes and buses, people who were black had to use different seats and doors to people who were white. This is called segregation.
After Rosa married, she worked many different jobs and finished high school in order to graduate.
In 1943 she joined The Civil Rights movement, which was fighting for equal rights for everyone no matter their skin colour. Rosa fought for women’s equal rights too. At that time black women could not vote in a political election where she lived. She also worked for racial justice, which means everyone is treated the same by police and the law no matter what their skin colour.
One day after work when she was 42 years old, she got on a bus and sat in the section for people who were black. The driver told her and three others to get up and move to the back of the bus because people who were white wanted to sit down. Rosa said later that “when that white driver……ordered us up and out of our seats, I felt a determination cover my body like a quilt in winter”. While the other three people moved, Rosa stayed in her seat. She was tired of being bossed around and treated unfairly. The driver called the police and they arrested her.
Her arrest sparked a protest. People who were black stopped using the buses, this is called a boycott. No black person used the buses for 381 days. This meant the bus company lost lots of money. The protest resulted in the law separating people on buses to be stopped.
Rosa was asked to speak at many places and used the money she got from that to help the civil rights cause.
Word Search
| F D A V I S H P R O T N B E N J E R |
|--------------------------------------|
| T A R A C T O O N Y B A L N I O O N |
| R E R C T N M L D E L E G M H T F L |
| U N C M L E A I R N S S C F O U N T |
| S P R O C E T C F U L R C A R T O O |
| N S P I B E S E M A O C L A W N D N |
| R Q U N R D S I N W D E R W O I D O |
| F R O V E B E R M E A Y H O O J D I |
| R D E T E R M I N A T I O N T R I T |
| D E S P E R W A T E T R F R I T E A |
| S E S A T L F O G O L T T E N T L G |
| R A O S T E D F R E I N D S R O T A |
| T R S T H G I R L I V I C R E C S R |
| O P R E S T U T I A Q C U B T Y E G |
| H R D K U I O N G E F W X D V O E E |
| E V G E A D B R H F S Q E F V B U S |
| M T E D C G D R E T U J I H R E D R |
| G T I P F E B R U A R Y T R E A G H |
Answer the questions to find the words you search for.
1. What month was Rosa born?
2. Where did she grow up?
3. What was the law called that separated black and white people?
4. What is it called when you separate black and white people?
5. In 1943 what movement did Rosa join?
6. What mode of transport did Rosa take home from work?
7. Fill in the blanks. I felt a ____________ cover my body like a _______ in winter.
8. Who did the driver call when Rosa wouldn’t leave her seat?
9. What is a protest called that involves people stopping doing something? | 1,661 | 935 | {
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What is TA-65®?
TA-65® is a patented, all natural, plant-based compound which can help maintain or rebuild telomeres, that diminish as people get older.
The length of a person’s telomeres is a good indicator of his or her overall health status; short telomeres have been associated with cellular aging and dysfunction.\(^1,^2\) The real *biological age* of a person’s body may be more or less than their chronological age. Telomere length is considered a key marker in measuring a person’s biological age as opposed to their chronological age.
For a body to stay healthy, it is important to maintain telomere length. Having short telomeres can accelerate the natural aging process on a cellular level.
By activating an enzyme called telomerase, the TA-65® compound can help slow down and possibly reverse age and lifestyle-related telomere shortening.
TA-65MD® Nutritional Supplements
TA-65MD® nutritional supplements are the first in a line of products based on the TA-65® compound. TA-65MD® nutritional supplements are formulated through a proprietary process to increase the absorption (bioavailability) of the TA-65® compound in the body. This process helps ensure that the compound is not digested before it reaches the bloodstream, where it can then be delivered to our cells. No other products utilize this proprietary technology.
TA-65MD® nutritional supplements support immune health and can help reverse some of the obvious effects of cellular aging. They should be taken as part of an overall health and wellness regimen. TA-65MD® supplements have been proven safe and effective in more than a decade of studies and in use by people worldwide.
The product is available in 250 unit capsules that come in 90 count bottles, and 100 unit capsules that come in 30 count bottles.
Consumers typically take between one and four capsules daily; a certified TA-65® doctor can help you determine the appropriate dosage.
Other products based on the TA-65® compound are currently in research and development and include those that target skin care as well as products designed specifically for pets.
T.A. Sciences® follows stringent quality control procedures to ensure the safety and efficacy of its products, including a rigorous testing and analysis program across all phases of supply and production.
Telomeres are the caps at the end of each strand of DNA that protect it, like the plastic tips at the end of shoelaces. Telomeres shorten each time a cell divides and act as a clock that signals cells to age. Eventually telomeres become so short that the DNA is unprotected and cells stop functioning or die. | 1,128 | 543 | {
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Solve the following word problems by writing the important information, verbal model, expression, work, and complete sentence answer.
1. A local petting zoo had a total of 98,464 visitors last year. The zoo was open every day except Thanksgiving, Christmas, and New Year’s Day. What was the average number of visitors per day?
2. The area of a rectangular flower bed is $6 \frac{1}{2}$ square feet. The width of the flower bed is $\frac{3}{4}$ feet. What is the length of the flower bed?
3. A high school track is 9.76 meters wide. It is divided into 8 lanes of equal width for track and field events. How wide is each lane?
4. Ramon’s hobby is raising parrots. The table gives the weights of five of his birds.
| Parrot | Weight (oz) |
|--------|-------------|
| Jack | 6.102 |
| Tippy | 5.98 |
| Fritz | 6.058 |
| Danny | 6.8 |
| Abe | 6.06 |
A. A female parrot that weighs 13.44 ounces has a chick that weighs 0.56 ounces. How many times the chick’s weight is the weight of the mother?
B. Ramon has an African Grey parrot named Curly that weighs 17.4 ounces. How much heavier is Curly than Tippy?
C. Ramon buys five 3-pound bags of natural parrot food for $8.79 per bag and two 5-pound bags for $13.90 per bag. What is the total cost of parrot food? What is the average cost per pound of parrot food?
5. Denise sells pizza for $0.89 a slice. Each slice of her pepperoni pizza is \( \frac{1}{8} \) of a pizza. Each slice of her mushroom pizza is \( \frac{1}{10} \) of a pizza. Today she sold all of the slices of 7 pepperoni pizzas and 6 mushroom pizzas. How much money did she make?
6. One event at a debate tournament lasted $2\frac{4}{5}$ hours. Each contestant spoke for $\frac{2}{15}$ of an hour. How many contestants were there?
7. Juan plans to build a bookcase to store his paperback books, DVD’s, and CDs. He has lumber that he will use for the sides and back of the bookcase. The bookcase will have five shelves, and each shelf will be $2\frac{1}{2}$ feet long.
A. Juan bought a piece of lumber that is 18 feet long. Does he have enough lumber to make the five shelves? If not, how much more does he need? If so, how much will be left over?
B. DVD cases are $\frac{9}{16}$ inch wide. If Juan has 60 DVDs, how many of them will fit on one shelf? How wide would a DVD case have to be in order for 60 of them to fit on one shelf?
C. Juan has 28 paperback books. Each book is $1 \frac{3}{4}$ inches wide. Will all his books fit on one shelf? If not, how many will fit and how many will have to go on another shelf? If yes, how many more paperback books, if any, will fit on the same shelf?
D. Juan measured the location for the bookcase and realized that his shelves can be no more than $1 \frac{3}{4}$ feet wide. What is the maximum number of shelves Juan could build for this new bookcase using the lumber he bought? How many paperback books will he be able to store on each of the shorter shelves? | 1,312 | 793 | {
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**Personal, Social and Emotional Development**
Children will learn to;
- Play and work co-operatively with others
- Listen to others and ask questions
- Try new activities and have a positive attitude
- Share, help others and say please and thank you
- Show resilience and perseverance in the face of challenge
- Know and talk about health and wellbeing including sensible amounts of screen time, having a good sleep routine, healthy eating
- Dress and undress independently (coats and waterproofs for outdoor learning)
- Select, use and tidy away activities and resources independently
**Physical Development**
This half term the children will:
- Continue to develop overall body strength, coordination, balance and agility through physical activities and building obstacle courses
- Understand how to keep safe around candles, fire and fireworks
- Understand how to stay safe in the dark and to cross roads safely
- Develop balance skills through the use of two wheeled vehicles
- Begin to form recognisable letters
- Use a range of tools competently, safely and efficiently
**Communication, Language and Literacy**
During this topic, children will learn to interact with others, negotiating plans and activities and taking turns in conversation and will be encouraged to speak clearly and audibly with confidence and control.
Children will listen to and explore selected non-fiction, fiction and poetry texts, responding to what they have heard by relevant comments, questions or actions.
Children will continue to learn to blend phonemes to read simple words and to learn some words by sight. They will practise letter formation patterns and how to accurately write their names.
**Mathematics**
This half term we will focus on:
- Counting to 10 and beyond
- Accurately counting objects to 10
- Representing numbers 1-5
- Composition of number 1-5
- One more, one less
- 2D shapes
- Measuring time – night and day
**Bright Lights and Dark Nights**
**Additional Information**
- **PE:** Monday (NUFC) and Friday (Commando Joe’s) – come dressed in PE kit
- **Library Day:** Friday
- **Tapestry:** Please continue to share home learning and experiences via Tapestry.
**Expressive Arts and Design**
We will:
- Combine different media to make pictures
- Listen to and dance to music from different cultures
- Role play stories in a group
- Respond to music with different kinds of movement
- Model making – fireworks, decorations,
- Dress up and act out stories.
**Understanding the World**
We will learn to:
- Recognise special times and events
- Begin to understand that people have different beliefs and celebrate in different ways
- Learn about Bonfire Night, Hallowe’en and Remembrance traditions and share their own
- Thinking about the dark – using torches, reflections, shiny materials
- Learn about nocturnal animals – owls, foxes, bats
- Notice the effect of changing seasons on the world around them | 1,234 | 608 | {
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PART-A (10 x 2 = 20 Marks)
1. Draw the magnitude spectrum of AM and DSB-SC modulated signals.
2. A frequency modulated signal uses modulation index equal to 5. Classify the resultant signal under NBFM and WBFM and justify.
3. Draw the constellation diagram of BPSK and BFSK signals.
4. A periodic signal has three harmonic tone as 50Hz, 500 Hz and 750 Hz. If the signal is sampled without aliasing, find the minimum sampling frequency required to sample the signal.
5. A discrete memoryless source emits 4 symbols with probabilities 0.5, 0.25, 0.125 and 0.125. Then calculate the average information present in the symbols.
6. Draw the NRZ unipolar and AMI coded signal for the binary input "0 1 0 1 1 0 0 1..." .
7. Differentiate: multiplexing and multiple access techniques.
8. What is SDMA?
9. What is geo-synchronous orbit? Write its importance in communication.
10. Draw the schematic of an optical fiber communication system used for voice communication.
Part – B (5 x 16 = 80 marks)
11. With suitable diagrams, explain the generation and detection of (i) PAM, (ii) PWM and (iii) PPM signals. List the merits and demerits of the respective techniques.
12. a) Draw the schematic diagram of AM signal generator and detection using envelope detection. Draw the modulated and demodulated signals for under modulated, critically modulated and over modulated conditions.
b) Describe Armstrong method of FM signal generation. Emphasize the use of multiple frequency multiplier in the modulator chain with suitable example.
13. a) Consider a discrete memoryless source emits 6 symbols \(\{x_i, i=1,2,\ldots,6\}\) with probabilities \(\{0.2, 0.25, 0.15, 0.15, 0.13, 0.12\}\) respectively. Identify the binary code words for the symbols using (i) Shannon-Fano and (ii) Huffman Coding techniques; (iii) compare the efficiency provided by the code words derived from the above techniques.
(OR)
b) What is convolutional code? Describe each one method used for its generation and detection.
14. a) With suitable technique brief the following multiple access techniques (i) FDMA, (ii) TDMA, (iii) CDMA
(OR)
b) Write a note on PN sequence and brief the operational principle of DSSS communication system with suitable diagrams.
15. a) Briefly discuss about various sources and detector used in the optical communication link with their own limitations
(OR)
b) Discuss about the link budget of a satellite communication system. | 1,228 | 600 | {
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Voice A: Seattle is...
Voice B: Well, we don’t use umbrellas.
Voice C: Coffee.
Voice A: Computers?
Voice C: It’s a city with a needle.
Voice B: Home to sasquatch.
Voice D: Home to the Museum of History and Industry.
Voice B: Innovation.
Voice C: Rain.
Voice A: A story.
Voice D: A history.
[music plays out underneath]
TK: Welcome back to Rainy Day History! My name is TK, and I’m a member of the MOHAI Youth advisors (also lovingly called MYA): a dedicated and creative group of high school students who guide the Museum of History and Industry in what teens want and need.
You may recognize me as a host from season one. Well I’m here to announce that we’re back for another season! As always, episodes will dive into history to uncover what it means to be a Seattleite both in the past and the present.
This season we’re exploring the theme of “growth” - tackling inclusion and exclusion through projects, people, and events that helped expand Seattle and put it on the map. We’re talking marvelous buildings, transit plans that went nowhere, and cultural movements that drew people to the city. We’ll also be exploring how growth for some often comes at the expense of others.
[jaunty piano music plays and continues underneath]
TK: You’re going to hear a lot of new voices this season - not only is there a new MYA crew but for each episode, we interviewed a special guest to share about the legacies left behind by those prominent projects and events in the city.
Special guest clip 1: for those immigrants then who are coming on over, not being able to become naturalized citizens and own land and property meant that having a space for themselves would be a challenge, right? Lots of difficulties. So, it was actually a 170 different Chinese immigrant men who pooled their resources together to build the East Kong Yick Building…
Special guest clip 2: and I think that is kind of a unique component of the A-Y-P – not only a gateway to Alaska but also to the Pacific Rims. You know, they felt like they had a… one shot… to tell the world how good Seattle was…
Special guest clip 3: one of the critics called it “Seattle’s tower of terror” (chuckles) it’s just a frightening, frightening thing. And I uh, I didn’t ever quite experience that. I could see how one might. But whatever you think of it, it is considered one of Seattle’s iconic buildings. People will acknowledge that, because… and I think it’s because he took a chance. He decided to do something very dramatic with engineering in that building…
[Jaunty piano music ends]
TK: But don’t forget – this podcast is completely teen-researched, written, and produced! These episodes are filled with our own arguments, our thoughts, our worries, and our musings. With each episode, we hope to demonstrate how relevant history is by bridging the past, present, and future.
So make sure to subscribe to the podcast on your favorite listening platform so you don’t miss out! And you can follow us on Instagram for updates @mohaiteens (that’s m-o-h-a-i-t-e-e-n-s), and follow the museum @mohaiseattle (that’s m-o-h-a-i-s-e-a-t-t-l-e), and you can visit the MOHAI website for show notes and transcripts at mohai.org (that’s m-o-h-a-i-dot-o-r-g).
We’re looking forward to sharing our podcast with you every week this summer!
Now, to give you a hint about what’s coming up in our very first episode of the season, here’s India with a trivia question.
[8-bit elevator music starts playing and plays softly underneath]
India: Hey! It’s your trivia master, India. Here’s a bit of a preview of what’s coming up in the next episode.
Which Seattle park is named for the person who repealed the Chinese Exclusion Act in 1943? Is it…
a. Carkeek Park
b. Magnuson Park
c. Jefferson Park
d. Lincoln Park
Find out the answer on the next episode of Rainy Day History!
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2013 ASSEMBLY JOINT RESOLUTION 95
February 11, 2014 – Introduced by Representatives JOHNSON, BARNES, GOYKE, KESSLER, PASCH, RODRIGUEZ, YOUNG and ZAMARRIPA, cosponsored by Senators HARRIS and L. TAYLOR. Referred to Committee on Rules.
Relating to: recognizing Black History Month.
Whereas, Americans have recognized black history annually since 1926, first as “Negro History Week” and later as “Black History Month,” and the Wisconsin legislature has commemorated February as Black History Month to honor the lives and contributions of Wisconsin African American residents; and
Whereas, we are commemorating the 50th anniversary of the 1964 Civil Rights Act, which drew from many African Americans taking a positive stance on breaking down the barriers to racial equality; and
Whereas, Clayborn Benson, a native of Milwaukee who faced challenges as an impoverished youth, graduated from the old West Division High School despite being labeled “learning disabled”; and
Whereas, Clayborn Benson is the founder and executive director of the Black Historical Society and Museum, which documents and preserves the historical heritage of people of African descent in Wisconsin; and
Whereas, the Black Historical Society Museum exhibits, collects, and disseminates materials depicting African heritage, while serving as a resource center for all people interested in African American heritage and as a promoter of family, community, and cultural activities; and
Whereas, James Hightower III, on June 15, 2013, at the age of 12, became the youngest African American in American history to earn the honor of Eagle Scout, scouting's highest honor; and
Whereas, James Hightower III, for his Eagle Scout service project, rebuilt six bleachers at the three baseball fields of Kletzsch Park, leading recruitment and fundraising efforts for this massive undertaking that enriched the Glendale and Milwaukee communities; and
Whereas, James Hightower III is an inspiration for children and adults in Milwaukee and in the entire state of Wisconsin for his commitment to setting and achieving ambitious goals and working tirelessly to invest in and give back to his community and the world around him; and
Whereas, many African Americans have served in the legislature, including former senators Spencer Coggs, Gary George, Gwendolynne Moore, and Monroe Swan and former representatives Lloyd Barbee, Cecil B. Brown Jr., Elizabeth Coggs, Marcia P. Coggs, Isaac Coggs, Jason Fields, Tamara Grigsby, Raymond Lee Lathan, Johnnie Morris-Tatum, Lucien Palmer, Antonio Riley, Le Roy Simmons, Walton Bryan Stewart, Barbara Toles, and Robert Turner; now, therefore, be it
Resolved by the assembly, the senate concurring, That the Wisconsin legislature recognizes February 2014 as Black History Month and extends thanks and praise to Clayborn Benson, James Hightower III, and the many African
Americans who have served in the legislature for their contributions to the state of Wisconsin.
(END) | 1,391 | 640 | {
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JERUSALEM, Aug. 7—The body of Dr. Theodor Herzl, the founder of political Zionism, who in the Eighteen Nineties promoted the first practical steps which led ultimately to the establishment of Israel, will be reinterred in Jerusalem on Aug. 17. It will arrive here by plane on Aug. 16 from Vienna, where he died and was buried in 1904.
This event is regarded here as the biggest of its kind since the burial near Nablus of the mummified remains of Joseph, which the Prophet Moses took along on the exodus of the Israelites from Egypt.
The reinterment of Dr. Herzl will take place on a hilltop between Beth Hakerem and Bait Vegan, in the southwestern part of Jerusalem, about four miles from the Arab Legion lines. The ceremony will be witnessed by about 7,000 people, including pairs from all Jewish settlements in Israel, who will place little bags of earth from their villages in the grave over the coffin. There will be no speeches and no flowers, in accordance with Dr. Herzl's request in his last will.
Will Be Brought to Tel Aviv
The body will be brought to Tel Aviv on Aug. 16 and will lie in state in the Knesset (Assembly) chamber.
According to the plans, an Israeli aircraft will call for the body at Vienna. After a service in a Vienna synagogue, the coffin will be flown to Lydda. There will be a guard of honor on board, including representatives of the Government and the Jewish Agency. The plane will be met over the Mediterranean by a flight of war planes and escorted to Lydda, where Government officials and Jewish Agency leaders will be waiting.
In Jerusalem there will be a three-mile procession to the burial ground. About 5,000 Jerusalemites together with contingents from the rest of Israel will form the procession.
The general public will not be able to take part in the funeral, but will be able to hear a running description of the proceedings over the Voice of Israel.
No Mention in Will
Dr. Herzl's will made no mention of any particular spot for burial. It said: "I want a modest funeral without speeches and without flowers. It is my wish to be buried in a metal casket, beside my father, and to lie there until the Jewish people will carry my remains to the Land of Israel."
The first practical steps to carry out this wish were taken in 1933 at the eighteenth Zionist Congress. But there was disagreement as to where the remains should be interred. In 1935, it was decided that the burial should take place in Jerusalem for political, national and historical reasons. But Arab riots broke out the following year and continued until 1939 when World War II broke out. Since the end of the war, Israel had its own war of independence, which further delayed the reinterment until this month. | 1,068 | 601 | {
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Responsive Care Giving for Infants
Carers play an important role in the development of children. Studies indicate that infants and toddlers flourish in care settings that meet their fundamental needs for close, caring relationships, health and safety, connection to family and culture, with knowledgeable, responsive caregivers.
Research has shown that the very young are both vulnerable and competent. They are dependent on adults for: physical survival; emotional support and security; providing a safe base for learning; regulating, modeling, and mentoring social behavior; and information exchange about the workings of the world and rules for living.
Yet infants and young children are also extremely skilled as: inventors; communication initiators; imitators, interpreters, integrators; meaning seekers; relationship builders; and they are curious, motivated, self-starting learners.
Carers who contribute most positively to a child’s development are loving facilitators of emotional, cognitive, language, physical, and social competence. With infants, good teaching and good caring occur with emotional support and facilitation of learning and development happening simultaneously. This is characterized as ‘responsive care’, carefully orchestrated to meet each individual child’s needs and relate to that child’s unique thoughts and feelings.
- Responsive care means looking for cues and adapting. Infants have an inborn motivation to learn and explore; they are on a constant quest for knowledge, learning from what they see, hear, feel, taste and touch, often all at once. In fact, they experience life more holistically during this age period than at any other; social, emotional, intellectual, language and physical lessons are not differentiated by the infant. The carer must let the child’s interests be the guide. She must understand how to read and respond to infant behavior and to delight in the types of learning in which the infant is engaged.
- Responsive care requires a carer to have respect for the infant. By ‘respect’ we mean an appreciation for what children are doing, at the time they are doing it. It means not superimposing the carer’s interests and agenda on to the child, avoiding the temptation to teach children specific lessons.
- Responsive care requires acute powers of observation. A responsive carer observes the infant to see what kind of discovery they are engaged in. Through watching infants in the discovery process, caregivers find the best ways to relate to their play.
- Responsive care means slowing down. A responsive carer lets the child set the pace for learning. A responsive carer follows the child’s lead, not offering guidance or assistance too early, lest an opportunity for a learning experience be eliminated.
- Responsive care means considering culture. In culturally responsive care, things are done in a manner that follows the form and style of what the child is familiar with at home. The child experiences similar patterns of care, senses the connection between child care and home, and, as a result feels secure.
This Parent Fact Sheet is available in different community languages and can be downloaded from the Early Childhood Connections website www.ecconnections.com.au | 1,262 | 604 | {
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Eurasian Milfoil
by Tony Groves, Pam Tyning, and Paul Hausler
Progressive AE
Eurasian milfoil (*Myriophyllum spicatum*) is an invasive aquatic plant that was first introduced to the United States in the 1940s.\(^1\) Although it is an exotic species, it is currently widespread in Michigan.\(^2\) Eurasian milfoil is problematic in that it becomes established early in the growing season and can grow at greater depths than many native plants.\(^3,^4\) Eurasian milfoil often forms a thick canopy at the lake surface that can seriously hinder recreational activity.\(^3,^4,^5\) Dense stands of Eurasian milfoil can adversely impact fisheries by degrading fish habitat, impairing feeding, and disrupting predator-prey interactions.\(^6,^7,^8\) Eurasian milfoil can spread rapidly by “vegetative propagation” whereby small pieces break off, take root, and grow into new plants.\(^3,^4,^5\) Once introduced into a lake, Eurasian milfoil may out-compete and displace more desirable plants and become the dominant species.\(^3,^4,^5,^9\)
Getsinger et al.\(^8\) described problems associated with Eurasian milfoil as follows:
Problems associated with this species include its aggressive displacement of native vegetation, and alteration of fish and wildlife habitat by formation of impenetrable mats with dense upper canopies that reduce light and decrease water flow. These significant changes in habitat quality quickly affect fish, wildlife, and other aquatic organisms.
Over time, Eurasian watermilfoil will out-compete or eliminate more beneficial native aquatic plants, severely reducing natural plant diversity within a lake. Eurasian watermilfoil is rarely used for food by wildlife, and can displace many aquatic plants that are valuable food sources for waterfowl, fish, and insects. Dense stands of Eurasian watermilfoil provide habitat for mosquitoes and may increase populations of some species of these insects.
Eurasian milfoil. Aquatic plant line drawing is the copyright property of the University of Florida Center for Aquatic Plants (Gainesville). Used with permission.
Fish populations may initially experience a favorable increase when Eurasian watermilfoil first invades a site. However, the abundant and aggressive growth of this weed will counteract any short-term benefits. Its typically dense growth habit make Eurasian watermilfoil beds poor spawning areas for fish and may lead to populations of small-sized specimens. Loss of oxygen and light caused by the dense mats can also affect the characteristics of fish populations. At high densities, Eurasian watermilfoil’s foliage supports a lower abundance and diversity of invertebrates to serve as fish food. While dense cover does allow high survival rates of young fish, larger predator fish lose foraging space and are less efficient at obtaining their prey. Thus dense Eurasian watermilfoil stands are reported to reduce expansion and vigor of warm-water fisheries.
The growth and senescence of dense Eurasian watermilfoil colonies also reduce water quality and water circulation, and cause lower levels of dissolved oxygen.
Eurasian milfoil is not the only type of milfoil found in Michigan. There are several native milfoil species that also grow here, such as northern milfoil (*Myriophyllum sibiricum*). These native species closely resemble Eurasian milfoil and are often mistaken for it. However, the native milfoils rarely form dense, impenetrable plant beds like Eurasian milfoil.
Recent research indicates that Eurasian milfoil has begun to hybridize with native milfoil species. Moody and Les\(^{10}\) documented that invasive milfoil hybrids are widely dispersed across the northern portion of the United States and appear to be widespread in Michigan.\(^{11}\) There is concern that these hybrid milfoils may grow more aggressively, and exhibit increased tolerance to herbicidal and biological control measures.\(^{10}\) Studies are underway to address these concerns and to better document the impact of hybrid milfoil.
Millions of dollars are spent annually in Michigan to control Eurasian milfoil. | 1,752 | 848 | {
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1. Give short answers: 20
(i) Use following phrases in sentences:
Call off, Burn out, Apply for, Hold on, Pick up.
(ii) Give meaning of the following foreign words:
Malafide, Alumni, Exparte, Per Capita, Viva-voce.
(iii) Write short note on ‘Fricatives.’
(iv) Discuss briefly about the importance of technical education.
Section-A
2. (a) Correct errors in any ten of the following sentences: 10
(i) His English knowledge is very poor.
(ii) Everyone did their job.
(iii) One should respect his elders.
(iv) He left the college latest of all.
(v) Principal of this college is coming.
(vi) Last night you returned lately.
(vii) I did nothing but cried.
(viii) A lot of time have been wasted.
(ix) A number of books is missing.
(x) There was no windows in our room.
(xi) He would come, if you wished it.
(xii) He is long known to me.
(xiii) He behaved friendly.
(b) Explain the meaning of the following idioms by using them in sentences of your own: (Any five):
The whole wine yards, Dark horse, from pillar to post, cut poor figure, sixth sense, make no bones about, Pull the Plug, Break the ice.
3. (a) Differentiate between the following pairs of words by making sentences (any five):
Sale – Sail, Yet – Still, Tamper – Temper, Wish – hope, Adopt – Adept, Access – Excess, Amoral – Immoral.
(b) Substitute any five of the following with one word:
(i) A study of plants
(ii) One who mends shoes.
(iii) One who settles in another country.
(iv) Store house of grains.
(v) Short stories with an element of moral.
(vi) Something that can be eaten.
(vii) A book which contains telephone addresses.
(c) Add suffixes:
Auto, act, function, bond, port.
(d) Add prefixes
motive, date, side, base, cade
Section-B
4. (a) Indicate Primary stress in following words (any ten)
Familiar, Sentence, Matches, Politician, Factory, Umbrella, Produce, Self-Study, Disclose, Invention, Annual, Popular.
(b) Write short notes on:
(i) Falling-rising tone
(ii) What is word stress?
5. Write a dialogue between a teacher and a parent discussing learning problems of the students.
6. Develop a Group Discussion on ‘The Young generation is crazy for Brand Names.’
Section-C
7. Write a slogan on illiteracy: A curse.
8. Write a letter to a party reminding them of a due payment which they have to make against the receipt of computers ordered by them.
9. Draft an e-mail to the editor of the Tribune, Chandigarh expressing your views on ‘Moral Decadence in Public Life’. | 1,211 | 622 | {
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Dust, smoke eclipse Indirapuram
Residents say NGT orders flouted, garbage burning and construction debris on roads a common sight in the area
GHAZIABAD: Residents of Indirapuram are struggling with increasing air pollution. Dust from numerous construction sites in the area pollute the air and garbage burning is also a routine activity in the area.
The authorities seem to have turned a blind eye to the issue despite the national green tribunal’s (NGT) orders in September prohibiting burning of garbage.
Residents are restricted to their homes as smoke from the burning garbage and dust from construction sites have made it difficult for them to get a breath of fresh air. Residents say they also have to keep the windows and doors of their homes closed. “I feel uneasy when I go out for an hour-long walk in the area. The pollution also affects the greenery. Plants along the roads look lifeless,” said Anil Rathore, a resident of Ahimsa Khand-1.
One of the most rapidly developing areas of the city, Indirapuram is the worst affected by this crisis. “Every year, a new residential complex is developed here. Areas which were designated for community facilities and recreational activities are being turned into construction sites for sky-high buildings. Movement of heavy vehicles carrying construction material and debris, which pollute the air, is common here,” said Alok Kumar from apartment owners’ association (AOA), Indirapuram.
Vehicular pollution, especially from those on NH-24 and those stuck in jams on internal roads, is another matter of concern. “The rise in population is leading to a rise in vehicles. This contributes to the already-high level of pollution as well as congestion on roads,” said Shalini Sinha, a resident of Gyan Khand-3, Indirapuram.
“The removal of construction material would be undertaken soon in Indirapuram. The issue of burning municipal solid waste near Kanawani will be looked into and action taken,” said RS Diwakar, executive engineer, GDA.
Noida suffers ill-effects of rampant construction
HT Correspondent
email@example.com
NOIDA: Rampant dumping of construction debris on roadsides in most of the newly developed sectors of Noida has become a serious health concern for residents.
People living in these areas complain that they are experiencing respiratory and skin-related problems due to excessive air pollution.
The worst affected sectors include 74, 75, 76 and 77. The areas have many newly constructed and under-construction housing societies. Over 10,000 people are estimated to have shifted to newly built houses in the areas in the past few years.
Residents said construction material is often dumped in the open which makes the area dusty.
“Construction debris has been dumped on the road just 50 metres from our society. Children and the elderly find it difficult to go out as it is dusty,” said Amit Gupta, a resident of Prateek Wisteria, Sector 77.
“We do not even open our windows as layers of dust get deposited inside the house within hours,” Gupta said.
Residents complained that the Noida authority and the district administration have turned a deaf ear to their complaints.
“We have been writing to the authorities for the past six months but no action has been taken so far. The builders are openly flouting the National Green Tribunal (NGT) norms for construction activities,” said Neeraj Virmani, a resident of Sector 77.
In April this year, the NGT had issued strict directives to check pollution caused by construction activities. The bench headed by NGT chairperson Justice Swatanter Kumar had directed builders to ensure that scaffolding around every building is covered with tarpaulin, to stop storing construction material on roads and keep them covered at construction sites and during transportation.
“The area has over 3,000 occupied flats, while around 40,000 flats are under construction. Neither is the under-construction buildings covered with tarpaulin sheets nor is water sprinkled on debris to keep dust from flying. Only one or two under-construction buildings that are near the main road have been covered with tarpaulin to evade action by the authorities,” said Ravi Singh, a resident of Sector 74.
When questioned about the situation, Gautam Budh Nagar district magistrate NP Singh said strict action will be taken against people flouting norms.
“We are taking this issue seriously. I am soon going to hold a meeting with Noida authority officials and the police in this regard. They will visit the affected areas and fine those who are found flouting the NGT norms. Recently, challans were issued for some trucks which were found dumping debris in the open,” Singh said. | 1,935 | 972 | {
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Canada 150: An Indigenous Perspective
Indigenization Column: May 1, 2017
Aaniin Boozhoo Kina Wiya,
Recently, I’ve been hearing more discussion about Canada’s 150th Anniversary Celebration and many people are interested in learning about the Indigenous perspective on the nation-wide celebration of Confederation. I do not feel that it is appropriate to share my opinions on behalf of such a wide ranging population with diverse opinions and reactions to Canada 150, but rather, would like to take this opportunity to provide you with some of the issues that have been identified as problematic by members of the Indigenous community.
One of the main themes that has been identified is the lack of recognition paid to the fact that there were rich and diverse populations of people inhabiting this land long before Canada became a nation. Recent discoveries locate human activity in this territory going back as far as 130,000 years. The focus on the 150 years is solely on the aspect of Canada and the age of its sovereignty, versus the inclusion of an acknowledgment of how Canada came to be a nation and on what terms that occurred. The CBC’s Anna Maria Tremonti reported, “Lillian Howard [the] co-chair of the Vancouver Urban Aboriginal Peoples Advisory Committee, has been developing the idea of a 150-plus theme for the city. "[The] 150 reflects the colonial history of Canada and the historical trauma that Indigenous people face...Many strongly felt we could not participate in that as it was...but adding the "plus" changed the narrative...it's a "plus" that would represent the moving forward in this period for reconciliation," says Howard, "and telling a truth about the history of Canada and the dark past of Canada with respect to First Nations." (CBC, 2017)
Another central theme of the Indigenous community’s response is the name of Canada’s Celebrations, namely, that the word ‘celebration’ was chosen. In light of the nation’s acknowledgment of the history of Canada’s treatment of the Indigenous population, many feel that a different term could have been chosen. Overall, the opinion is that there has not been a great deal in the past 150 years for Indigenous people to celebrate. It’s been suggested that perhaps a word such as ‘Acknowledging’ Canada’s 150th Anniversary could have had better resonance with the themes of reconciliation and bridge building between Canada and the Indigenous community.
How can Canadians respond more empathetically to these objections? I think a good start would be to acknowledge that the history of Canada extends much further back than 150 years and begin to have exchanges with peers and colleagues to ensure that the Indigenous history of this country is included in the conversation. | 1,092 | 546 | {
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Dear Parents and Carers,
Thank you to all the parents who returned the Parent Questionnaire to school this week. All of your comments are important to us. As the weather is starting to turn cooler, please ensure your child brings their coat to school every day. Next week, we are going to start to attempt the daily mile at school. Please make sure your child has trainers they can wear outside for their daily jog.
**English Learning:**
In English, the children have started to plan their own innovation of our class story, “The Magic Paintbrush.” They boxed the text up into the five parts and identified key vocabulary that was used in each part of the story. They then decided how they would change their own story. They have been focusing on using adverbs in their writing. An adverb is a word that gives more information to a verb or an adjective. For example: Jack ran quickly. I am very hot.
Your child may wish to:
- Create their own sentences that include the following adverbs: before, soon, below, excitedly, never, frequently.
Next week’s spellings:
arrive, describe, island, busy, group.
Test will be on Friday 16th November
**Mathematics Learning:**
This week in maths we have been learning to understand and interpret data in pictograms.
We had to learn to read and understand using a key; one lolly = 10 ice creams, therefore half a lolly = 5.
As you can see below:
| Flavour | Number |
|---------|--------|
| Vanilla | 40 |
| Chocolate | 45 |
| Strawberry | 35 |
| Mint | 15 |
| Cherry | 30 |
We finished off by consolidating all our skills to collect, record, present and analyse data.
**Project Based Learning:**
Our big question in Year 3 this term is “What is magic about childhood?” We have had some interesting discussions about what children’s rights are and how others, including the United Nations, help to safeguard children’s rights.
We have also been looking at the origins of Bonfire Night, the story of Guy Fawkes and the Hindu festival of Diwali.
Lost clothes:
We know have a blue lost property box which will be in the Hub. We still have items of clothing lost or mislaid because they are not named... For PE lessons, the earrings should be removed or covered.
Nut Free
Please remember that Grove Academy is a nut free school. We encourage the children to bring in a healthy snack for our afternoon break. This can be fruit or vegetables, or a healthy cereal bar (without nuts of course).
Harvest
• Thank you to all those who donated to the schools Harvest this year.
London Slough Run is one of many charities that helps people who are living on the streets. Church halls in Slough and Windsor open their doors as a night shelter in the coldest months. The shelters are run with the help of volunteers across the borough. None of this would be possible without generous donations people provide. Businesses donate food, toiletries, warm clothes and bedding but the demand is so high that the shelters run out of these things.
Our class work: | 1,181 | 658 | {
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Made with ethyl alcohol, Purell hand sanitizers don't require water and kill bacteria and most viruses on the skin. According to GOJO, the manufacturers of Purell, ethyl alcohol is a Category 1 active ingredient, generally recognized as safe and effective. However, despite the relative safety and ability to effectively prevent the spread of disease at home, in hospitals and doctors' offices and in schools and child-care settings, Purell carries some health risks.
**Accidental Ingestion**
Hand sanitizers like Purell can kill germs, but children may find the clear or colored gel irresistible, leading to accidental ingestion. According to the American Association of Poison Control Centers, poison centers fielded 11,914 calls about alcohol-containing hand sanitizers in 2006, most of them involving children under the age of 6. Though alcohol-containing hand sanitizers could prove toxic, none of the poison control center calls resulted in death, and even the American Association of Poison Control Centers affirm that the disease-preventing benefits of these hand sanitizers outweigh the risk of accidental ingestion.
To prevent your child from accidentally swallowing Purell, watch him carefully. If your older child takes Purell to school or daycare, talk to her about how to use it safely.
**Purell Hand Sanitizers** Big savings on all Purell products Fast order processing www.centralsupplyco.com
**Dry Skin**
When you apply Purell to your hands, it destroys microorganisms on the outer layer of your skin by stripping the outer layer of oil, according to the University of Florida. Though the Purell slows growth of bacteria on the skin, people who use Purell often may develop dry, cracked skin, which increases the risk of skin and other infections, reports the Centers for Disease Control and Prevention. The Nevada State Health Division recommends you moisturize your hands with lotion after using sanitizers to prevent cracked skin that can lead to bacterial infections.
**Dirt and Protein Removal**
Though hand sanitizers like Purell kill microscopic bacteria and viruses, they cannot remove dirt, fecal matter or other proteins and fats on your soiled hands like soap can. Food and other proteins on your hands actually reduce the effectiveness of these products, reports the University of Florida. If your hands are significantly dirty, you should wash them with soap and running water, adding friction by rubbing them together, before you use Purell hand sanitizer.
**References**
- GOJO: What Is the Active Ingredient in Purell?
- American Association of Poison Control Centers: Proper Monitoring on Use of Hand Sanitizers Will Mean a Safer Cold and Flu Season
- University of Florida Extension: Hand Hygiene and Hand Sanitizers
- Centers for Disease Control and Prevention: People at Risk of Acquiring MRSA Infections
About this Author
Amelia Smith is a freelance writer and editor who specializes in writing about fitness, nutrition, parenting, health, and medicine. She has a decade's worth of experience editing for online and print publications, including Parenting, Glamour, and Woman's Day. She obtained her Bachelor of Arts from the University of Hawaii.
Photo Credit: Jeffrey Coolidge/Digital Vision/Getty Images
Article reviewed by Lauren Fritsky | Last updated on: 10/21/10
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Copyright © 2011 Demand Media, Inc. Use of this web site constitutes acceptance of the LIVESTRONG.COM Terms of Use and Privacy Policy. The material appearing on LIVESTRONG.COM is for educational use only. It should not be used as a substitute for professional medical advice, diagnosis or treatment. LIVESTRONG is a registered trademark of the Lance Armstrong Foundation. The Lance Armstrong Foundation and LIVESTRONG.COM do not endorse any of the products or services that are advertised on the web site. Moreover, we do not select every advertiser or advertisement that appears on the web site-many of the advertisements are served by third party advertising companies. Ad Choices | 1,978 | 881 | {
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A common thread that runs through the fabric of America is our love for wildlife. Whether it is a squirrel in a city park or a hovering marsh hawk hunting the edges of a golf course, wildlife is a valued resource that most Americans want to protect and enjoy. But as our country becomes more urban, sharing it with wildlife takes understanding and planning — and not surprisingly, trees play an important role.
Periodic national surveys by the U.S. Fish and Wildlife Service underscore the importance of watchable wildlife in our communities. This research also points out the tremendous economic impact associated with the nonconsumptive use of this resource. In a single year more than 71 million people 16 years of age and older spend more than $46 billion on equipment and travel for wildlife-watching. Approximately $471 million is spent on identification guides and other books or magazines; $656 million goes for binoculars and spotting scopes; and a whopping $3.3 billion buys bird food!
The importance of wildlife can also be seen in higher property values for homeowners who landscape to attract birds. There are even educational values with evidence showing that children who are fortunate enough to interact with wildlife and its habitat enjoy enhanced physical development and intellectual and social competence.
Beside being fun and educational to watch, wildlife is a barometer that measures the quality of the environment we share. The same unplanned sprawl that eliminates wildlife habitat also victimizes people who lose beauty and diversity that could enrich their lives. The link between trees and other vegetation, wildlife and people is at the heart of good urban forestry.
With a little planning, the benefits we usually expect from trees can easily be multiplied to also benefit wildlife. For example, when planting for ornamental purposes, by knowing what trees attract birds you might substitute a bird-rich flowering dogwood in place of an eastern redbud that has only limited value for birds. Or, when planning to plant hybrid poplars for quick shade, remember that they are almost devoid of birdlife. Consider interplanting with trees like mountain ash or crabapples that are favored by approximately a dozen different bird species. Wild black cherry not only grows quickly, but this bird magnet attracts nearly 50 species!
By understanding a few basic principles and obtaining some of the excellent references on attracting wildlife, you can directly affect the variety and quantity of wildlife around your home and in your community.
ASK NOT ONLY WHAT YOU CAN DO FOR BIRDS, BUT WHAT BIRDS CAN DO FOR YOU!
- A Baltimore oriole can consume 17 hairy caterpillars in a minute.
- A house wren feeds 500 insects to its young every summer afternoon.
- A pair of flickers consider 5,000 ants a mere snack.
- A swallow can devour 1,000 insects every 12 hours.
- A brown thrasher has been known to eat 6,180 insects in one day.
- A pair of scarlet tanagers have been seen eating 630 newly hatched caterpillars of the gypsy moth in 18 minutes.
Source: Courtesy of The Garden Club of America | 1,290 | 623 | {
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Math Background
Measurement Units
Length
Students estimate, measure, and draw lengths using customary units of inches, feet, and yards. They also estimate and measure lengths using metric units of centimeters, decimeters, and meters. Students will measure length to a nearest unit, such as nearest inch, half-inch, or quarter-inch. They will learn how to choose an appropriate length unit. Students will also find and use measurement benchmarks, such as a small paper clip is about 1 inch long, to help them visualize the size of units. Students will also convert between units and use their knowledge of multiplication and division to help convert.
Add Lengths
Students gain experience in adding customary units of length. They add whole numbers and mixed numbers with like and unlike denominators.
| Addition | Description |
|-------------------|--------------------------------------------------|
| 1 in. + 1 $\frac{1}{4}$ in. | Whole number plus a mixed number |
| $1\frac{3}{4}$ in. + 1 $\frac{1}{4}$ in. | Mixed number plus a mixed number with the same denominators. |
| $1\frac{1}{2}$ in. + 1 $\frac{1}{4}$ in. | Mixed number plus a mixed number with different denominators. |
Capacity
Students will be presented with customary units of capacity using the “milk standard.” They will see milk cartons labeled with their capacities, or how much they can hold: 1 cup, 1 pint, 1 quart, half-gallon, 1 gallon. We ask students to examine and predict how the sizes of containers relate to each other. They also use rice or water to fill and compare capacities of the containers. Students state each comparison in an equation in two ways to help with conversions.
| Capacity Conversions |
|----------------------|
| 1 cup = $\frac{1}{2}$ pint | 1 pint = 2 cups |
| 1 pint = $\frac{1}{2}$ quart | 1 quart = 2 pints |
| 1 quart = $\frac{1}{2}$ half-gallon | 1 half-gallon = 2 quarts |
| 1 half-gallon = $\frac{1}{2}$ gallon | 1 gallon = 2 half-gallons |
Weight and Mass
Students find benchmarks for ounces, pounds, grams, and kilograms. They estimate the weight or mass of an object. Students choose an appropriate unit to use to measure weight or mass of an object. They convert between pounds and ounces and between grams and kilograms.
Benchmarks for 1 Pound, 1 Ounce, 1 Kilogram, and 1 Gram
One pound (1 lb): box of butter
One ounce (1 oz): slice of cheese
One kilogram (1 kg): textbook
One gram (1 g): paperclip | 1,258 | 596 | {
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Equine Records Book- (first year doing a horse project)
Look through this book when you get it, do not throw it on a shelf until the day of judging!!
It is designed to help you through your project and will take a lot less time and cause a lot less grief if you fill it out as you go.
p. 3 Read it. It is important.
p.4 Go over this with your parents, grandparents, and/or whoever your project helpers are. Horses are a lot of responsibility- make sure everyone agrees on who is responsible for what. Have your parents sign this page.
p. 5 Set 5 goals for yourself. (if you are planning on qualifying to go to the Holmes County Fair- 3 of the 5 are already set for you😊 ) Goals do not have to be huge. This is your first year!! Your advisor can help you with these- they need to initial this page before you turn it in.
p. 6 & 7 skip these pages
p. 8 & 9 Fill these out, include a picture of your horse.
p. 10 & 11 Skip these pages.
p. 12 & 13 Use these pages to record any dewormers, vaccinations, or medications your horse receives. Have your parents help with this. It is important to know what your horse is getting and why.
p. 14 Keep track of the work your farrier (shoer) does with your horse. Note the date and whether your horse gets trimmed, shoes reset (front and/or back) or new shoes (front and/or back). Horse should see their farrier every 6 to 8 weeks. Be sure your horse sees farrier prior to the fair and is not coming due for new shoes/ trim during fair week. You have worked all year to go to this show and a horse that goes lame from losing a shoe can ruin the whole week.
p. 15 skip this page
p. 16 Fill out this page with a helper. REMEMBER! Grain is measured in pounds, not “scoops”. A pound is always the same size, a “scoop” is not. Dump your “scoop” of grain in a plastic bag and weigh it on a scale.
p. 17 & 18 Fill this out. Always ride with a purpose, think about what you want to work on before you ride. Don’t just go out to the arena and run your horse around the rail for an hour. This is a great way to make an arena sour horse. Set goals for yourself & keep them attainable. Riding exercise books are a HUGE help with this to give you ideas.
p. 19 skip this page
p. 20 skip this page
p. 21 Fill this out a couple days before judging.
p. 22 Attach your feed tag here and answer the questions. The answers are all on the tag. | 940 | 601 | {
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From Yard to Table
You don’t need to be a full-time farmer to grow vegetables in your backyard. We asked the experts to dig up their best advice for beginners.
BY DALEY QUINN
location, location, location
When deciding where to set up your vegetable garden, pick a spot that gets six to eight hours of sunlight daily and ideally is near a water source. This saves you from lugging a watering can back and forth. “Bonus points if the area is either visible to you (say, outside your kitchen window) or somewhere you frequent, like a spot where you sip your morning coffee,” says Emily Murphy, expert gardener and author of Grow What You Love. This helps avoid an out of sight, out of mind situation.
timing is everything
While spring is generally the best season to begin planting, Kevin Espiritu, blogger at EpicGardening.com, suggests checking your location on the USDA Plant Hardiness Zone Map (planthardiness.ars.usda.gov). “Enter your zip code in the search bar to learn which zone, such as 9a or 3b, you’re in,” says Espiritu. Get first and last frost dates and learn which vegetables thrive in your area by doing a Google search using that number/letter combo and the words “vegetable gardening.”
Worried you won’t have enough sunlight in your yard for a veggie garden? Stick to leafy greens, which require only four to six hours of sunshine daily.
get the dirt on dirt
Without nutrient-rich soil, your vegetables are going to struggle. First-timers should plant in bagged soil (labeled “garden soil” or “vegetable soil”), suggests Robin Vice, garden expert at Lowe’s. If you want to try growing in the ground, purchase an at-home test kit to determine the soil’s pH level. The kit will tell you whether your soil is too acidic (add agricultural limestone) or not acidic enough (add sulfur).
take the high ground
Expert consensus is that raised beds are the way to grow when starting a veggie garden. “They allow you to be in control of what’s in your soil and let you choose how shallow or deep you’d like it to be,” says Danny Watson, home and garden expert at The Home Depot. “If you have limited space, opt for a container or large pot on your patio or deck,” says Vice. “You can easily move it around to follow the sun.”
creature feature
A daily inspection for signs of insects or critters is key. “Look for leaves that have been chewed on, and you’ll most likely find an insect on the underside,” says Watson. Take your hose and spray the bugs off the plant. Once they’re on the ground, they’ll lack the energy to get back to the plant. If you’re battling rabbits, squirrels or raccoons, surround your raised beds with chicken wire. Once you’ve figured out what types of veggies you’ll be growing, Vice suggests Googling which insects and animals are specifically attracted to those plants and what they look like. That way you’ll have a sense of what to keep an eye out for.
feed your food
When it comes to fertilizers, Megan Cain, author of Smart Start Garden Planner, always chooses organic over synthetic or chemical. Organic fertilizers release the nutrients plants need at a slower pace over the season and help build soil health over the long term. While most experts suggest watering daily or every other day, it’s still important to monitor plants closely. “Dig about 1 to 2 inches into the soil with your finger and feel how dry it is,” says Espiritu. “The drier the dryness, the more water it’ll need.” Do this weekly to gauge whether you’re watering too much or too little. You want soil to be moist, not muddy.
pick seedlings over seeds
Seedlings (young plants) are a great way to build gardening confidence. “They cost a little extra, but you’re buying yourself some growing time and avoiding mistakes you might make with seeds,” says Espiritu. Before purchasing, check that each seedling is in its own cell. “It’s more difficult to tease the seedlings apart and plant them into your garden if they’re all grown together in one tray,” says Murphy. | 1,539 | 883 | {
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DAY 1: Arrival in Istanbul and transfer to the hotel. The remaining of the day is at leisure.
DAY 2: Start a leisurely day, drive to pier in Eminonu area for a short visit to historical Spice Market (Egyptian Bazaar). This bazaar was built in 1664 as a part of Yeni Mosque complex situated nearby and named Egyptian Bazaar because spices and herbs brought from or via Egypt were sold in it.
Then, board a private boat for the cruise along the Bosphorus, a narrow strait between the continents of Europe and Asia connecting the Black Sea in the north to the Sea of Marmara in the South. In the Byzantine and early Ottoman days, there was little settlement on either sides of the Bosphorus but as of the 18th century, it became a favorite place for the sultans and their entourage where they built their kiosks and waterside residence.
Meet with your guide at the lobby and drive to the Asian Side of Istanbul via transcontinental Bosphorus Bridge, unique in the world connecting two continents Asia and Europe. The bridge was built in 1973, the 50th anniversary of the Republic of Turkey. Its length is 1,560 m (1,074 m over the sea) and height from the sea is 64 m. It is the fourth longest suspension bridge in the world.
Visit Beylerbeyi Palace, situated on the shore at the Asian end of the Bosphorus Bridge and built between 1861 and 1864 by Sultan Abdulaziz. The palace is a three-story structure set on terraced grounds planted with trees brought from the entire world. The interior was decorated in a style typical of the 19th century – Europe and the original furniture is still in display. The building itself, constructed in the French Baroque style, is made of stone and marble. It was used by the Ottoman sultans as a summer residence. Then, drive to Camlica Hill, highest one in Istanbul, to enjoy the panoramic view of the city. Overnight in Istanbul.
DAY 3: After breakfast, drive to old town and visit Hippodrome Square, the scene of Chariot races and the center of Byzantine civic life which was originally built by Roman Emperor Septimus in 203 AD. Then visit Blue Mosque, built in early 17th century and know as Blue Mosque because of its magnificent interior decoration with blue Iznik tiles. It is also unique in the world to have 6 minarets.
Continue to St. Sophia Museum, built by Emperor Constantius is 360 AD. St. Sophia was for many centuries the world’s largest church and today is the fourth largest one after St. Paul’s in London, St. Peter’s in Rome and Duomo in Milan. Throughout its Byzantine history, St. Sophia served as the cathedral of the city where emperors were crowned and victories celebrated.
After his conquest of the city in 1453, Sultan Mehmet II ordered for the building to be converted into a mosque by the addition of Islamic elements such as a mihrab, a mimbar, minarets etc. After having served this time as a mosque for 481 years, the building became a museum in 1934 by the order of Ataturk, the founder of the Republic of Turkey. After lunch visit Topkapi Palace, built by Sultan Mehmet II after the conquest of Istanbul in 15th century.
The palace housed the sultans and their exotic entourage until mid 19th century. The complex is a group of structures which incorporates works from successive periods of Ottoman reign. Today the museum displays priceless collections of the imperial treasury, numerous pieces of Chinese porcelain, traditional costumes of the sultans and their families and special section for the preservation of the relics of Prophet Mohammed.
Last stop will be at famous historical Grand Bazaar, the largest “souk” covered oriental shopping mall in the world, where you will find 4,400 shops under one roof where each trade has its own street. There is a wide selection of leather, jewelry, antiques, cop-perware, souvenirs, and famous hand-made Turkish carpets displayed in this historical shopping center. Overnight in Istanbul (B, L)
DAY 4 After breakfast, transfer to airport for your departure flight (B) | 1,675 | 885 | {
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Mount Zion Community Development, Inc.
ECHO (Enhancing Collaborative Health Options & Opportunities)
America’s Health Centers: Rooted in Communities
National Health Center Week (August 4th-10th) is an annual celebration with the goal of raising awareness about the mission and accomplishments of America’s health centers over the past five decades.
Health centers serve 28 million patients—a number that continues to grow along with the demand for affordable primary care. In addition to their long history as health care homes to millions, health centers produce innovative solutions to the most pressing health care issues in their communities and reach beyond the walls of conventional medicine to address the social determinants of health affecting special patient populations. Each year we celebrate the work and services health centers provide to special populations within their community on designated days during the week.
August is National Breastfeeding Month
The American Academy of Pediatrics (AAP) recommends that infants be exclusively breastfed for about the first 6 months with continued breastfeeding alongside introduction of appropriate complementary foods for 1 year or longer. The World Health Organization also recommends exclusively breastfeeding up to 6 months of age with continued breastfeeding along with appropriate complementary foods up to 2 years of age or beyond.
Why Do Mothers Stop Breastfeeding Early?
60% of mothers do not breastfeed for as long as they intend to. How long a mother breastfeeds her baby (duration) is influenced by many factors including:
- Issues with lactation and latching
- Concerns about infant nutrition and weight
- Mother’s concern about taking medications while breastfeeding
- Unsupportive work policies and lack of parental leave
- Cultural norms and/or lack of family support
- Unsupportive hospital practices and policies
Source: CDC
Breastfeeding Disparities Exist!
Fewer non-Hispanic black infants (74.0%) are ever breastfed compared with non-Hispanic white infants (86.6%) and Hispanic infants (82.9%).
Infants eligible for and receiving the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) are less likely to ever be breastfed (75.5%) than infants eligible, but not receiving WIC (89.0%), and infants ineligible for WIC (92.7%).
Younger mothers (aged 20 to 29 years) are less likely to ever breastfeed (80.0%) than mothers aged 30 years or older (86.3%)
Source: CDC
Eye Exams: How Often?
Children’s eyes should be checked regularly by an eye doctor or pediatrician. The US Preventive Services Task Force recommends vision screening for all children at least once between age 3 and 5 years to detect amblyopia or risk factors for the disease.
Source: CDC
A Salute to Buncombe County Health & Human Services
Mount Zion Community Development, Inc. (MZCD) Salutes Buncombe County Health Department for its supportive services to children, individuals and families throughout the years! | 1,385 | 601 | {
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PALADINI
Takes care of you
ALWAYS TAKE CARE OF YOURSELF
PREVENTION AND CARE AT WORK
- Wash your hands frequently
- Avoid touching your face (eyes, nose and mouth)
- When coughing or sneezing, always do it on the elbow
- Use the appropriate personal protection equipment
- Do not share glasses, cups or cutlery
- Do not consume mate
- Keep your tools and work surfaces clean
- Deliver your work clothes every day for washing
PREVENTION AND CARE WHEN COMMUTING
• Always respect traffic rules
• If you drive: always wear your seat belt
• If you ride a motorcycle or bicycle: wear a helmet
• In public transport: disinfect your hands when getting on and off
• Keep the vehicle’s cabin ventilated
• Maintain the hygiene of the vehicle. Clean and disinfect frequently the parts of permanent contact: steering wheel, door handle, gear lever, buttons and whatever is within 2 meters: window and windshield, for example
ALWAYS TAKE CARE OF YOURSELF
HOME CARE
- Take off your shoes when you come in and put on a shoe you only use to be at home
- Disinfects permanent contact elements (keys, cell phone, etc)
- Wash your hands
- Take a shower
- Put the laundry you used on the street
- Keeps environments well ventilated
- Disinfect the surfaces you touched or supported before washing your hands
- Wash and disinfect the products of your purchases before storing them
CLEANING AND DISINFECTING IS NOT THE SAME!
The surfaces we touch or cook on must be clean and disinfected to prevent diseases.
**CLEAN**
Remove residue, dirt, or grease from equipment, utensils, and surfaces.
- Removing coarse dirt: manually remove and dispose of residue. Surfaces can be soaked. Some equipment may require disassembly.
- Cleaning: apply detergent and brushes or sponge to remove adhering dirt.
- Rinse: with plenty of cold or warm water.
**DISINFECT**
Eliminate or reduce the amount of harmful microorganisms, to levels that do not compromise our health.
- Disinfect: apply the disinfectant solution and leave it to act for the time indicated by the manufacturer.
- Final rinse: apply abundant safe water, if the disinfectant used requires rinsing. Allow surfaces to dry.
HOW TO PREPARE DISINFECTANT SOLUTIONS?
1 tablespoon (10 ml) of bleach + 1 litre of water
7 parts alcohol + 3 parts water
It’s important:
• Prepare only the right amount to use during the day
• Respect the recommended dilutions
• Do not mix chemicals
• Check the expiration date of the product
• Keep solutions covered
• Use them according to the manufacturer’s instructions
• These solutions do not require further rinsing
• Keep out of reach of children
OTHER USEFUL TIPS
Whenever you can, use your less skilled hand to open doors and touch things.
WATER DISPENSER
• Avoid direct contact between the tap and your container
• Clean your hands before and after use
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Children enjoy finding things which are the same.
Adults could provide lots of different images and resources to show the value of numbers and numerals.
The Activity
Hold up five fingers, a giant dotty dice or a large numeral and ask the children to show you that number in different ways.
Put out lots of different things which children can use to show the numbers, including countable items like conkers, small world toys, large blocks and multilink, dot images like dice and dominoes, structured apparatus like Numicon, Cuisenaire or an abacus, things in packs like egg boxes and crayon cartons, and number symbols including washing lines, number lines and 100 squares.
Encouraging mathematical thinking and reasoning:
**Describing**
How does this 5 look different from that 5?
What does this pattern of five look like? What can you see?
How did you make 5 with two hands?
**Reasoning**
How do you know these are the same number?
What is the same and what is different about these fives?
**Opening out**
Can you show me five fingers a different way? Is there another way?
What different patterns can you make with five counters?
Can you see any numbers hidden inside this pattern of five?
Can you show me 15? How do you know it is 15?
**Recording**
Can you draw or record your patterns?
Can you put something on the paper to show how many there are?
Can you put some numbers to show what hidden numbers you see?
The Mathematical Journey
Counting and cardinality
- using counting to check
- subitising: recognising the number of items without counting
- conservation:
- rearranging items and explaining the number is the same because the arrangement can be returned to the original and none have been added or taken away
- matching two groups one-to-one to show they have the same number
Matching numerals and amounts
- selecting number symbols to match the total or numbers inside numbers
Composition of numbers
- talking about numbers being made up of other numbers: ‘It’s 6 because I see 3 and 3’.
- knowing number facts e.g. ‘5 and 1 more makes 6’.
Development and Variation
- Show me different numbers.
- Have a display table for the number of the day or week, or where children can choose a number to make a display for. Show number symbols in different forms and scripts e.g. on calculator.
- Number hunt: hide numerals and bags with numbers of things in (e.g. conkers).
- Use laminated cards with dots or pictures and ask children to find a numeral and then items or pictures with the same number.
- Make different patterns for the same number with objects on trays: take photos.
- Use overlapping digit cards for teen numbers (see picture) and same colour sticks of 10
Resources
- countable items: conkers, small world toys, large blocks, multilink, pennies
- dot pattern images: dice, dominoes and Hungarian number pictures
- structured resources: Numicon, Cuisenaire, unifix with same colour sticks of 10, 10p coins
- things in pairs or packs: pairs of baby socks, egg boxes, packets of crayons, multipacks
- numerals in different styles, on tiles, washing lines, giant number tracks, 100 square mats, overlapping place value cards for teen numbers, calculators
- numerals on everyday objects like birthday cards, football shirts, calendars, clocks, measuring equipment e.g. height charts
- displays of numbers in different arrangements with numerals e.g. staircases of rods or conkers on strings; number lines or tracks with numerals and dot patterns, children
With thanks to Jenni Back and Janine Davenall
nrich.maths.org/early-years
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MEET CHRIS
My name is Chris Biggs. I have been teaching and leading junior school teams for many years. I was employed at Glenroy Central last year in the tutoring program to support students most affected by the pandemic in catching up their reading, writing and maths skills. I left Glenroy Central to try a new experience at the start of 2022 but was thrilled to be asked to consider applying to fill the Foundation team leader role for the second half of this year. I am excited to be joining the Foundation team. I have enjoyed working with the students, parents and teachers so far and I look forward to working with everyone more closely.
MATHS
During Term 3 Foundation students will be working towards:
- Reading, Writing and Ordering numbers between 0 and 20.
- Using tens frames to construct numbers.
- Solving ADDITION and SUBTRACTION problems.
- Identifying, sorting and describing 2-dimensional shapes.
- Identifying, sorting, and describing 3-dimensional shapes.
- Finding the length of different objects using informal units of measurement.
- Answering simple yes/no questions about data that has been gathered.
- Using problem solving skills to explore answers to a math based problem.
READING
During Term 3 Foundation students will be working towards:
- Identifying and recognising all of the letter names in both their upper and lower case form.
- Learning all the common sounds on the THRASS chart.
- Learning the M100W words.
- Learning to apply the different reading strategies when reading a text - e.g. 'Looking at the picture' and 'Getting your mouth ready'.
- Answering comprehension questions about different texts.
WRITING
During Term 3 Foundation students will be working towards:
- Recognising and writing their full name.
- Writing a recount about what they did in Investigations.
- Learning how to form all upper and lower case letters correctly.
- Using the THRASS chart to write the sounds they hear.
- Using the M100W words in writing.
- From Week 6 students will be introduced to narrative texts. They will rewrite their own narratives by looking at pictures from their favourite fairy tales such as the Three Little Pigs, Little Red Riding Hood and Jack and the Bean Stalk.
INVESTIGATIONS
Our big question for Term Three is:
"How am I a scientist every day?"
The Foundation students will be exploring the 7 senses.
100 DAYS OF SCHOOL
This Term the Foundation students will celebrate being at school for 100 days.
This will be on Friday the 29th of July.
The teachers will send out the full details shortly.
HEALTHY EATING
It is important that the students bring a healthy lunch to school everyday.
Some examples of healthy foods include:
Sandwiches, wraps, rolls, fruit, vegetables and yogurt.
WEEKLY TIMETABLE
MONDAY
- Winter Uniform
- Read Every Night
- Library
TUESDAY
- Winter Uniform
- Read Every Night
WEDNESDAY
- Winter Uniform
- Read Every Night
THURSDAY SPECIALISTS
- Winter Uniform
- Read Every Night
FRIDAY
- Winter Uniform
- Read Every Night
BREAKFAST CLUB
Every Day
8:30am
Every morning
At the canteen
HOMWORK - KEEP PRACTISING
- Practise writing and identifying your name
- Practise reading one book every night (book bag)
- Practise your M100W words
- Practise recognising, naming and writing numbers between 0-20 (and beyond)
- Practise recognising and writing upper and lower case letters correctly.
VIDEO RESOURCES FOR HOME
Golden Words
https://youtu.be/BvX1RYb1eG8
Red Words
https://www.youtube.com/watch?v=DXwBfoIXcNM
Blue Words
https://www.youtube.com/watch?v=zgtS_eD87Gk
THRASS chart (LETTER NAMES)
https://www.youtube.com/watch?v=9azxW2VGmxs
THRASS chart (Consonant sounds)
https://studio.youtube.com/video/Z6i47Ir1Bgs/edit
THRASS chart (Vowel Sounds)
https://www.youtube.com/watch?v=B0cZaDZqG1s | 1,842 | 879 | {
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1. Sooty says: Help your elderly relatives test their smoke alarms every week.
2. Nana says: Don’t distract someone who is cooking – they might not notice if a fire starts.
3. Flash says: Barbecues get very hot and stay hot for a long time – make sure you and your pets keep away.
4. Woody says: Get your family to make a fire escape plan and have fun practising it.
5. Mandy says: Be careful not to get too close to the cooker – you could get hurt.
6. Sparky says: Don’t forget to colour in the pictures.
7. Ed & Ash say: Remind the grown-ups to switch off electrical items when they have finished using them.
8. Elsa says: Never play with matches or lighters – you could cause a fire.
9. Gramps says: Remind your family to test the smoke alarms in your home weekly.
Keep your family fire safe, please follow these top tips:
- Never play with matches or lighters – if you see them lying around tell a grown-up straight away.
- Stay well away from hot cookers, barbecues and bonfires – you could get hurt if you get too close. Make sure other children and pets stay away too!
- Keep away even after a fire is out – they can stay very hot for a long time.
- If your clothes catch fire, remember:
STOP where you are, DROP to the ground, ROLL around to put the fire out
If someone gets burnt, remember:
Cool + Call 999
Learn how to dial 999 in an emergency.
Remind grown-ups that they must never leave cooking unattended.
Don’t distract grown-ups when they are cooking or looking after a barbecue or a bonfire – they might not notice if the fire gets out of control.
If you notice a fire has spread:
MOVE AWAY quickly and STAY AWAY SHOUT OUT and tell a GROWN-UP
Ask a grown-up to test smoke alarms in your home weekly
To find out more go to thebyrnes.co.uk
Can you help Elsa practice her fire escape plan?
Sooty’s safety crossword
1. This will alert you if there is a fire in your home (10).
2. Dial 999 in an ___________ (9).
3. Make a plan so that you know how to ________ (6).
4. How often you should test your smoke alarm (6).
5. Don’t distract grown-ups while they are __________ – they may not notice if a fire starts (7).
6. If your clothes catch fire, STOP, DROP and ___ (4).
7. If someone gets burnt remember to COOL and _____ (4).
How to fold your chatterbox
Before you start, make sure this side is facing up.
Fold each corner to the opposite corner and back again to find the centre of the page.
Fold all corners to the centre.
Flip the paper over for the next step.
Fold the corners to the centre again.
Fold in half one way, then the other.
Put your thumb and index fingers in the four pockets and you’re ready to go!
Spell out or count the letters of your choice while alternating a pushing and pulling motion before revealing your message.
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Citizenship 2 Key stage 2 - Who else looks after animals?
Make a class list of different animals.
| Farm Animals | Wild Animals | Pets |
|--------------|-------------|------|
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Discuss: What keeps animals healthy?
Who looks after sick animals?
What happens if no one looks after them?
Can you think of any organisations that protect and care for animals?
Go to: http://www.secretworld.org/ Have a look at the site.
Why do you think it is against the law to mistreat or be cruel to an animal?
Just as we have laws to protect people, we also have laws to protect animals. Look carefully at the 1992 Badgers Act. (Find out what an Act of Parliament is.)
**Under the 1992 Act it is an offence to:**
- wilfully kill, injure, take or attempt to kill, injure or take a badger; (wilfully?)
- possess a dead badger or any part of a badger;
- cruelly ill-treat a badger;
- use badger tongs in the course of killing, taking or attempting to kill a badger;
- dig for a badger;
- sell or offer for sale any live badger;
- interfere with a badger sett by:
1. damaging a sett or any part thereof;
2. destroying a sett;
3. obstructing access to a sett;
4. causing a dog to enter a sett; and
5. disturbing a badger while occupying a sett.
The 1992 Act defines a badger sett as: “any structure or place which displays signs indicating current use by a badger”.
**The 1992 Act: powers of sentence:**
(i) up to six months’ imprisonment or a fine of around £5000, or both. The fine may be multiplied by the number of badgers;
(ii) loss of any badger or skin relating to the offence or any weapon or article used;
(iii) destruction or disposal of dogs; and
(iv) disqualification for having custody of a dog.
http://www.secretworld.org/badgers_about.html
A ‘crowning hole’ where a sett has been dug.
We can now use the latest technology to catch badger diggers.
We can also watch you on covert security cameras, set up near to badger setts.
Badger Cruelty
If you have any suspicions or information about badger digging and baiting, please contact Durham County Badger Group at:
0191 5842293
email@example.com
or the police at:
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Welcome to the North Shore Polish Saturday School
This information is for you and your family. It tells you all about the different things that happen at North Shore Polish Saturday School and will help your family with the Kindergarten and primary school enrollment enquiries anytime throughout the year.
ARRIVING IN THE MORNING.
When you come to school you will wait on the playground with your parent/guardian until 9:00am when the class starts. Your teacher will be in the classroom after the class if your parent/guardian wants to talk to her.
PHONETICS
MOJE SYLABKI
You will have fun mastering vowels, consonants and saying onomatopoeic words, modelling questions and Polish expressions.
For each sound you will learn the shape of the letter and an action to help you remember it. You will learn the 9 Polish vowels first, then you will learn the remaining consonants, recognising all 32 letters and sounds of the Polish alphabet.
READING.
When you come to school you will learn to read. At first you will remember the stories just by looking at the pictures. With lots of practice you will begin to use your Polish phonetics to help you sound out and blend the sounds in the words.
At school you’ll hear lots of stories. The loan book library is open every Saturday and is a special place to sit while you are reading Polish books.
There are books about everything - dinosaurs, pirates and trains, fairytales and puppy dogs and lots more to choose from. You will be able to borrow a different book each week to read at home.
We hope you enjoy sharing books with your friends and family and getting to know lots of rhymes. You will read big books with your teacher and after a while you will be able to read a book by yourself too.
SINGING and DANCING
To make the day more enjoyable we also do lots of singing and dancing in class.
DEAR CHILDREN AND PARENTS!
Remember, when you come to NSPSS you will learn the Polish language, history, geography and culture and have lots of fun with your teachers and new friends. We look forward to seeing you soon!
MORNING SNACK.
At 10:30am, during the 30 minute recess break, you will be able to have a drink and eat your snack. You can bring your snack in a lunch box from home. Please make sure it has your name on it, so you will not lose it.
WHAT WILL YOU DO AT POLISH SATURDAY SCHOOL?
WRITING IS FUN!
At school you will learn how to form Polish letters correctly and how to write sentences. It would be great if you could write your own name just using capital letters.
Don’t worry if you can’t - you will soon learn. We write while we play all the time - on the whiteboard and on the writing tablets.
When you have been at school for a while you will begin to know, recognise and write the sounds you hear in words. Then you will quickly begin to write sentences too!
You will be able to do lots of other activities too to help with your writing. These include tracing over pictures, drawing patterns, colouring, making models with plasticine, cutting and drawing and after a while you will be able to read a book by yourself too.
MATHEMATICS.
At school we will do some mathematical activities too, such as counting, measuring, looking at shapes, following directions and using the computer.
CAN you count your toys?
HOME TIME
You will go home after 12:00 noon. Your Mum, Dad or someone else you know should wait for you. Your teacher will make sure to see your parent or guardian before you can go. Sometimes your parent or guardian may be a few minutes late. Don’t worry, you can wait safely with your teacher until they come.
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Dear Adults,
Have you got a child who worries; a child who has tummy aches or headaches when they are due to do something that they find difficult; a child who avoids certain situations because they worry too much about them; or a child who occasionally feels overwhelmed and needs help to cope?
This tool was created to help your child understand what happens to them when they feel worried. It is also meant to empower children with tools to help themselves when they worry and feel overwhelmed. Most primary aged children struggle to do this by themselves – they need you to help them.
To do that please:
Read each instalment of the programme to them or encourage them to:
• Read it to you (there will be 6 instalments so brace yourselves)
• Help them with activities;
• Regularly draw attention to new things learned; and,
• Share your thoughts/drawings/progress/feedback with us via email firstname.lastname@example.org or via our social media @movemorecio
Your children will need different degrees of help with this – adjust language and level of activities to suit your child. At the end of the process, all families that take part in the programme and share their activities with us will get another free tool to use with their children. And on top of that, one family will get a chance to speak with Marijana Filipovic-Carter, our Family Engagement and Support Lead, and discuss any issues specific to their child.
Last week you became familiar with your worry brain. Thank you for sharing your worry brain names and other activities – you are so creative! We loved receiving your emails. Keep them coming!
How do we know when our worry brain is speaking to us? Read on to find out!
Body-brain connection: your brain is connected with your body, and it tells it to prepare to protect you when amygdala senses danger. This happens even before we become aware that we might need to fight, flight or freeze. Usually, we notice that something is not right too late, when worry has already taken over us. But the trick is to catch worrying early enough. The first step is to learn the signs of the worry brain.
Some worry brain signs: breathing faster, feeling too hot or too cold, your heart thumping hard, feeling like you just have to move, filling dizzy, tummy ache, feeling like you are going to faint, headache, butterflies in your tummy, feeling uncomfortable but not knowing why...
No two worry brains are the same!
To help you learn your worry brain’s signs, complete activities on the next page and let us know how you get on.
Stop and think what it feels like when your worry brain starts to whisper into your ears. Use the worry brain signs decoder to help you with this.
Simply, colour-in against any sign that you notice when you feel worried. Share this with your adults and ask them to help you become more aware of your worry brain whenever you or they notice your body starting to change.
Worry brain sign decoder example – could it be my worry brain talking to me?
- [✓] Are you breathing faster than normal?
- [✓] Are you feeling too hot or too cold?
- [✓] Is your heart thumping hard?
- [✓] Do you feel dizzy?
- [✓] Do you have a tummy ache?
- [✓] Do you feel like you just have to move your body?
- [✓] Do you have a headache?
- [✓] Do you feel butterflies in your tummy?
- [✓] Do you feel uncomfortable but don’t know why?
You don’t have to feel all these things to know that your worry brain is talking to you! Feeling just one but very strongly could also be the sign of your worry brain.
Make your own worry brain sign decoder – you can do it on a computer or create a poster. You can even add your own worry brain signs, emojis or create a colour scale.
Share your work with us by emailing it to email@example.com or share it on social media by tagging @movemoreCIO
Great job!
Now you know the signs to look out for when your worry brain is taking over. The next step is to persuade your worry brain that you are ok! To do this, you need to find out what it is that you like doing when you feel worried.
What makes you feel calm again?
Deep breathing helps some people, while some need to move their bodies to reset. Here are some suggestions for you to try:
**Pen Rolling**
Take a pen or pencil, put it between the open palms of your hands and slowly roll it up and down your hands. Repeat until your worry brain is not as loud anymore.
**Cross crawls**
Touch one hand to opposite knee and repeat on the other side. Remember to breathe and do for as long as needed.
**Wall pushes**
Lean against the wall with your hands and try your best to try and move the wall. Tense every muscle in your body and then relax. Repeat as many times as you like.
**Finger Breathing**
Stretch your hand out so that you can see the palm of your hand. Get a finger from your other hand ready to trace fingers on your stretch hand up and down. Slide up each finger slowly and then slide down. Repeat for all fingers. If it helps, you can breathe in while you slide up and breath out while you slide down. Do it for as long as needed to quiet your worry brain.
Which one of these do you like the best? Or do you have a different way to calm your worry brain? Share with us by emailing it to firstname.lastname@example.org or share it on social media by tagging @movemoreCIO
before you go!
Your worry brain doesn’t always tell the truth! Shocking but true. Wait for next week’s activities to learn about how to know when your worry brain is whispering lies into your ears and what you can do about it! | 1,933 | 1,231 | {
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Sugar Snap Peas
Known for their crisp, sweet taste, sugar snap peas come in bright green, edible pods. Fresh or frozen, they are an excellent source of Vitamin C. Sugar snap peas make a great standalone snack or side dish, but they also add color and crunch to main entrées. For the sweetest taste, eat snap peas right after purchasing.
Storage
Store sugar snap peas in a breathable bag for up to three days.
Selection
Choose snap peas that are bright green, firm, and free of blemishes.
Save Money Buying Frozen
Frozen vegetables are as nutritious as fresh. Fruits and vegetables are flash frozen at their peak ripeness, which means they are “locked” into a nutrient-rich state.
Uses for Fresh Sugar Snap Peas
- Plain, as a snack
- With vegetable dip
- Steamed or baked for a side dish
- Added into a stir-fry
Remove the Strings
Stringless varieties of sugar snap peas are available, but most have stringy seams that need to be removed before eating. Use your fingers to snap off the stem and pull the string along the length of the pod.
You can grow them!
Peas are the round, edible seed of a widely grown plant in the legume family. Frozen peas can contain just as many nutrients as fresh peas and may even taste sweeter!
Look for frozen peas with no added sauces, salt, or sugar. Season them up on your own at home.
**Storage**
Always keep frozen peas in the freezer when not in use.
**How to Cook**
To cook frozen peas on the stove, bring 3–4 cups of water to a rolling boil in a medium saucepan. Carefully pour the peas from the bag into the boiling water. Stir them gently and let the peas boil, uncovered, for 2–3 minutes. After they’re cooked, drain the water from the peas, then season to taste.
---
Okra is a green edible seed pod that has a fuzzy texture on its skin. It is often used in gumbo to help thicken the soup. Choose bright green okra that is firm. Avoid okra that is moldy, limp, or dried out.
**Storage**
Keep okra in a plastic bag in the refrigerator for 2–3 days. Before cooking okra, rinse with cold water.
**How to Cook**
- **Stovetop**: Rinse okra and drain well. Bring a small amount of water to a boil in a saucepan. Add the okra and cover. Cook for 8–10 minutes or until tender. Drain okra and season with salt and pepper.
- **Microwave**: Put rinsed okra in a microwave-safe dish with 2 tablespoons of water. Cover and microwave on HIGH for 4–6 minutes or until tender. Drain well and season with salt and pepper.
- To prevent okra from becoming slimy, add vinegar or other acidic ingredients (like tomatoes) while cooking.
---
**Nutrition Facts:**
- Fat free
- Cholesterol free
- Sodium free
- Rich in vitamin C
- Rich in vitamin E
- Good source of fiber
---
**Nutrition Facts:**
- Good source of fiber
- High in vitamin A
- High in B vitamins
- High in vitamin C
- Contains folic acid | 1,217 | 682 | {
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Arbor Day 2018
On the occasion of Arbor Day we will plant an English oak (Quercus Robur) celebrating the anniversary of “25 years The World Foundation for Natural Science” on the Chripfelihof farm in Switzerland. This tree is going to remind us and future generations of the founding of The World Foundation for Natural Science on February 10th, 1993. The oak stands for strength, constancy and victory. Qualities that we all need for our task of demonstrating through The World Foundation for Natural Science how the restoration and healing of our world can be accomplished through responsibility and commitment in unity with Natural and Divine Law.
Trees do an excellent job. Large or small, native to the tundra or the tropics, each tree is important. Trees regulate the climate, with their help, deserts become water-rich, fertile areas again\(^1\). Trees hold the soil together and with their strongly branched rootstock enhance the soil’s water storage capacity. They serve as a habitat for thousands of microbes and microorganisms and shape and enrich the countryside. What is needed is us, humans, who are planting trees instead of cutting them down; Humans who appreciate and protect trees.
The English oak, that will be planted on April 27th, 2018 at 4 p.m., is 6 meters high.
Through its example we would like to remind you of what trees are capable of.
This oak tree will have accomplished the following, almost incredible things in a hundred years. It will:
- be about 20 meters in height and will display a crown diameter of ca. 12 meters.
- have increased its stand space with its ca. 600'000 leaves by an estimated 1200 m² leaf surface tenfold.
- have formed -through the airspaces of the spongy tissue- cell surfaces for gas exchange of about 15'000 m².
- be able to process in one day 9’400 liters or 18 kg of carbon dioxide. With a content of 0.03 % of carbon dioxide in the air, about 36’000 m³ of air will have to flow through the leaves to accomplish this.
- give out in one day ca. 400 liters of water to its environment and thus considerably moisten the air.
- breathe out daily 13 kg of oxygen as a side product. By this it covers the needs of about 10 humans.
- produce for itself 12 kg of sugar and with this energy will build all organic substances it needs for living. One part it stores as starch, from the other part it produces new wood.
**One tree is capable of doing all this!** If we wanted to replace our pedunculate oak, it would take 2’000 young trees with a crown diameter of about 1 m³ to achieve the same results.
**Plant a tree on this day!** Wherever you may be. Celebrate this day in your home, in your neighborhood or your local community, together with friends. We also cordially invite you to participate in our events. Help us with the planting and thus together we make a difference!
Each tree, big or small, is going to provide you and the entire world with the above like the pedunculate oak! All life is connected!
Get some inspiration from the information on our homepage:
- [https://www.naturalscience.org/topics/natural-agriculture/forests/](https://www.naturalscience.org/topics/natural-agriculture/forests/)
Events
Canada
| Date & Time | Place | Topic | Registration |
|----------------------|--------------------------------------------|---------|-------------------------------|
| April 28th, 2018 | Kitsilano Public Library | Exhibition | No registration needed |
| 1:00 pm – 16:00 pm | 2425 Mcdonald Str. | | |
| | CA-Vancouver (in the meeting room) | | |
Events in other countries
- Germany
- Switzerland
- Austria
Published Wednesday, April 25th, 2018 in the categories What we do, Forests, Natural agriculture, Events
https://www.naturalscience.org/news/2018/04/arbour-day-2018/
©2021 The World Foundation for Natural Science | 1,965 | 897 | {
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Maxey Virtual Science Fair
Electronic presentations due by March 19, 2021
Presentations and videos should be created and uploaded using the student’s Chromebook
Presentations should be 5 minutes or less in length
The Maxey PTO is sponsoring the science fair for all K-5 students at Maxey. The fourth and fifth grade projects will also be formally judged for their scientific content and information. The science fair is an opportunity for your child to explore a topic they find interesting from a scientific perspective. Display boards are also available for purchase at the Maxey Media Center.
Important Details:
• Videos should be created using Flipgrid and uploaded by March 19, 2021
• FlipGrid invites will be sent to students via google e-mail from Mrs. Reimers after they register for the science fair with additional recording instructions.
• Students can take their chromebook home on the days that they will be recording their presentation. Please talk to your teacher to arrange taking the computer home.
• 4th and 5th grade winners will be announced in school.
• Flipgrid presentations can include electronic slides with narration and videos, or can simply be a video of the student explaining and showing their poster. All presentations should include students explaining their project question, methods used, and their results.
What is a science fair project?
A science fair project is a presentation of an experiment, a demonstration, or a collection of scientific items. Science is, essentially, a systematic way of answering a question, and all science basically starts with curiosity. What area of science interests you? What question in that area of science would you like to answer? The question can be answered by scientific experimentation, a demonstration, or a collection. Your question, and how you go about solving it, is the topic of your science fair project.
What resources are available?
An excellent place to start is the Maxey Media Center, and talking with Mrs. Christen. Lincoln Public Libraries are also a great resource. The Internet, a.k.a. Dr. Google, also has a lot of resources. A simple search using “elementary science fair project” or something similar may help you discover your topic.
Guidelines
1. Projects should have a clearly defined question.
2. No experiments or demonstrations should be conducted that endanger humans or animals.
3. Students can work with a partner or individually.
4. All equipment must be supplied by the students and their parent/guardian.
Maxey Virtual Science Fair
Due to the global SARS-CoV-2 pandemic, the Maxey Elementary Science Fair is virtual for 2021. Participating students will use their Chromebook to record and upload a Flipgrid presentation of their project by March 19, 2021.
The Maxey PTO is sponsoring the science fair for all K-5 students at Maxey. The science fair is an opportunity for your child to explore a topic they find interesting from a scientific perspective. Project ideas can be explored on the web or at the Maxey Media Center, and students are encouraged to talk to Mrs. Christen. Display boards are also available for purchase at the Maxey Media Center.
Parents: you are strongly encouraged to work along with your child as they select, explore, experiment, and report on their topic. Provide guidance whenever needed, but ensure your child does most of the work so that the project reflects their individual effort. Questions? Contact Aaron at firstname.lastname@example.org or at (402)440-7244.
Science Fair Registration Form – Due Friday March 5, 2021
Student name: _______________________________________________________
Partner (not required): ________________________________________________
Grade: ____________ Home Room: _________________________________
Project title: _______________________________________________________
Question to answer:
Parent/Guardian Signature: __________________________________________
Phone: ___________________________ Email: ___________________________ | 1,888 | 783 | {
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THE SLEEK SOLAR PANELS THAT STRETCH OUT IN FRONT OF YOU ARE CONVERTING ENERGY FROM THE SUN—93 MILLION MILES AWAY FROM EARTH—INTO ENOUGH ELECTRICITY TO POWER ABOUT 1,700 MINNESOTA HOMES FOR ONE YEAR.
The 10-megawatt system covers about 62 acres and is made up of 116,208 panels and eight inverters that convert the direct current electricity produced by the solar power plant into the alternating current used by most of the appliances and devices in our homes and businesses. The expected output from this system is about 17,000,000 kilowatt-hours, or 17,000 megawatt-hours per year. A typical Minnesota Power residential customer uses about 9,600 kilowatt-hours per year.
These thin-film panels, manufactured by First Solar of Ohio, with their uniform black appearance may look different from other solar panels you have seen. They’re made by coating glass with a thin layer of cadmium telluride that absorbs the sun’s energy and converts it to electricity. Other solar panels commonly used on homes and businesses are made with silicon crystals.
The solar power plant is constructed on what used to be a field where Camp Ripley stored gravel. Contractors cleared and leveled the site, installed underground electrical cable and built the racks to support the panels before using specialized equipment to install the panels.
Crews used a small excavator-style vehicle outfitted with mechanical arms to place panels in position, eliminating the need for workers to climb ladders and helping them to install as many as 4,000 panels a day. Native grasses and wildflowers planted among the panels will help provide food for pollinators such as bees and butterflies.
The power produced by any solar photovoltaic system will vary throughout each day and season. A solar power plant obviously will produce more power during the longer days of summer and less during the shorter days of winter. Weather also plays an important role in power production. Solar panels produce more electricity on clear, cool days than when it is overcast and hot. Shading from clouds can significantly affect the amount of electricity produced.
The 193 rows of solar panels face due south and each is installed at a 35-degree angle. This allows the panels to face directly into the sunlight more of the time, and the tilt helps them shed snow more quickly, an important consideration in Minnesota. Snow-covered panels can’t produce electricity.
Despite its size, the system has no moving parts. That keeps maintenance to a minimum, perhaps an occasional washing if the panels get too dusty. The solar power plant is designed to withstand half-inch hail and 105 mph winds and is expected to generate electricity for at least three decades.
**The photovoltaic (PV) process**
Sunlight hits the solar panel
Photons, the sun’s energy, can be reflected, absorbed or pass through the panel
As energy is absorbed, electrons are freed
The free electrons move within an electric field, which creates an electrical current in the cell
Metal contacts in the panel collect this current and conduct it outside the panel, producing useful electrical power
**Solar panels**
Solar panels are made out of a semiconductive material, in this case cadmium telluride, treated so that the sun’s rays create a flow of electrons, or electrical current.
**Solar power plant**
Energy from the solar array is converted into alternating current and fed into Minnesota Power’s distribution system. From these wires and poles, the electricity flows to homes and businesses. | 1,551 | 721 | {
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What can I do to keep my shoreline from washing away?
If your shoreline is eroding, any of the following events may be destabilizing your soil, resulting in erosion: fluctuating water levels, increased wave or wake action, ice pushes, loss of natural vegetation, and human activity. Protecting your shoreline from erosion may not require you to replace natural shoreline with a high-cost, highly engineered retaining wall or riprap. There are affordable, low-impact methods to stabilize your shoreline and still protect property values, water quality, and habitat. The Minnesota Department of Natural Resources (DNR) encourages you to consider planting native vegetation to control shoreline erosion, enhance aesthetic values, and contribute to better water quality in your lake (see Lakescaping information sheet).
Both riprap and retaining walls can reduce erosion, but they can be expensive and can negatively affect lakes by creating a barrier between upland areas and the shoreline environment. Riprap should only be used where necessary and never to replace a stable, naturally vegetated shoreline. Additionally, installing riprap on a stream or river bank is a special condition that may require professional advice to ensure that the structure will stand up to the fluctuations in water levels and flowing conditions.
Natural rock riprap consists of coarse stones randomly and loosely placed along the shoreline. You should consult your DNR Area Hydrologist to determine whether your shoreline needs riprap to stop erosion. If there is a demonstrated need, such as on steep slopes, you may want to consider placing riprap or a combination of riprap and vegetation. In most cases, vegetation planted in the rocks will stabilize the riprap and improve the appearance of your shoreline. Naturalizing your shoreline is the most important contribution you can make to enhance water quality, maintain fishery resources, and provide wildlife habitat.
Installation of riprap is allowed only where there is a demonstrated need to stop existing erosion or to restore an eroded shoreline. An individual DNR Public Waters Work Permit is *not* required if the installation meets all of the following conditions:
- The riprap must not cover emergent aquatic vegetation, unless authorized by an aquatic plant management permit from the DNR’s Division of Fisheries.
- Only natural rock (cannot average less than 6 inches or more than 30 inches in diameter) may be used that is free of debris that may cause pollution or siltation. Concrete is not allowed.
- A filter of crushed rock, gravel, or filter fabric material must be placed underneath the rock.
- The riprap must be no more than 6 feet waterward of the ordinary high-water level (OHWL; see sidebar on page 1).
- The riprap must conform to the natural alignment of shore and must not obstruct navigation or the flow of water.
- The minimum finished slope waterward of the OHWL must be no steeper than 3 to 1 (horizontal to vertical).
- The riprapped area must be no more than 200 linear feet of shoreline along lakes and wetlands or, along shorelines of streams, must be less than five times the average width of the affected watercourse.
- The site must not be a posted fish spawning area, designated trout stream, or along the shore of Lake Superior.
**What are some other issues to consider?**
A row of boulders at the water’s edge is not considered natural rock riprap. Rows of stacked boulders function as a retaining wall, and installation would *require* an individual permit from the DNR. Retaining walls are very damaging to the near-shore environment. Retaining walls cause wave action that scours the lakebed, displacing bottom sediment and creating an extremely sterile environment. The cumulative effect of numerous wall structures on a lake reduces critical habitat for fish and wildlife resources and much of the food chain they depend on. Retaining walls require structural maintenance and are frequently damaged by ice action and undermined by wave action.
Riprap is not maintenance free and does not eliminate ice heaving, but it is easier to return the rocks to their original positions than to repair a wall. Consider planting within the riprap to add color, interest, and diversity. Live cuttings and plant plugs can be planted within riprap to provide additional slope stability and give your shoreline a more natural appearance.
©2003 State of Minnesota, Department of Natural Resources. Prepared by DNR Waters. Based on Minnesota Statutes 103G, Public Waters Work Permit Program Rules Chapter 6115. | 1,878 | 901 | {
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IN AND AROUND STRATEGICALLY IMPORTANT Chattanooga, Tenn., in the autumn of 1863, there occurred some of the most complex maneuvers and hard fighting of the Civil War. The Confederate victory at Chickamauga (September 19-20) gave new hope to the South after the defeats at Gettysburg and Vicksburg in July of that year. At Chattanooga (November 23-25) Union forces under Maj. Gen. Ulysses S. Grant blasted this hope and prepared the way for the capture of Atlanta and Sherman’s “March to the Sea.” Chickamauga and Chattanooga National Military Park, oldest and largest of the national military parks, commemorates the heroic soldiers of both North and South in the battles for the control of Chattanooga.
The year 1863 proved to be one of victory for the Union forces. Three great campaigns took place which shaped the destiny of the war. The first, a decisive blow at Gettysburg, forced a Confederate army under Gen. Robert E. Lee to abandon its attempt to invade Northern soil. Lee began an orderly retreat to Virginia on July 4.
On the same day, but far removed from the fields of Gettysburg, Lt. Gen. John C. Pemberton surrendered his army and the City of Vicksburg, Miss., to General Grant. The fall of Vicksburg, simultaneous with the victory at Gettysburg, gave heart and strength to the North, while Confederate morale dropped.
The third campaign, Murfreesboro to Chattanooga, slow and uncertain in its first phases, and including later the great Confederate victory at Chickamauga, culminated nearly 5 months after the other two in ultimate victory for the North in the Battle of Chattanooga.
Chattanooga had only 2,545 inhabitants in 1860, but its importance was out of all proportion to its size. Situated where the Tennessee River passes through the Cumberland Mountains, forming gaps, it was called the “Key to East Tennessee” and “Gateway to the deep South.” The possession of Chattanooga was vital to the Confederacy, and a coveted goal of the Northern armies.
Chattanooga’s principal importance during the Civil War was its position as a railroad center. Four lines radiated in the four principal directions—to the North and Middle West via Nashville, to the western States via Memphis, to the South and southern seaboard via Atlanta, and to Richmond and the North Atlantic States via Knoxville.
By 1863 both sides were aware of the great advantages of strategic railroad lines. Lt. Gen. Braxton Bragg had made skillful use of the railroads in 1862, when he suddenly shifted his army from Mississippi to Chattanooga to begin his drive across Tennessee and into Kentucky. President Lincoln had long recognized the importance of railroads in this area. In the same year Lincoln said, “To take and hold the railroad at or east of Cleveland, in East Tennessee, I think fully as important as the taking and holding of Richmond.” And in 1863 Lincoln wrote Maj. Gen. William S. Rosecrans, “If we can hold Chattanooga and East Tennessee, I think the rebellion must dwindle and die. I think you and [General] Burnside can do this, and hence doing so is your main object.”
The armies that traversed this region found it a fertile farming area. East Tennessee’s rich grain fields supplied not only wheat, corn, and hay, but beef, pork, bacon, horses, and mules. It was a vital region for the armies of the Confederacy. It not only supported the troops that occupied that region, but large quantities of provisions were shipped to other armies.
In addition to the military and economic reasons, a political factor had to be considered in the struggle for control of East Tennessee. The people there, living in a mountainous area unlike the rest of the State, wished to adhere to the Union. The people maintained their allegiance to the Old Whig party, and there was an attitude of suspicion and distrust toward the Democrats. They were mostly small farmers with little cash income, who had a dislike for the wealthy plantation- and slave-owning class.
After fighting broke out at Fort Sumter, neighbors began to take sides. An uneasy truce prevailed until November 1861 when small groups of Union men struck blows at widely dispersed railroad bridges. The cancellation of a projected northern campaign into East Tennessee left the Unionists there without support, and the Confederates took retaliatory measures. Many of the Unionists in East Tennessee fled to Kentucky to enlist in the Union Army; others hid in the mountains. While relief to this section of Tennessee by the Union Army was not to come until 1863, it was not forgotten by President Lincoln.
Chickamauga and Chattanooga Battlefields
by James R. Sullivan
NATIONAL PARK SERVICE HISTORICAL HANDBOOK SERIES No. 25
Washington, D. C.
1956 | 2,025 | 1,008 | {
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What can cause skin to breakdown?
Causes of Skin Breakdown
- Moisture
- Pressure
- Skin Damage
- Friction
- Shear
Can skin breakdown cause a wound?
Yes. Skin breakdown will cause a wound to form.
What type of wound does my child have?
Your child’s care provider will explain your child’s type of wound:
- **Partial-thickness wounds** (epidermis and dermis only) -- These are superficial- heal by epithelialization, a process by which the wound heals itself.
- **Full-thickness wounds** (extend through the dermis) – These heal by granulation (scar) formation. Full thickness wounds only regain 80% of the tensile strength of surrounding tissue, therefore remain at risk for reopening. Tensile strength is maximum strength of a wound when fully healed as compared to normal tissue.
How does a wound heal?
The healing of full-thickness wounds occurs in an orderly way, in phases listed below.
- Hemostasis Phase
- Inflammation Phase
- Proliferation Phase
- Maturation Phase (also called Remodeling Phase)
What happens in each phase? In what phase is my child’s wound?
- **Hemostasis phase**
During the Hemostasis Phase, platelets are activated and triggers the clotting cascade. This causes release of growth factors and starts the wound repair process.
- **Inflammatory phase**
During the Inflammatory Phase, hemostasis is established. Neutrophils and macrophages migrate to the wound to remove bacteria, devitalized tissue, and other debris. Cytokines released during this phase promote cell proliferation and the synthesis of extracellular matrix molecules important to processes in the proliferation phase.
- **Proliferation Phase**
During the Proliferation Phase, new tissue forms (angiogenesis, granulation, and epithelialization) and the wound contracts.
What happens in each phase? In what phase is my child’s wound?
- **Proliferation Phase - Continued**
- **Angiogenesis**
Formation of new capillaries to restore the vascular system.
- **Granulation**
Fibroblasts migrate into the wound and produce new collagen and other extra-cellular matrix substances. This tissue is highly vascular because of angiogenesis. It appears as beefy red tissue in the wound bed.
- **Epithelialization**
Epithelial cells migrate from the wound edge. Epithelial stem cells also migrate from any hair follicles that remain in the wound bed. Appears clinically along the wound edge as tissue that is thin, pearly, or silvery and shiny. Newly epithelialized wound tissue appears pink/paler pink.
- **Wound contraction**
Collagen fibers and extra-cellular matrix contract. Seen clinically as a reduction in wound depth and size.
- **Maturation/Remodeling Phase**
In Maturation/Remodeling phase scar tissue is remodeled and strengthened.
- Scar tissue mass and vascularity decrease.
- This is observable as the shrinking and thinning of the scar and change in scar tissue appearance from red or pink to nearly the same color as the surrounding skin or silvery white.
- In darker skinned individuals, mature scar tissue may appear as an area of hypopigmentation.
- This phase may last for one year or longer. However, scar tissue strength remains less than that of normal tissue (tensile strength).
- The decline in tensile strength increases the risk for re-injury.
Below are the necessary areas that must be addressed in order to heal a wound as quickly as possible.
How long will it take for my child’s wound to heal?
Most full thickness wounds heal in 2-4 weeks.
When should I call the office?
If your child experiences any of the following, please call our office:
- A fever of 101.5 or greater
- A wound that looks like it is getting worse, not better
- A wound that becomes more painful or tender
- A wound that has a bad odor or is draining more liquid
Your child will need to follow up with the surgeon. You will receive specific instructions for follow up when your child is discharged.
Please don’t hesitate to call our office if you have any problems or concerns.
Surgeon: ________________________________
Nurse Practitioners: _______________________
Wound Care Specialist: _____________________
Phone Number (daytime): _________________
Phone Number (after hours): _______________
Social Worker: ____________________________
Supply Company: __________________________
Thank you for allowing us to care for your child. | 2,013 | 963 | {
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Seven Principles of a Healthy Home
ALWAYS KEEP IT...
1. Dry
2. Clean
3. Pest-free
4. Ventilated
5. Safe
6. Contaminant-free
7. Maintained
CONTACT US
For any questions or concerns in your neighborhood
Housing & Neighborhood Health
317-221-2150
General Information
317-221-2141
To Report a Concern in your Neighborhood
Improving the Quality of Life in Your Neighborhood
A healthy home is a home designed, constructed, maintained or rehabilitated in a manner that supports the health of the residents.
—National Center for Healthy Housing, Washington, D.C.
ABANDONED VEHICLES
The following criteria must be met for an abandoned vehicle to be towed:
- It is three model years or older
- It is visible from public property and accessible by a tow truck
- It is mechanically inoperable
- It is on the property, in the reported condition, for more than 20 days
- A court order has been issued to remove the vehicle
Additionally, if the vehicle has been on private property for more than 48 hours, the owner or person in control of that property can sign an affidavit authorizing the vehicle to be towed.
If a citizen observes a vehicle in violation on private property for 21 days, he or she can sign a citizen affidavit that will allow the vehicle to be towed within 72 hours.
TRASH
If a trash violation exists at a property, a health department inspector attempts to contact the owner to explain how to correct the violation. The inspector issues a notice of violation after the inspection and then conducts a follow-up inspection to see if the violations have been corrected.
Trash violations may include but are not limited to:
- Garbage
- Large rubbish and junk (appliances, furniture, mattresses, etc)
- Inoperable or unlicensed vehicles
- Animal manure
- Tree limbs or wood on the ground
- Weeds and grass more than 12-inches tall
- Building materials on the ground
If the violations are not corrected, a $100 ticket will be issued to first-time offenders, and a $250 ticket will be issued for repeat offenders. Some cases may involve extenuating circumstances where the property cannot be cleaned or the ticket is not paid; the inspector may refer these types of cases to Environmental Court for legal action.
HOUSING
An inspector issues a notice of violation and will conduct a follow-up inspection within 24 hours to 30 days (depending on the severity of the violation).
Housing violations that must be corrected within 24 hours include but are not limited to:
- No water, gas or electrical service
- Raw sewage inside the structure
- Severe unsanitary conditions inside the structure
- Toxic fumes from combustion appliances
- No heat (seasonal)
Interior and exterior housing violations that must be corrected within 24 hours to 30 days, depending on the severity of the conditions, include but are not limited to:
- Electrical
- Plumbing
- Appliances (stove, refrigerator, furnace or air conditioner)
- Walls, floors, ceiling, etc.
- Siding or peeling paint (including lead-based paint)
- Roof and foundation
- Gutters and downspouts
- Doors and windows
- Accessory structures (unattached garages, shed, etc)
If the violation has been corrected, the inspector will close the case. If adequate progress has been made, the inspector may give more time to finish making the corrections. If little or no progress has been made, the inspector may refer the case to Environmental Court for legal action. | 1,553 | 748 | {
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Getting Your Kids to Have More Self Control with the Big 8
For parents, there is not one infallible way to teach children self-control. The good news is there are plenty of methods that can be utilized. In the process, kids may also relinquish a lot of the pressure they put on themselves. Here is a closer look at some simple ways that can build self-control in children.
1. **FOCUS ON THE GOOD**
It is easy to critique children on their bad habits. However, practicing good habits brings positive results. So why not cultivate those good habits? Don’t just take for granted those moments when your children complete their homework, clean their room or mind their manners. Positive reinforcement of these good habits is a way to build a child’s confidence which helps immensely with their self-control.
2. **SET LIMITS AND MAINTAIN THEM**
After a long day of work, it may be easy to overlook some elements of bad behavior among your children. But keep in mind that children are very aware when they get away with something. And if you do not correct them when they misbehave, even if it is a minor infraction, it allows them to push their limits. That could lead them to let loose of a little more self-control and try to extend the limits of what they can get away with.
3. **GET IN A ROUTINE**
Not every day has to be an exact replica, although it is good to develop a routine. After dinner, your child may need to clean up. After that, maybe they take a bath. Then, they continue with the rest of their routine that precedes bedtime. Developing a routine builds structure and, over time, children will complete this routine without having to be told. It is a way of self-regulating their own actions.
4. EXPLAIN WHY
There’s no reason you should avoid explaining why rules are intact. Younger children cannot run out in the street because it’s dangerous. Older children cannot stay up all night because their bodies need sleep. Explaining the reasoning behind such actions teaches children about consequence. And the reality of consequence is something that helps maintain self-control.
5. AVOID PROCRASTINATION AND LAZINESS
Children emulate what they see. If they see you spending all day watching TV or playing on the computer, this could lead them to believe this is the norm. That could mean they might also start procrastinating and neglecting their responsibilities. It’s easy to lounge around and do nothing instead of doing chores. If kids see parents being lazy, they will eventually follow that lead. That laziness could easily be infused in their self-control.
6. MIND YOUR TEMPER
It’s normal for kids to have outbursts as many are unable to regulate and even understand their emotions. Consequently, parents who show visible anger or irritation set a poor example. If another car cuts you off, swallow your anger and refrain from shouting. If you suddenly forget that you left your work report at the office, don’t shout an expletive and curse the day. This is essentially a lapse in your own self-control and not a good example to set.
7. SECOND CHANCES
In instances when your child has lost his/her self-control, it’s a good idea to give them a chance for redemption. After calmly explaining what went wrong, give kids a second chance. Many will revel in the second opportunity while simultaneously learning a lesson.
5. AVOID LECTURES
Kids who lose control in a situation are typically not the best audience for a lecture. You can succinctly explain what they did wrong without going into an elongated speech. Instructive action is a much better remedy than a long-winded speech, which is probably going to be lost on your child anyway.
These may be some simple obvious things, but as a parent, many times we need that outside influence reminding us and supporting us to be consistent. In fact, here is a BONUS….
6. SEEK OUT A SUPPORT SYSTEM
Get your Kids involved in a program or sport that has coaches or mentors that mirror your same values and parenting style. One of the Best places that supports parents in having their kids learn and grow stronger, is Kids Martial Arts. Why? Because it has the elements of both an individual sport, as well as a team sport. And it’s not just about the sport, it’s more about personal development.
Now is the time to make a decision and put all of the above into play. Seeing your kids struggle with frustration is not fun, and while doing some of the above is work, in the long run your kids will learn how to positively manage their doubts, fears and frustrations… Powerful ability to have for any person, young or old. | 1,780 | 963 | {
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Kids will repurpose paper cartons to serve as planting containers to start tomato seeds. They can later transplant their tomato seedling into their garden or gift it to a gardening friend.
**WHAT YOU’LL NEED:**
- 1 or more small paper cartons
- Plastic bags or wrap
- Potting soil mix
- Tomato seeds (cherry tomatoes are a good choice if planting container gardens)
- Grow lights (optional)
- Life Cycle of a Tomato Poster (included at the end of this activity)
- Garden journal (optional)
**TIME:** 6+ weeks
**INTRODUCTION:**
Watching plants grow from seed to seed is a great way for kids to learn about the life cycle of plants. They begin by planting a seed which will then germinate forming roots and shoots. The seedling will grow in height and add leaves and stem until it is ready to flower. They can watch as the flower transform into a fruit and eventually be able to dissect the fruit to find the new seeds inside completing the full circle.
There are many plants that can be used to introduce kids to a plant’s life cycle, but tomato seeds can be a fun choice. If you have a warm location with lots of light, seeds can be started indoor so growth can be monitored daily for close observation. After 4 to 6 weeks, you can begin to transplant your tomatoes into containers or gardens outdoors for them to reach maturity.
Tomatoes are a delicious staple of American cuisine, which is fortunate considering that they provide important vitamins, minerals, and cancer-fighting antioxidants. With fresh tomatoes on sandwiches and burgers, and processed tomatoes in pizza, salsa, and catsup, it’s hard to make it through a day without eating a tomato or tomato-based product!
INSTRUCTIONS:
STEP 1
Prepare your paper cartons to use as growing containers by washing and drying thoroughly. Make a few holes in the bottom of your carton to drain access water.
STEP 2
Fill your cartons with moistened potting soil. You want the soil to feel like a moist sponge, but you do not want it to be so wet that water can be squeezed out of it. You may need to alternate adding water and soil until the optimum moisture is achieved.
STEP 3
Plant 2 to 3 seeds in each carton. The seeds need to be about ¼ of an inch deep and about ½ inches apart. After germination you will thin your plants so that there is only 1 plant per container.
STEP 4
Place carton inside a plastic bag or cover all cartons with a sheet of plastic wrap or a plastic tray lid to keep the potting soil mix from drying out. Make sure the plastic does not actually touch the soil surface.
STEP 5
Put your cartons in a place out of direct sun where the temperature remains steadily around 70°F.
STEP 6
The seedlings will begin to emerge in a few days. If you like, kids can document the germination and plant growth in a garden journal.
STEP 7
Once the seedlings have emerged they need plenty of bright light to thrive. Generally they will do best under fluorescent lights. Set the plants an inch or two below the tubes and maintain that distance as the plants grow. If the distance is too great, the plants will stretch towards the lights and develop thin, weak stems. Keep the lights on 14 to 16 hours a day, but turn them off for the night. Plants need a rest, too! If you don’t have fluorescent lights place plants in your sunniest windowsill.
STEP 8
Because multiple seeds were planted, students might observe more than one seedling growing in the carton. If this is the case, once the seedlings have two sets of leaves snip out all but the one strongest seedling at the soil line using a pair of small sharp scissors.
STEP 9
Let kids care for their plants, keeping the soil moist and watering plants. In about 4 to 6 weeks your seedlings will be ready to plant in a bigger container or out into the garden.
When moving your tomato plants outdoors, you will need to slowly help them adjust to outdoor conditions. Begin exposing plants to outdoor conditions 7-10 days before you plan to plant them outside permanently. Start by setting your seedlings out in a sheltered, partly shaded spot for a few hours; then bring them back indoors. Each day, gradually increase the amount of time the plants spend outside and light intensity they receive until they spend the day in full sun and the night outside.
Outdoor conditions also increase evaporation and transpiration (the process of plants giving off moisture), so make sure the potting mix doesn't dry out! After a week or so your seedlings will have toughened up enough to withstand the challenges of outdoor conditions. They’ll be ready to get established quickly in their new home and put out strong new top and root growth.
See the illustrated Life Cycle of A Tomato on the next sheet.
NATURE ACTIVITY | LIFE CYCLE OF A TOMATO
A seed is planted
Give it a little water and warmth
A seedling needs bright light to grow
Plant it outside
Pollinated flowers become fruit
Pollinators help our plant mature
The fruit holds the seeds for the next generation of plants
Harvest time | 1,923 | 1,086 | {
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What to do before an earthquake
- Know your local emergency contact details.
- Make sure you have at home a fire extinguisher, first aid kit, a battery-powered radio, a flashlight, extra batteries, water and non-perishable food for three days.
- Learn first aid.
- Learn how to turn off the gas, water, and electricity.
- Make up a plan of where to meet your family after an earthquake.
- Don’t leave heavy objects on shelves (they’ll fall during an earthquake).
- Anchor heavy furniture, cupboards, and appliances to the walls or floor (if possible).
- Learn the earthquake plan at your home, school or workplace.
- Store breakable items such as glass and pots in low closed cabinets with latches.
- Repair defective electrical wiring and leaky gas connections as these can become fire risks.
- Identify (a) safe place(s) in each room and outside away from trees, buildings and power lines.
What to do during an earthquake
- Stay calm! If you’re indoors, stay inside. If you’re outside, stay outside.
- If you’re indoors, kneel against a wall near the center of the building, kneel in a doorway, or crawl under heavy furniture (a desk or table). Stay away from windows and outside walls and doors.
- If you’re outdoors, stay in the open away from power lines or anything that might fall. Stay away from buildings (objects might fall off the building or the building could fall on you).
- Don’t use matches, candles, or any open flame. Broken gas lines and fire don’t mix.
- If you’re in a car, stop the car safely and stay inside the car until the earthquake stops.
- Don’t use elevators (they’ll probably get stuck anyway).
- Once the shaking has stopped, proceed with caution and avoid bridges that might have been damaged.
What to do after an earthquake
- Call the local emergency services to request help if needed.
- Check yourself and others for injuries. Provide first aid for anyone who needs it.
- Check water, gas, and electric lines for damage. If any are damaged, shut off the valves. Check for the smell of gas. If you smell it, open all the windows and doors, leave immediately, and report it to the authorities.
- Turn on the radio. Don’t use the phone unless it’s an emergency.
- Stay out of damaged buildings.
- Be careful around broken glass and debris. Wear boots or sturdy shoes to keep from cutting your feet.
- Be careful of chimneys (they may fall on you).
- Stay away from beaches. Tsunamis sometimes hit after the ground has stopped shaking.
- Stay away from damaged areas.
- If you’re at school or work, follow the emergency plan or the instructions of the person in charge.
- Expect aftershocks.
Surviving an earthquake and reducing its health impact requires preparation, planning, and practice.
Far in advance, you can gather emergency supplies, identify and reduce possible hazards in your home, and practice what to do during and after an earthquake.
Learning what actions to take can help you and your family to remain safe and healthy in the event of an earthquake.
http://www.hc.dsd.gov.za/disasters/earthquakes/index.asp | 1,230 | 667 | {
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Agricultural crop protection products such as herbicides, pesticides and fungicides are used by farmers to control weeds, pests and plant diseases. This farming practice provides a number of environmental, social, economic and human health benefits.
Before a product reaches the market regulatory bodies balance potential risk to humans and the environment against projected economic, social and environmental benefits. If the risks are so great that benefits of any kind would not outweigh them the pesticide won’t be registered for use. In fact manufacturers would not even proceed to development, as the extensive screening procedures would have removed them from their development process.
**Economic benefits**
- Almost 1 billion people living on less than $1 a day live and work in rural areas and rely directly upon agriculture. Resource poor communities with little in the way of food and financial reserves can use pesticides to prevent their crops from being ravaged by pests such as locusts.
- In resource poor communities a successful harvest provides enough food with excess available for export, boosting the economy. Pesticides can also be used to extend the life of stored products post harvest, an important factor in export.
- In Australia strict quarantine measures are in place to minimise the risk of pests entering through food imports but we also rely on the pest control practices of the export country to provide us with a safe food supply.
- Increased agricultural productivity creates direct economic benefits for farm families through increased income, which in turn promotes rural development and stimulates regional economies.
- Pesticides also broaden the range of viable crop options that a farmer can grow at certain times of the year.
**Social and Health benefits**
- The United Nations Food and Agricultural Organisation has found that pests cost developing nations billions of dollars in national income and the loss of food in farming communities contributes to malnutrition killing more than 12 million children annually.
- In sub-Saharan Africa HIV/AIDS has resulted in labour shortages with many adults too unwell to work. Herbicide use means a farmer does not need to manually weed their field which requires 6-7 days per 0.1 ha for weed control. If hand-weeding was the only option an additional 70 million workers would be required in the US alone.
- Greater quantities of available food in the communities also means better nutrition and better health.
- With the reduced drudgery of manual labour and improved nutrition from successful harvests there is a better quality of life for those living in farming communities slowing down the flow of people moving from rural areas to cities.
Reduced requirements for manual labour gives farmers’ families the option to pursue education, rather than being forced into full time weeding of crops.
**Environmental Benefits**
- Herbicides reduce the mechanical cultivation of fields in turn reducing the production of greenhouse gases, slowing down soil erosion and reducing moisture loss from soil surfaces.
- No till systems would be impossible without herbicides.
- Chemical weed control has been shown to reduce soil erosion by 400% (40 tonnes/ha) and does not affect soil health with long-term exposure to pesticides over 20 years shown to have no detrimental effect on soil microorganisms.
- Higher crop yields mean producing more on the same amount of land which reduces the pressure to cultivate uncropped land to increase production.
“In the developed world we now recognise that the advantages from a diet containing fresh fruit and vegetables far outweigh potential risks from eating very low residues of pesticides in crops.”
Ian Brown (*UK Pesticides Residue Committee Report*, 2004)
“If pesticides were abolished, the lives saved would be outnumbered by a factor of around 1000 by the lives lost due to poorer diets. Secondary penalties would be massive environmental damage due to land needs of less productive farming and a financial cost of around 20 billion US Dollars”.
Bjorn Lomborg (*The Skeptical Environmentalist*, 2001) | 1,744 | 767 | {
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Recycle right, waste not
China’s contamination rule could impact Oregon recycling
Beth Casper Special to Salem Statesman Journal
USA TODAY NETWORK
The Mid-Valley Garbage and Recycling Association promotes recycling among the eight Marion County waste haulers.
Its efforts include printing on recycled paper, educating residential and commercial customers about recyclable products, and providing a hotline for any recycling questions.
These practices have meant that the association is EarthWISE certified. The EarthWISE program is a free business environmental assistance program of Marion County. EarthWISE staff helps businesses recycle, save energy, reduce waste and much more. To earn certification, a business meets criteria in six areas. There are more than 170 EarthWISE businesses and organizations in Marion County.
See RECYCLE, Page 2F
Recycle
Continued from Page 1F
The association’s EarthWISE practices include increasing recycling participation rates. And it has — Marion County has had one of the highest recycling rates in the entire state for many years.
But new regulations from China are hampering the association’s efforts to continue that trend.
China used to take bales of recyclables for minimal transportation costs from the United States and hire Chinese workers to sort the materials. Because they sorted the material to find the marketable recyclables, it didn’t matter as much if the recyclables had a bit of trash mixed with them.
“The West Coast has benefitted from shipping containers going back to China empty — our materials could be sent there cheaply,” said David Lear, general manager at the Mid-Valley Garbage and Recycling Association. “But China has closed many air-polluting factories that took our recyclables to clean up its own pollution issues. The result is that China is saying, ‘We are done taking America’s garbage.’”
What it means is that the blue carts that hold commingled recycling need to be trash-free.
The companies in the United States that take these recyclables do not have the ability to sort out non-recyclables and China will only accept shipments with less than 1 percent contamination.
The biggest contaminants are glass, plastic bags, hoses and ropes, diapers, and clothing or other textiles.
“Everyone is trying to do the right thing and recycle more,” said Jamie Pederson, controller at the Marion Recycling Center. “But these contaminants cause a lot of problems within the recycling system.”
Glass can break and pieces can get caught in bales of paper. Plastic bags, hoses and ropes can get caught in recycling sorting conveyor belts and cause the entire system to halt until the contaminant is removed.
“Everyone thinks garden hoses are recyclable because they are green or rope because it is a natural material, but they aren’t,” Pederson said.
Diapers are the fourth largest contaminant in Marion County. The plastic is not recyclable and any fecal matter poses health risks to workers.
As for clothing, any bales of recyclables that are contaminated with textiles is automatically rejected by China. Recycling advocates encourage residents to donate usable clothing, towels and other textiles to nonprofits that can resell it. Ripped or stained textiles can be donated to organizations that rescue animals, such as humane societies.
“We have a 1 percent contamination threshold to get to,” Lear said. “If we can get there, we will have an overseas market — China will still take it.”
If contamination levels remain high, recycling may become more expensive in the future or loads of contaminated recyclables would have to be landfilled.
“We appreciate anything we can do to keep Oregon green,” Lear said. “We are the number one recycling county in the state. We are looking for all the constituents of Marion County to step up and keep us in that leadership role.”
More information about the Mid-Valley Garbage and Recycling Association can be found at www.mrtrashrecycles.com. To learn more about the EarthWISE program, go to www.mcEarthWISE.net or call 503-365-3188. | 1,736 | 801 | {
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how to set up:
- The children will perform the activity on the spot.
- They must listen to the commands and perform each action once.
- Have an adult or sibling demonstrate the correct technique for each action to aid the children’s understanding (if required).
how to play:
- The children should be jogging on the spot until a number is called out.
- Each number represents a different action.
- When a number is called, children should complete the action.
- In between the numbers being called out, the children should be jogging on the spot.
- Keep calling out different numbers.
commands/actions:
- Number 1: Touch the floor with one hand.
- Number 2: Jump.
- Number 3: Touch the floor with both hands.
- Number 4: Freeze in a position and hold for 5 seconds. (Encourage children to think of a different pose every time number 4 is called.)
Please consider individual pupil requirements and carry out a risk assessment of facilities and equipment before your lesson.
© This resource is protected by copyright law and must only be used by PE Planning Subscribers as per T&C's available at www.peplanning.org.uk.
how to set up:
- Use one piece of suitable equipment (as below) to perform the speed bounce over.
equipment:
- A suitable item to bounce over:
- Cone
- Pencil
- Rubber / Ruler
how to play:
- When the time starts, the children must jump over side to side, with both their feet, continuously.
- Encourage children to use the correct technique: 2 footed take-off and landing, swinging arms and bending knees, jumping from one side of the cones to the other. An adult should demonstrate the technique before they begin.
- They must jump as quick as they can, with one bounce on each side of the object before repeating on the other side.
timing and rotations:
- Perform the exercise for 30 seconds with good technique, control and balance.
- Rest for 30 seconds.
- Move onto the next station.
Please consider individual pupil requirements and carry out a risk assessment of facilities and equipment before your lesson.
© This resource is protected by copyright law and must only be used by PE Planning Subscribers as per T&Cs available at www.peplanning.org.uk.
how to play:
- Ask the children to spread out and find a space in the area, in their pairs.
- On the adult’s command, the children must sprint as quick as they can on the spot for 30 seconds.
- Encourage children to drive their arms and knees high when performing the sprint.
- Encourage the pupils to keep an even pace for the whole 30 seconds.
timing and rotations:
- Perform the exercise for 30 seconds with good technique, control and balance.
- Rest for 30 seconds.
- Move onto the next station.
how to set up:
- Children lie on their back in a space.
- They must lift their legs up in the air, so they are vertical at a 45 degree angle.
how to play:
- On the adult’s command, the children use their hands to lift their head and shoulders trying to touch their toes.
- Keep the lower back on the floor.
- Return to the starting position and repeat.
timing and rotations:
- Perform the exercise for 30 seconds with good technique, control and balance.
- Rest for 30 seconds.
- Move onto the next station.
how to play:
- Children complete the cool down in a safe space, on the spot.
- An adult calls out one of three commands: tall, wide, or small and children complete the correct stretch for that command.
- **Tall Stretch** – Raise arms and hands high above the head; reach up onto the tip toes; stretch the body as high as possible.
- **Wide Stretch** – stand in a star shape; reach arms straight out at the side of the body; spread feet so they are just over shoulder width apart; stretch as wide as possible – imagine someone is pulling each of your hands.
- **Small Stretch** – crouch down into a small tuck shape; balance on feet; hold legs tight into chest, making your body as small as possible.
- Hold each stretch for 10 seconds and repeat.
Please consider individual pupil requirements and carry out a risk assessment of facilities and equipment before your lesson.
© This resource is protected by copyright law and must only be used by PE Planning Subscribers as per T&C’s available at www.peplanning.org.uk. | 1,748 | 924 | {
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Hello StrongStart friends,
This post is put together by Ms. Doris (from Selkirk) and Ms. Natalya (from Nightingale).
We hope you had fun learning about bears yesterday. We will be doing more fun bear activities this long weekend. Starting us off is Ms. Natalya with a song called "Grr, Grr, Went the Little Brown Bear" - [https://youtu.be/2Te3iNrrPgQ](https://youtu.be/2Te3iNrrPgQ).
What do you think a bear sees when it goes out? Ms. Doris has a sing-and-read story called "Brown Bear, Brown Bear, What Do You See?" - [https://youtu.be/6D8Ejst-l2E](https://youtu.be/6D8Ejst-l2E).
Next, we will be making a teddy bear art. You will need brown paint (or just red, blue and yellow mixed together), plastic fork, paper (white, black, pink), scissors and glue. Follow Ms. Natalya as she shows you how to make it - [https://youtu.be/zIcHaMqb-Is](https://youtu.be/zIcHaMqb-Is). With your newly crafted teddy bear or just a teddy stuffy you have at home, you can sing "My Teddy Bear" with Ms. Natalya - [https://youtu.be/vYtRny9HCzE](https://youtu.be/vYtRny9HCzE).
There are many types of bears - brown bear, black bear, polar bear and more! Check out this video of cute little panda bears - [https://kids.nationalgeographic.com/videos/party-animals/#/788571203817](https://kids.nationalgeographic.com/videos/party-animals/#/788571203817).
If you are looking for more to do, check out the attached PDF for a "Teddy Bear Racing Game".
If you are new to our daily email and want to find one that was sent before, check out the StrongStart page for our archived posts. Content is organized by date and labelled by theme!
https://www.vsb.bc.ca/Student_Learning/Early-Learners/StrongStart/Pages/StrongStart-Online.aspx
If you are looking for extra story time videos, you can visit the StrongStart Story Time Video page where we post all our book (not sent in our daily emails) reads by our facilitators.
https://www.vsb.bc.ca/Student_Learning/Early-Learners/StrongStart/Pages/Story-Time-Videos.aspx
For Families who are Facebook users – Please follow the Vancouver Public Library – they do a live story time each day at 10am https://www.facebook.com/vancouverpubliclibrary/.
Have a great long weekend. Stay safe and have fun!
TEDDY BEAR RACE RULES
How do teddy bears move across the racetrack? You will need 2 teddy bears, race tracks (can use alphabet foam playmat or masking tape to create a tracks with square fields), and dice (any dice you already have at home, just glue “miss” sign over the 6 dot side).
Rules of the race:
You put two bears at the start, each of the contestants takes turns throwing a dice and bear moves as many places as dice shows. The first bear to come to the finish line is the winner! 😊
Note:
- You can have as many contestants as you wish! You just need to make more tracks.
- You can use different stuffed animals! What animals you will race?
WHY IS THIS GAME SUCH A HIT WITH MY TODDLER?
There are several things your child will love about this game:
1st: Child can choose which animals will compete!
And they can have a somewhat different game each day!
2nd: Children love to throw big dice around the room!
3rd: They can feel the joy of feeling and learn to cope when they lose.
Things which toddlers learn with this type of game:
Sharing.
We share toys and we share the dice. For most toddlers sharing is hard. And they need to learn this so they can have good relations with their friends and other people.
Taking turns.
They are practicing and improving their patience span by taking turns. They must wait which is something that is hard for all toddlers. They usually want things “now”!
Math.
Dice has 1 – 5 dots and this helps them recognize and count.
Winning / losing – all part of life.
From an early age, it’s important to teach kids not to get mad if they lose a game. It will most certainly improve their social life and help them get along with other kids. | 1,689 | 982 | {
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December 3rd is the United Nations International Day of Disabled Persons. The theme of this year’s celebration, E-Accessibility, recognizes the importance of technology in the lives of persons with disabilities, as well as the need to improve access to information technology for persons with disabilities. To highlight the importance of this day, as well as its chosen theme, the Canadian Association of Independent Living Centres (CAILC) is releasing a series of four themed fact sheets in the lead-up to this day.
As an individual who was facing the effects of progressive vision loss, and who went back to college in his mid-thirties - it was technology that opened my eyes to a new world and a new career.
~ Kelly Nadeau
CAILC Board Member
Fact:
- It has been said that work is one of the key reasons people use the internet.¹
- Information and communication technology skills (ICT), which include internet skills, are becoming increasingly important to employers.²
- Persons with lower levels of education are less likely to have formal training using the internet.³
- Although more and more companies are using online recruitment to find employees, research suggests job sites remain largely inaccessible to persons with disabilities.¹
- In the UK, 1.3 million working age persons with disabilities face exclusion because companies use inaccessible online recruitment sites.¹
- 4 out of 5 (or 81%) of US job sites have been found to be inaccessible.¹
- Although it has been noted that careers in high-tech can be particularly accessible to persons with disabilities, most of these careers require a bachelor’s degree or higher.²
- In Canada, working age adults with disabilities are less likely to have completed high school and/or completed a post-secondary education program.³
- Only 44% of working age adults with disabilities are employed compared to 78% of their non-disabled peers.³
- For persons with disabilities in Canada, there is evidence that suggests having a home computer makes one more likely to be working at a paid job.⁴
- Funding has been reported as the top barrier by service providers and policy experts to realizing the full potential of using technology to prepare young people with disabilities for the workforce.²
¹ Disability and the Digital Divide: An Employers’ Forum on Disability Briefing for SCR Practitioners. Available online.
² (2002) Burgethaler, S. The Role of Technology in Preparing Youth with Disabilities For Postsecondary Education and Employment. Unpublished Manuscript.
³ (2004) Government of Canada. Advancing the Inclusion of Persons with Disabilities.
⁴ (2002) Canadian Council on Social Development Disability Fact Sheet No.6.
Solutions:
- Building recruitment sites which are barrier-free costs no more than building inaccessible sites.¹
- Making existing web sites accessible costs on average under 5% of the total cost of the site.¹
- CAILC and Independent Living Resource Centres (ILRCs) across Canada can help individuals, governments, and businesses to ensure the technologies they use are enabling.
- Locally, ILRCs can help persons with disabilities identify and access technology and related training and employment opportunities.
¹ Disability and the Digital Divide: An Employers’ Forum on Disability Briefing for SCR Practitioners. Available online. | 1,520 | 676 | {
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# Programme of study summary
**Music Express, Foundation Stage**
This scheme of work provides a series of lessons that develop skills to support children reaching the Early Learning Goals for music. Music Express has been written to support the QCA Curriculum Guidance for the Foundation Stage. The musical focus offers a bridge between the Foundation Stage and KS1 curriculum.
| Wk | Music Express Unit Songs | Learning intentions | Pg | Areas of Development and Aspects of Learning |
|----|--------------------------|-------------------------------------------------------------------------------------|----|----------------------------------------------------------------------------------|
| 1 | Going Places – The Three Bears
Three Bears’ Rap
Bear Talk | I can make different sounds with my voice
I can make appropriate actions to the song | 22 | EAD – Media and materials, Imagination
PD – Moving and handling
CL – Listening, Understanding |
| 2 | Going places – The Three Bears
Prowl and Growl
Bear Show | I can make the correct sound to match the picture prompt
I can make different pitch sounds with my voice
I can make a high, medium, and low growl | 23 | EAD – Media and materials, Imagination
CL – Listening, Understanding, Speaking
M – Shape, space and measure |
| 3 | Growth and change – Winter
The Snow is Dancing
Brown Bear’s Snoring | I can do the actions to the song | 60 | EAD – Media and materials, Imagination
PD – Moving and handling
CL – Listening, Understanding |
| 4 | Special people – My turn, your turn
My Turn, Your Turn – Toy Parade | I can keep a beat and take turns
I can create new lines for the song | 10 | EAD – Media and materials, Imagination
PD – Moving and handling
CL – Listening, Understanding, Speaking |
| 5 | Special people – My turn, your turn
I’ve Got the Tambour
Kye Kye Kule | I can follow a beat and think of ways to play instruments
I can learn a new song and repeat the words | 11 | EAD – Media and materials, Imagination
PD – Moving and handling
CL – Listening, Understanding, Speaking |
| 6 | Growth and change – tap talk
Tap Dance
Our Tap Drips – Water Music | I can make a loud and soft sound
I can follow a beat and make instruments sound like water | 59 | EAD – Media and materials, Imagination
PD – Moving and handling
CL – Listening, Understanding | | 1,347 | 528 | {
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4 January 2019
Dear Parents/Guardians,
I am Mrs Sandra Lim-Leow and I will be the Primary 3 Year Head. On behalf of the teachers, I would like to welcome you and all P3 students to the 2019 school year. We are very excited to work together with you and your child to make this a fabulous new school year. We seek your cooperation to pay close attention to your child's progress and schoolwork.
1. Collaborative Learning
Your child may have shared with you about the classroom arrangement of tables. We have made group work a greater emphasis this year as the form and co-form teachers worked together to cluster the tables into small groups to promote more student-to-student interaction. We hope through the table arrangement and other structures such as group roles and expectations, students would develop skills such as communication, problem solving and collaboration. The arrangement also offers safe and comfortable environments for students to share ideas with their peers.
2. Home-School Collaboration
There are many ways that parents can support their children's learning at home and throughout the school year. Some ideas:
- Talk to your child about what they have experienced in school that day. Focus on the positive areas to help your child be excited about school.
- Talk to your child about what they have learned in class each day. This will help them review and find areas that they lack understanding.
- Pay attention to your child’s strength and interest and praise and encourage when they have done well.
- Establish a timetable and a conducive environment for your child to complete his/her homework each day.
- Teach your child to be responsible for his/her homework, assignments and tests, including handing in homework on time.
- Encourage your child to ask questions in class and seek help when they need it.
- Help your child enjoy the process of learning by connecting what they learn in school to their everyday lives.
- Offer your time and support in programmes and initiatives by the school.
3. Peer Support Programme
The Peer Support Programme aims to provide a positive, caring and enabling school environment that brings about positive outcomes in student development. Other positive results include improved student learning and academic achievement, effective risk prevention and health promotion efforts and increased student graduation rates. Part of the lessons in the Form Teacher Guidance Period (FTGP) and Character and Citizenship Education (CCE) intentionally teach the skills to build high-quality relationships in Teacher-Student Relationship (TSR) and Peer Support & Relationship (PSR) for a sustainable school culture of care. Other PSR includes peer bonding, peer influencing and peer helping. Examples:
- Peer Bonding – orientation programme, buddy system, P5 camps
- Peer Influencing – ambassadors for cyber wellness, class committee and duties, Singapore Kindness Movement ambassadors etc.
- Peer Helping – buddies for students with special needs, new students joining the school, etc.
While the efforts in peer bonding and peer influencing will continue, the effort for peer helping will be enhanced with the class monitors equipped with skills in peer support. Hence, monitors ought to have the heart to help and support other students in need. They will be trained and equipped with simple skills so that they can support their friends and other students in the school in time of need.
In general, the key messages to Kong Hwaians are:
- It’s OK if I need help
- Each one of us can also help our friends
- We can help to look out for each other
- When in doubt, we can always check with our teacher or school counsellors
I hope you find the above information useful. If you have queries or feedback, please email me at firstname.lastname@example.org. I look forward to working with you as a team to help your child meet his/her goals and have a successful school year!
Yours sincerely,
Mrs Sandra Lim-Leow
P3 Year Head | 1,583 | 788 | {
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Review the Newton’s Laws of Motion Brain Pop.
Solve these problems:
\[ F = ma \]
Force = Mass X Acceleration
(Newtons) (Kg) m/s/s
1. A bowler rolls a 5 Kg bowling ball down a frictionless alley. The ball accelerates at an average rate of 2m/s/s. How much force did the bowler apply to the ball?
2. A kid applies a force of 27 Newtons to a 9 Kg wagon. How fast does it accelerate?
Review the Work Brain Pop.
Solve these problems:
3. A horse exerts 400 Newtons of force to pull a wagon 25 meters. How much work has the horse done (in Joules)?
4. A strong man tries to pull a 13,000 Kg school bus. He pulls and pulls for twenty minutes and then falls in a heap of exhaustion? How much work did he do (in Joules) if he failed to move the bus?
Review the Power Brain Pop.
Solve these problems:
5. A man does 35 Joules of work to carry box of groceries into a house. If he makes the trip in 20 seconds, how many Watts of power did he put out?
6. The man carries the same box of groceries back to the car (he delivered to the wrong house). He does 35 Joules of work once again but this time he completes the trip in 15 seconds. How many Watts of power did he put out this time?
Force, Work, Power: Putting it all together.
Hint: you will need to use all three formulas to solve this problem.
Solve this problem:
7. A robot moves a 15Kg box at 2m/s/s for a distance of 10 meters. If he moved it in 15 seconds, how much power did he put out (in Watts)?
Review the Acceleration Brain Pop.
Solve these problems:
\[ \text{ACCELERATION} = \frac{\text{FINAL SPEED} - \text{INITIAL SPEED}}{\text{TIME}} \]
8. A robot goes down a steep slope on its skateboard. If it started at rest and reached a final speed of 20m/s in a time of 5 seconds, what was its acceleration?
_________________ m/s/s
9. A rocket on board a jet fighter traveling at 250 m/s was launched. After 10 seconds the rocket was traveling at 300 m/s. What was the rocket's acceleration once it was launched?
_________________ m/s/s
Review the Distance, Rate, and Time Brain Pop.
Solve these problems:
\[ \text{DISTANCE} = \text{RATE} \times \text{TIME} \]
\[ d = r \cdot t \]
\[ r = \frac{d}{t} \]
\[ t = \frac{d}{r} \]
10. A car traveling at 100kph (kilometers per hour) for 6 hours will have covered a distance of how many kilometers?
11. A train traveled a distance of 750 kilometers in 2 hours. How fast was it traveling?
12. How long would it take to travel 200 kilometers at 25 km/hour? | 1,209 | 669 | {
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USING THE SHOT CLOCK 2
Following the first part of the lesson, we can divide the shots that are taken by the team three different groups:
1. Shots you are looking for in the 24-16 second range
2. Shots you are looking for in the 15-8 second range
3. Shots you are looking for in the 7-0 second range
The most important things before discussing each one is to take into consideration the game circumstances: time & score etc. The defense that the opponents are playing also affect the shots that we look for e.g. 24-16 second range, whether the defense is pressing full court or playing half court creates two very different situations.
Another crucial aspect is to apply the correct rhythm for your team. It is essential to understand that the shots you are looking for in a concrete moment of the game must be dependant upon the rhythm that you are playing at that moment. If your defense is soft and you are playing with no aggressiveness it will be impossible for your team to steal the ball and run the fastbreak.
SHOTS YOU ARE LOOKING FOR IN THE 24-16 SECOND RANGE
e.g. If you are working hard on defense, the opponent is pressing full court and we have the ball under our basket we must be ready to break the press and score an EASY basket because your players are playing with a high tempo and you have an opportunity to break their defense with great transition.
**BREAK THE FULL COURT MAN PRESS - EARLY SCREEN**
**Graphic 01:** O3 sets a screen for O2 and rolls to the opposite side where O2 goes, O1 has two options to pass to.
**Graphic 02:** The ball is passed to O2.
**Graphic 03:** O5 sets an early screen for O1. At the same time O4 cuts through the paint and receives the ball or if the defense switch we must attack the mismatch.
Graphic 04: We begin running our transition offense.
Generally in this situation what we ask from our players is in the 24-16 second range to look to surprise the opponent with an early drive, drag or back screen. This is the best moment, because most defenses are not organized, especially if we inbound the ball quickly or if we make a quick outlet pass. Again, we are talking about the importance of the quick link between your defense and offense.
If your opponent is in a half court defense perhaps you cannot finish with an easy basket in the first seconds of the possession but you can put pressure on the defense with a quick transition and get the ball immediately into the frontcourt. If you do this continually the opponents defense will be broken down giving you a great advantage.
SHOTS YOU ARE LOOKING FOR IN THE 15-8 SECOND RANGE
This is the “heart” of the offense. At this time your players tend to feel most “protected” by the offensive sets, but they are only guidelines rather than a solution. The coaches must offer possibilities to the players but it is these who must decide the time and correct option for the final execution.
This final decision or execution must take into account if the path to the basket that has been created is good and we have the possibility to attack or we must move the defense a little more!!! This is in our opinion essential because the correct moment at which we must take advantage is the crucial element.
*THIS IS THE TIME WHERE WE MUST CREATE SOMETHING.*
Each coach has in his hands the decision to play with different plays, movements, systems and using these create the basic offensive philosophy of his team. This is also the time for cuts, passes, screens, pick & rolls and many different options that we will discuss in future lessons. In any case, the coach has the responsibility to offer a basic guidance for his players.
**SHOTS YOU ARE LOOKING FOR IN THE 7-0 SECOND RANGE**
In our opinion, the correct messages for the players in these situations are:
- We have plenty of time.
- Do not panic.
- Read the defense and create.
In this scenario we tell our players TO DRIVE: **Pick & Roll dribble drive, Isolation drive or Screen action drive.** The reasons for this preference are:
- If the ball is in the hands of one of your best offensive players and he starts to drive he will draw attention from the other defenders and maybe create an advantage for a teammate.
- It is easier to draw fouls with dribble penetration.
- The defense can collapse inside the paint and following this it is much easier to obtain an open outside shot.
- Players have more options to “create something different”. | 1,777 | 945 | {
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1. **Leaf**
2. **Tree**
3. **Grasshopper**
4. **Fern**
5. **Grasshopper**
6. **Grasshopper**
**Diagram:**
- **Cell Wall**
- **Cell Membrane**
- **Cytoplasm**
- **Nucleus**
- **Vacuole**
- **Chloroplasts**
**Speech Bubbles:**
- **"I am a leaf."**
- **"I am a tree."**
- **"I am a grasshopper."**
- **"I am a fern."**
- **"I am a grasshopper."**
- **"I am a grasshopper."**
**WILD ART**
**RUB A LEAFY LIKENESS!**
1) Go for a walk and collect at least four different kinds of leaves. Find the freshest ones you can so they don’t crumble when you rub crayons over them.
2) Put your leaves face down on a piece of cardboard or paper.
3) Put a piece of paper on top of them.
4) Rub over the area where the leaves lie with different colors of crayons.
5) Watch as imprints of your leaves appear on your paper! How are they the same? How are they different? Do you see the veins?
---
**WILD MATH**
**IF THE VEINS from one elm leaf were put end to end, they would measure 700 feet long!**
Round this number to the nearest thousandth:
A HEALTHY, grown tree will shed about 3,600 pounds of leaves in its lifetime, putting lots of nutrients back into the soil. That’s more than a car weighs!
Round this number to the nearest thousandth:
A HEALTHY, grown tree can have about 200,000 leaves. That’s a lot of photosynthesis going on!
What form is this number written in?
Write this number in word form:
---
**KEEPING IT WILD**
**DID YOU KNOW THAT YOU CAN MAKE DIRT OUT OF LEAVES?!**
WHEN LEAVES and other stuff from plants decompose, they fall apart into teeny-tiny pieces. It takes a long time, but eventually they’ll turn into soil.
You can help them do this a lot faster by creating a “compost pile.” Instead of throwing the leaves from your yard into the trash, start a compost pile and put them there. Add other plant materials like rotten fruit, vegetables and coffee grounds from your kitchen. Keep adding things and mixing up your pile (that’s important!). Start now and you just might have some dynamite dirt in time for your spring garden!
---
**NEXT MONTH: Wetlands**
**TEACHER RESOURCE**
Visit www.tpwmagazine.com to download a printable PDF, access lesson plans, find additional resources or order copies. | 1,049 | 604 | {
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Space Adventure
SKIPPY’S GALACTIC MISSION
Hard Cover
PERSONALISED BOOKS WITH YOU IN MIND
1. **Kite Flying**
- A red kite with a sad face is flying in the sky.
2. **Bird Flying**
- A purple bird with a happy face is flying in the sky.
3. **Strawberry Jumping**
- A pink strawberry with a happy face is jumping up and down.
4. **Star Jumping**
- A yellow star with a happy face is jumping up and down.
5. **Balloon Juggling**
- A purple balloon with a happy face is juggling a ball.
6. **Kite Running**
- A red kite with a happy face is running on the ground.
7. **Bird Running**
- A purple bird with a happy face is running on the ground.
8. **Strawberry Running**
- A pink strawberry with a happy face is running on the ground.
9. **Star Running**
- A yellow star with a happy face is running on the ground.
10. **Balloon Running**
- A purple balloon with a happy face is running on the ground.
Published by
Virtual Store Pvt Ltd
103, Defence Enclave
New Delhi-110092
In Joint-venture with
A.I.V. Venture GmbH
Karl Harberger-Strasse 3
2380 Perchtoldsdorf
Vienna, Austria
Copyright © Virtual Store Pvt Ltd
Printed by
Proprint Systems
New Delhi
First Edition 2008
Written by
Gp. Capt. Sanjiv Aggarwal
Illustrations by
Creative Printshop
ISBN - 978-81-906194-7-0
Space Adventure
Skippy’s Galactic Mission
Rohan
Dear Rohan
Flying papers, multi colour balloons,
love and laughter, Dance 'n' Shake,
light the candles, cut the cake.
Make it a day, that's simply Great!!!
Happy B'Day..
From
Mamma and Papa
"I wish I could also fly into space and visit other planets," was Rohan's thought when the teacher was telling them facts about the universe. When she gave them the assignment to make a spacecraft, he was really excited. "Get out of the way. The space ship is here," screamed Sameer dashing towards Rohan as soon as the teacher left. "Must be the Martians come to watch the Batman movie," yelled Divya and the whole class laughed.
It took all three of them a week to build the spacecraft. The search on the internet for the design, finding the right material, getting it all together took them four days.
Next three days were spent in the garage building the ship. Their parents were surprised by their energy. Those who always complained “I am bored” had no time to even think of television shows.
And now, as they stood before their own spacecraft, one could see the feeling of pride on their faces. With the last bolt in place, they looked at each other and said, “Ours will be the best model.”
“We have to give it a name,” Divya implored. After an hour of discussion, they agreed upon ‘Skippy’. “It will reach where no other model has reached,” said Sameer. They agreed to meet the next morning and together carry ‘Skippy’ to school.
Throughout the day, Rohan kept thinking about ‘Skippy’ and what if there were people on other planets. At night, lying in his bed, he kept watching the bright full moon and the twinkling little stars outside his window.
“Rohan, Rohan, come out and meet Zappy,” he heard Sameer’s voice.
To their amazement, Zappy flew to the ship like an arrow. “Yes, we can walk and we can zoom that’s why our planet is called Zoom.”
Then Zappy clicked his fingers and the door closed. As soon as they heard the click of the lock falling in place, the engine started. “Automatic. You really built a good ship. I will set the coordinates and it will take us to Zoom,” boomed Zappy. Now very excited and remembering his lesson in the school, Rohan said, “Can we see all the planets of our solar system, before we go to your home.” “No problem, but not too closely,” said Zappy ticking away at the control panel. “Now we are finally on our way. Space, here we come!” The three of them cried in unison as the ship took off.
“What a contrast. You are excited about space and I am excited about the flowers,” commented Zappy. “I can imagine my parents’ delight when I give them this gift.”
Rohan sat up in bed rubbing his eyes. It took him some time to realise that he had been dreaming. But this was one dream he would never forget and would always wait for it to come true.
Our Solar System
Name the Planets
(Sun is now considered a dwarf planet.)
1. The purple mushroom and the pink mushroom are playing together.
2. The purple mushroom is holding balloons.
3. The purple mushroom is reading a book.
4. The purple mushroom and the pink mushroom are looking at a flower.
5. The purple mushroom is driving a car.
Hard Cover | 1,806 | 1,101 | {
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GENESIS 35; February 4; Rachel & Isaac Die
ANALYSIS:
1. What three commands did Jacob give his household after God called him to go up and dwell at Bethel? ____________________________________________________________
2. How did God protect Jacob from the people around him that he feared? ____________________________________________________________
3. What three events marked Bethlehem in this chapter? ________________ ____________________________________________________________
4. Jacob comes to his father at Hebron before Isaac dies at age ________.
5. Which command(s) of God (v 1) did Jacob keep and which did he not keep in this chapter?
[keep] ____________________________________________________________
[not keep] ____________________________________________________________
THINGS TO THINK ABOUT:
Jacob remembers that the LORD appeared to him in the day of his distress over 20 years before when he fled from Esau. And that the LORD was with him in all the way which he went and led him to his kindred where he married his second cousins once removed (Leah & Rachel). The LORD gave him possessions of great wealth plus 11 sons at this time. When he builds this later altar at Bethel, he calls it El-Beth-el, meaning, “God of Bethel.” Thus he appears to emphasize the person of God more than just the place where he worships God. Are we growing spiritually so we can say we know God as our Heavenly Father more intimately and personally today then we did when we were converted, or last decade, or last year or even last month?
Does Jacob’s call for his household to “put away the strange gods, be clean and change your garments” remind us of the need to examine ourselves and prepare ourselves to worship God acceptably? (1 Cor 11:28; 2 Cor 13:5; Ps 139:23-24; Isa 6:1-5).
HELP:
1. “Put away the strange gods that are among you, be clean, change your garments” (v 2).
2. “the terror of God was upon the cities that were round about them, and they did not pursue after the sons of Jacob” (v 5).
3. Rachel bore Benjamin there, Rachel died there, Rachel was buried there.
4. Isaac died at age 180.
5. [keep] Jacob did go up to Bethel (v 6), he built an altar there (v 7), [not keep] but it appears that he did not “dwell there” for he “journeyed from Bethel” (v 16). | 1,180 | 528 | {
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Lesson 10: Dropping the Final Silent e
Word Bank
confidence imposing intriguing legislator menacing
senator juicy comparably doubly wholly
Key Concepts
1. To add a suffix starting with a vowel, drop a word’s final silent e.
debate + able = debatable
urge + ent = urgent
file + ing = filing
2. Drop the e to add -y.
nose + y = nosy
3. To add -ly to most words ending in /le, drop the /le.
able + ly = ably
4. Exceptions to memorize:
mile + age = mileage
whole + ly = wholly
pale + ly = palely
Spelling Practice
Choose the word from Word Bank that combines each word root and suffix. Write your choice on the line. Then write the number of the Key Concept that applies to your choice.
Example: nose + y = nosy, 2
1. legislate + or =
6. whole + ly =
2. juice + y =
7. senate + or =
3. confide + ence =
8. comparable + ly =
4. intrigue + ing =
9. impose + ing =
5. menace + ing =
10. double + ly =
Spelling in Context
Write the word from the Word Bank that fits in each sentence.
1. Our St. Bernard is _______________ preoccupied with food.
2. He likes nothing better than a _______________ steak.
3. Though he may look ____________________, he is still just a puppy.
4. He has a big appetite and a ____________________ big heart.
5. We think he looks dignified, so we named him ____________________ Sam.
**Proofreading Practice**
Read the paragraph. Find the five misspelled words and circle them. Then, on the numbered lines below, write the correct spelling for each circled word.
Patrick Henry did not think himself an imposeing young man. His rural accent and his lack of money made him doubley self-conscious. However, he found the practice of law intriguing, so he worked on his speaking skills until he gained confidance. Soon he was elected as a legislator in the colony of Virginia. There his speeches electrified listeners. His famous words, “Give me liberty or give me death,” have inspired generations of Americans.
1. ______________________ 3. ______________________ 5. ______________________
2. ______________________ 4. ______________________
**Spelling Application**
Put together the word roots and suffixes below to form eight more words that follow the patterns you have learned. Use the Key Concepts to spell each word correctly. Then, to check your spelling, find and circle each word in the word ribbon.
1. ample + ly = ______________________ 5. enhance + ed = ______________________
2. endure + able = ______________________ 6. provide + ent = ______________________
3. intervene + ing = ______________________ 7. seclude + ed = ______________________
4. liberate + or = ______________________ 8. thrive + ing = ______________________
troll er atious in ter ven ing gap se clu ded w o ren h an ced st e am ply th end ur able ak y th riv ing one pro vi dent t uc he | 1,540 | 691 | {
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SEALANTS
Why Sealants?
Decay on back teeth, premolars, and molars usually begins in the grooves and fissures that normally exist on the biting surfaces of the back teeth. Dental sealants, available since the 1960s, are clear plastic coatings that can be placed on the biting and grinding surfaces of posterior teeth. These sealants prevent the formation of decay on the treated surfaces. Sealants can even be placed on teeth with small areas of decay known as incipient carious lesions. The sealants will stop the customary progress of tooth destruction. It can remain on the tooth from 3 to more than 20 years, depending on the tooth, type of sealant used, and the eating habits of the patient. It can only be placed on teeth that have not been previously restored.
The sealant is placed on the tooth through a chemical/mechanical bonding procedure. There is no drilling or local anesthesia required for the sealant application procedure. It is entirely painless.
We, at this office, are dedicated to the prevention of oral disease. It is clear that if the initial decay is prevented from beginning or is small enough to use a sealant, there is a great savings in time, money, discomfort, and tooth structure. Decayed teeth must have the decay removed by drilling, and then they must be filled. This drill and fill may have to be done several times over the patient's lifetime as the filling ages and needs replaced. We strongly suggest that patients who have teeth that can be successfully protected with a sealant material consider having this procedure performed as soon as possible.
Sealants and Prevention
We especially advise that children have the sealant applied to their teeth as soon as the teeth break through the gum and the biting surfaces of the teeth are no longer covered with gum tissue. If the teeth cannot be totally isolated from the moisture in the mouth during the bonding process, it is likely that the sealant will not remain on the tooth for as long a period of time as expected. The sealant is most often applied to permanent teeth, but sometimes a situation arises in which it would be beneficial to have the sealant applied to a primary tooth.
A study completed in 1991 found that one application of sealant reduced biting surface decay 52% over a 15 year period. Another study, completed in 1990, showed that decay on biting surfaces could be reduced 95% over 10 years if 2% to 4% of the sealants were routinely repaired each year. We expect sealants to last many years. Replacing or repairing sealants, as needed, on an ongoing basis will give the best protection.
A sealant is not meant as a substitute for proper brushing and flossing habits. The effectiveness of the sealant is reduced if oral self-care is neglected. Also, cavities can still form on untreated surfaces. Therefore, a topical fluoride treatment remains an essential and necessary preventive aid.
In both 1984 and 1994 sealants have been recommended by the US Public Health Service and the Surgeon General of the United States, among others. We know that sealants are one of the most important treatments available for prevention of dental decay.
If you have any questions about sealants, please feel free to ask us. | 1,202 | 670 | {
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Talking to your children about scary world news
Author: Dr Camilla Rosan DClinPsych CPsychol, Clinical Psychologist and Programme Lead for Families, Mental Health Foundation
This information was correct on 5th January 2018
News is everywhere. In the digital age, it is no longer possible to control the news that we are exposed to or shield children from upsetting information.
What you can do is help to minimise the negative impact it has on your children. You can do this through open and honest conversations at home, such as the tips below:
1. **A news blackout is rarely helpful.** The important thing here is balance. Force-feeding children news or going to great lengths to shield them from it can be unhelpful. Avoid turning the television off or closing web pages when they come in to the room. This can pique their interest to find out what’s really going on – and that is when their imagination can take over.
2. **Let them know the facts.** If children have access to clear and honest explanations of what is happening, and know that it is okay to talk about scary or tricky subjects, it can give them the confidence to reach out about them. Try reading or watching reputable news sources together that you have already previewed, or share news in the moment by explaining what is happening verbally in an unbiased way.
3. **Discourage overexposure.** Small doses of real life news are really helpful. Large doses can have a negative impact as children can become fixated on a news story, and repeatedly look at news coverage relating to it. To avoid overexposure, encourage them to discuss the news story with you once they have read about it. This provides a safe space for all of their questions.
4. **Let your children know they are safe.** All children, even teenagers want to know that their parents can keep them safe. The best way to communicate safety is by talking about worrying news with open, confident, clear and truthful facts. Go through all of the reasons that mean they are in a safe place rather than well-meaningly dismissing their feelings by telling them everything is fine.
5. **Let them know that it is normal to be concerned.** Try sharing with them that you also find events like this worrying. Let them know that you can balance up these worries with the reality of them actually coming true. You would want them to leave this conversation realising that although bad things can happen, they don’t happen very often, so they do not need to be scared all the time.
6. **Tailor the conversation to their age.** All children have different temperaments and sensitivities. Their ability to understand the world, take in and react to bad news will depend on their age. If you have more than one child, you might want to talk about the news with them individually and tailor what you say to their needs and level.
7. **Find the right time to talk about it.** It may be that your child starts asking questions about a news event at an inconvenient time. In this case, let them know that you have heard them and think what they are asking about is important. Tell them that you would like to talk to them about it later and invite them to remind you, so they know you really are interested.
8. **Leave lots of space for questions.** It is common for children to have misunderstandings about traumatic events. Children tend to make up what they don’t know, which is often a lot worse than the reality. Encouraging them to ask lots of questions is important as it allows space for a truthful and open explanation that can help correct these.
9. **Allow for repetition.** Remember that children tend to repeat themselves when they are feeling uncertain or worried. They may need to ask the same question a number of times until they are feeling more reassured.
10. **Be as truthful as possible.** It can be tempting when children ask a direct or tricky question, to avoid it by bending the truth. This can be unhelpful when they are talking to others about what happened. It is often more helpful to be as honest as possible. This is also true of questions when you don’t know the answer. Remember that it is okay not to know, or to go away and find out and get back to them. | 1,456 | 884 | {
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Topic 97: Fire Prevention
Introduction: The threat of fire at the workplace or on a construction job-site is very real. This threat will never be completely eliminated but there are a variety of options that can reduce the risk of fire at your work-site. Effective fire prevention consists of several key elements that must be used together. The primary element, as always, is safe work practices relating to prevention, preparation, and recognition of fire hazards. Next, is the proper handling of flammable and combustible material. Then, there are safe housekeeping practices that reduce the potential for fire danger. Finally, there is fire suppression equipment needed on every work-site to extinguish fire before it burns out of control.
Guidelines for Successful Fire Prevention and Protection:
Employer Responsibilities:
- Develop and implement a fire prevention/protection program and provide adequate firefighting equipment.
- Place all firefighting equipment in plain view at the work-site (label the location of the equipment when appropriate).
- Inspect and maintain all firefighting equipment.
- Provide thorough training in fire prevention and protection.
- Provide an adequate number of properly rated and type of fire extinguishers at each work-site.
- Configure an alarm system that consists of sirens, bells whistles, or other audible alarms to alert workers in the event of a fire emergency.
- Post local Fire Department codes and reporting instructions on info board (or common area) and near the phone.
- Prohibit smoking at or in the vicinity of fire hazards with posted signs that read: “NO SMOKING or OPEN FLAMES.”
Employee Responsibilities:
- Never lay or pile material in a manner where it covers or obstructs access to firefighting equipment.
- Keep driveways located near combustible storage piles at least 15 feet wide and free from accumulated rubbish or refuse.
- All materials must be stored, handled, and stacked with regard for each material’s particular combustible characteristics.
- Pile or stack all materials in stable and orderly piles.
- Never store combustible materials within 10 feet of a building or other structure.
- Keep the entire storage area free from accumulation of unnecessary combustible materials.
- Keep weeds and grass under control and follow company policy for periodic clean-up of entire site.
- Combustible scrap and debris must be properly disposed of and removed from the work-site on a regular basis.
- Use only approved containers for the disposal and/or separation of flammable or combustible refuse, and always replace the lid.
- Use only approved containers and portable tanks for storage and handling of flammable and combustible liquid.
- Locate gas engine powered equipment so that hot exhausts are well clear of combustible material.
- Avoid accumulation of oily rags or combustible/flammable scrap material.
- Evaluate work area for fire hazards prior to performing work such as welding.
- Make sure that the type of fire extinguishers provided (i.e. A/B/C) are suitable for the appropriate fire hazard.
- Place all fire fighting equipment at convenient and accessible locations throughout the work-site.
- Inspect all fire fighting equipment as required by appropriate local, state, and federal law.
Conclusion: Fire in the workplace has the potential to cause serious bodily injury and/or extensive property damage. Because of this constant risk, it is beneficial for everyone to know what to do to keep the risk of a fire to a minimum. Also notify all personnel of the appropriate evacuation procedures and emergency response procedures to take when a fire starts.
Work Site Review
Work-Site Hazards and Safety Suggestions: ____________________________________________________________
Personnel Safety Violations: _______________________________________________________________
Employee Signatures: (My signature attests and verifies my understanding of and agreement to comply with, all company safety policies and regulations, and that I have not suffered, experienced, or sustained any recent job-related injury or illness.)
Foreman/Supervisor’s Signature:
These guidelines do not supersede local, state, or federal regulations and must not be construed as a substitute for, or legal interpretation of, any OSHA regulations. | 1,891 | 811 | {
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Topic 206: Night Driving
Introduction: Only one-third of our driving is done in darkness, however, nearly two-thirds of all fatal traffic accidents occur at night. Reduced visibility, glare from oncoming headlights, and unseen objects in the road all combine to make night driving hazardous. In the late afternoon, as soon as the light begins to fade, turn on your headlights to make your vehicle more visible to others. You must use headlights from sunset to sunrise, but be aware that other drivers may not have turned on their headlights yet. Follow the rules below when driving at night:
Headlights are a poor substitute for daylight so:
- Never drive so fast that you cannot stop within the distance that you can see ahead with your headlights.
- Use low beams when driving on city or town streets.
- Use high beams on highways when no other vehicle is coming toward you within 500 feet.
- Switch to low beams whenever you meet oncoming traffic to avoid blinding the other driver.
- When following another car, use low beams whenever you are within 200 feet.
- When driving in heavy rain at night, use your high beam lights.
- When driving at night in fog or snow, use your low beams or the light may be reflected back at you and actually reduce your visibility.
- Many animals are more active at night and are harder to see; be alert for animals on the road, especially in wooded and rural areas.
If the high beams of an oncoming car are not dimmed:
- Avoid looking directly at the bright lights.
- Do not flash your high beams at the oncoming car to alert the other driver, or leave your high beam lights on.
- Glance to the side of the road, at the right side road line. This will allow you to guide your vehicle and keep your vision from being greatly effected.
- Keep doing this until you have passed the other vehicle.
Do not become a victim of “Highway Hypnosis” (a trance-like state that can occur during a long period of highway driving). Anytime you become tired while traveling:
- Pull over and rest.
- Use the radio and cool, fresh air to ward off highway hypnosis.
- Stop every hour to walk and exercise; this will help you to stay alert.
- Try to reduce your night time driving by scheduling tasks during the day.
- Use your visor to cut down on glare from other traffic.
- Inspect your vehicle lights regularly to ensure they are all clean, working properly, and have no broken lenses. Keep your headlights properly adjusted.
- Keep your windows clean. Replace cracked glass which can reflect glare from other vehicle lights.
- Never take any medication that may impede your judgment or make you sleepy.
Conclusion: Fatigue and the corresponding lack of alertness are a greater hazard at night. Drivers may not see or respond to road hazards as quickly in the darkness, and your body’s clock may tell you it’s time to sleep. Do not start driving when you are already tired. Remember to wear your seatbelt.
Work Site Review
Specific Work-Site Hazards and Safety Suggestions:
Employee Signatures: (My signature attests and verifies my understanding of and agreement to comply with, all company safety policies and regulations, and that I have not suffered, experienced, or sustained any recent, reportable, job-related injury or illness.)
Foreman/Supervisor’s Signature:
These guidelines do not supersede local, state, or federal regulations and must not be construed as a substitute for, or legal interpretation of, any OSHA regulations. | 1,350 | 719 | {
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Wildfires: Before, During, and After
Wildfires can ruin homes and cause injuries or death to people and animals. A wildfire is an unplanned fire that burns in a natural area such as a forest, grassland, or prairie.
- Wildfires can often be caused by humans or lightning.
- Wildfires can cause flooding or disrupt transportation, gas, power, and communications.
- They can happen anywhere, anytime. Risk increases during periods of little rain and high winds.
- Wildfires cost the federal government billions of dollars each year.
If you are under a wildfire warning, get to safety right away.
- Leave if told to do so.
- If trapped, call 911.
- Listen for emergency information and alerts.
- Use N95 masks to keep particles out of the air you breathe.
How to Stay Safe When a Wildfire Threatens
Prepare NOW.
- Sign up for your community's warning system. The Emergency Alert System (EAS) and National Oceanic and Atmospheric Administration (NOAA) Weather Radio also provide emergency alerts.
- Know your community's evacuation plans, and find several ways to leave the area. Drive the evacuation routes, and find shelter locations. Have a plan for pets and livestock.
- Gather emergency supplies, including N95 respirator masks that filter out particles in the air you breathe.
- Keep in mind each person's specific needs, including an updated asthma action plan and medication. Don't forget the needs of pets.
- Designate a room that can be closed off from outside air. Close all doors and windows. Set up a portable air cleaner to keep indoor pollution levels low when smoky conditions exist.
- Keep important documents in a fireproof, safe place. Create password-protected digital copies.
- Use fire-resistant materials to build, renovate, or make repairs.
- Find an outdoor water source with a hose that can reach any area of your property.
- Create a fire-resistant zone that is free of leaves, debris, or flammable materials for at least 30 feet from your home.
- Review insurance coverage to make sure it is enough to replace your property.
- Pay attention to air-quality alerts.
Survive DURING.
- Evacuate immediately if authorities tell you to do so.
- If trapped, call 911 and give your location, but be aware that emergency response could be delayed or impossible. Turn on lights to help rescuers find you.
- Listen to EAS, NOAA Weather Radio, or local alerting systems for current emergency information and instructions.
- Use an N95 mask to keep harmful particles out of the air you breathe.
- If you are not ordered to evacuate but smoky conditions exist, stay inside in a safe location, or go to a community building where smoke levels are lower.
Be safe AFTER.
- Listen to authorities to find out when it is safe to return and whether water is safe to drink.
- Avoid hot ash, charred trees, smoldering debris, and live embers. The ground may contain heat pockets that can burn you or spark another fire. Consider the danger to pets and livestock.
- Send text messages or use social media to reach out to family and friends. Phone systems are often busy following a disaster. Make calls only in emergencies.
- Wear a National Institute for Occupational Safety and Health (NIOSH)-certified respirator dust mask, and wet debris down to minimize breathing dust particles.
- Document property damage with photographs. Conduct an inventory, and contact your insurance company for assistance.
- Wildfires dramatically change landscape and ground conditions, which can lead to increased risk of flooding due to heavy rains, flash flooding, and mudflows. Flood risk remains significantly higher until vegetation is restored—up to 5 years after a wildfire. Consider purchasing flood insurance to protect the life you've built and to assure financial protection from future flooding.
U.S. Federal Emergency Management Agency (FEMA), Ready.gov. (Revised 2018). *Wildfires*. Retrieved November 16, 2018, from https://www.ready.gov
Disclaimer: This document is intended for general information only. It does not provide the reader with specific direction, advice, or recommendations. You may wish to contact an appropriate professional for questions concerning your particular situation. | 1,799 | 861 | {
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Guarding the last male northern white rhino on Earth
Sudan the rhino and 2 females of his subspecies are under constant surveillance in Kenya, but it may not be enough to save the creatures from extinction.
The survival of the world's population of northern white rhinos rests on the shoulders of Sudan, the sole surviving male of the subspecies — and the armed rangers who guard him 24 hours a day.
Sudan lives in Kenya's 90,000-acre Ol Pejeta Conservancy, which is also home to two female northern white rhinos.
Forty armed rangers patrol the conservancy, and while the 40-year-old rhino isn't constantly surrounded by rangers, his security detail is never far from where he and the females roam.
"We try and let our rhinos be wild as much as possible without human interaction," Eldoie Sampere, the conservancy's marketing manager, told GrindTV.
Sudan has been fitted with a radio transmitter so he's easy to locate, and his horn has been removed as a further precaution.
In 1989, Namibia de-horned many of its rhinos in an attempt to deter poaching, and none of the animals were poached. According to Save The Rhino International, rhinos dehorned in certain Zimbabwe conservancies have a 29 percent higher chance of survival than horned ones.
Poaching the last of the species
Rhino horns are big money for poachers, often fetching $30,000 per pound.
Powdered rhino horn is prized in Asia because of ancient beliefs that it can cure everything from fevers and snakebites to seizures and cancer. However, rhino horns are mostly keratin, the same material that makes up human hair and fingernails.
From 1960 to 1980, the population of northern white rhinos plummeted from 2,000 to only 15 because of poaching, and by 2009, the last wild members of the subspecies had been killed. That year, four of the animals —Sudan, the two females and another breeding male — were brought to Ol Pejeta from a Czech zoo in hopes that living a more natural life would encourage breeding.
In 2012, female Najin and male Suni mated, but there was no pregnancy.
Then in October, Suni died of natural causes, and in December, 44-year-old Angalifu — the only breeding male of the subspecies left besides Sudan — passed away at the San Diego Zoo.
Now, only five northern white rhinos remain: the three at Ol Pejeta and two that live in zoos. However, all five are considered to be past their reproductive years, and scientists say there’s a limited chance of any more of the subspecies being born.
What will become of the species?
Conservationists say it’s possible one of the Ol Pejeta females could mate with an introduced southern white rhino, a closely related subspecies, to produce hybrid calves. However, scientists say this wouldn’t be ideal as it would preserve only some of the northern white rhino’s genetics.
The subspecies could also be brought back from the brink of extinction in a laboratory.
In February, the San Diego Zoo — which is home to a female northern white rhino — received a $110,000 donation to work on the genome sequencing of the northern and southern white rhinos.
San Diego’s Frozen Zoo has genetic material from 12 northern white rhinos, including sperm and testicular tissue from the male that died in December. The zoo’s long-term goal is to create an embryo that could be brought to term by a female southern white rhino.
For now though, Sudan will spend his days in Kenya surrounded by armed rangers while Ol Pejeta raises funds to keep its rangers safe on the job.
“With the rising demand for rhino horn and ivory, we face many poaching attempts and while we manage to counter a large number of these, we often risk our lives in our line of duty,” Simon Irungu, an Ol Pejeta ranger, told World of Animals.
The conservancy has launched a GoFundMe campaign with hopes of raising about $110,000.
Related on MNN:
- 8 species on life support
- How Google Glass is saving rhinos
Meet the pangolin: This adorable, endangered creature needs a PR makeover
Laura Moss writes about a variety of topics with a focus on animals, science, language and culture. But she mostly writes about cats.
Related topics: Endangered Species, Extinction, Wild Animals
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57 COLOMBIA a) pre-Hispanic pottery
CHIBCHA: Also called Muisca. This culture developed in the wide, fertile highland basins of Bogota and Tunja and was flourishing at the time of the Spaniards' arrival. In company with the Tairona, the culture was the most advanced in Colombia at the time of the Conquest.
57A Warrior. The collar adornment is typical of this style.
57B Idol, carrying a child on his back and wearing a crown. Incised ceramic.
57C Profile view of the same figure.
TUMACO: The Tumaco culture is located on the southern coast of Colombia on Tumaco Island, the neighboring shores and river banks. It is dated from around 500 B.C. to the first century A.D.
57D Figure with staff, painted ceramic.
57E Head, with decorated helmet.
57F Mother and child.
57G Head, high polish, painted ceramic.
57H Head with beard.
57I Woman's figure.
57J Seated figure.
58 COLOMBIA b) pre-Hispanic pottery
QUIMBAYA: Found in the central Cordillera and the Cauca Valley, this culture is most famous for its fine gold work.
58A Jar with nose ring decoration.
58B Funerary urn with cover.
58C Vessel in animal form with painted decorations.
58D Seated figure with painted face.
58E Profile view of the same figure.
58F Vase, double-spouted armadillo, mounted on two barrels.
58G Anthropomorphic painted figure.
58H Fragment of a painted head.
58I Incised anthropomorphic vase.
58J Profile view of the same figure.
59 COLOMBIA c) pre-Hispanic pottery
CALIMA: The Calima River has given its name to an archeological area characterized by a certain style of pottery and gold work. Most human effigies show certain distinctive facial features; slanted almond shaped eyes, thick lips, almost negroid in shape and a deep vertical furrow on both sides of the mouth, setting off the full cheeks.
59A Vase, double spouted animal form in red ceramic.
59B Mask with nose ring, from Restrepo.
59C Vase, large size of a human face.
59D Full view of the same vase.
59E Vase, double spout animal form.
59F Idol, two-faced from Fenicia.
59G Front view of the same figure.
59H Large size seated male figure, painted ceramic from Restrepo.
59I Profile view of the same figure.
59J Vase. Animal form on animal form from Segovia, Antioquia. | 1,082 | 564 | {
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MICRO SEL THREE SIGNATURE PRACTICES FOR EVERYONE...EVERY DAY
Creating Inclusive and Positive Environments
Highly engaging, effective and purposeful interactions are created using three key social and emotional learning (SEL) practices in the small moments of our day:
**WELCOMING ACTIVITIES** • Greeting for Inclusion
**ENGAGING PRACTICES** • Attentive Listening
**OPTIMISTIC CLOSURES** • Reflections and Looking Forward
Even if you are using these three SEL practices for the first time, they can be effective in creating positive and productive relationships throughout the day with everyone you encounter. These signature practices engage all five SEL competencies and can help us to create a culturally inclusive community. They also build upon and are aligned with the principles of adult learning, Restorative Justice (RJ), Positive Behavior Interventions and Supports (PBIS), and trauma-informed practices.
Using these three practices is beneficial for everyone and is absolutely essential for some people:
- People who walk into our offices and schools after a morning, a day, a week or a lifetime of difficult situations need to experience a sense of calm and inclusion in order to participate fully.
- Humans are internally soothed by sameness—while paradoxically our brains need freshness, too. It’s balancing novelty within routines and activities that allows us to move with confidence through our work day while navigating multiple competing demands on time, energy and attention. These micro-routines provide a solid foundation for our most overextended colleagues, students and families to be engaged as learners and contributors.
- Productivity and creative thinking result only when our basic human needs have been met and our neocortex is engaged and available.
Follow this link for additional resources and research about the power of micro-practices.
MICRO SIGNATURE SEL PRACTICES*
MICRO Signature SEL Practices are small but powerful moments in our day that only take a few seconds or minutes to complete. Practices such as greeting a person by name, sincerely asking how they are doing and wishing them a good day are ways of demonstrating care and inclusion in a very short amount of time. When done authentically and systematically throughout a work environment they can help create and grow a culture of positive and productive relationships that are the foundation of learning, teaching and leading.
WELCOMING ACTIVITIES
Greetings Designed for Inclusion
We all want to be acknowledged and welcomed.
A culture of personal greetings establishes safety and predictability, supports contribution by all voices, set norms for respectful listening, and allows people to connect with one another, creating a sense of belonging. To be effective they must be authentic, warm and accompanied by appropriate eye contact and attentive body language.
USE INCLUSIVE GREETINGS in passing
Eye Contact: When culturally appropriate, establish eye contact while listening and speaking. This means not looking at your cell phone or computer screen while engaging with another person.
Smile: 😊! And if not a smile, assume a neutral and welcoming facial expression.
Quick Greetings:
- “Hi, [say person’s name].”
- “Good morning (afternoon).”
- “How can I help you?”
- “Nice to see you.”
ENGAGING PRACTICES
Attentive Listening
Adults and students want to know that they have been heard and seen every day.
Engaging practices such as attentive listening are brain compatible strategies that can foster relationships, cultural humility and responsiveness, empowerment, and collaboration. Attentive listening improves the quality of the thinking/speaking of the person who is talking and allows the listener time to understand the full message of what is being said or implied.
DEMONSTRATE ENGAGEMENT even when time is tight
Non-verbal:
- Offering a “High Five” a wave, a nod or other non-verbal acknowledgment.
- Nonverbal cues – not using technology during an encounter.
- Pausing your activity to acknowledge the other person.
Verbal:
- “How are you doing?”
- “What’s new?”
- Asking a follow up question to their comment.
OPTIMISTIC CLOSURE
Reflections and Looking Forward
This provides positive closure, reinforces the topic, and creates momentum towards taking action. It is a way to show that you want to stay connected with the person.
END ON AN OPTIMISTIC, APPRECIATIVE NOTE
- “Is there anything else I can help you with?”
- “Bye. See you later.”
- “Thank you.”
- “Let me think about that.” | 2,033 | 921 | {
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Laura Ingalls Wilder Re-visiting HerStory
By Lydia Wittman
Near and dear to many of your hearts, Laura Ingalls Wilder will be revisited tonight in the dining hall during dinner and a panel discussion at 6:30 p.m. As a cherished figure of many childhoods, she is the focus of much activity on the campus today. Some internationally accredited professionals, including the Laura Ingalls family biographer William Anderson and Michael Dorris, Native American author of The Broken Chord and Crown of Columbus, have come to Concordia by the invitation of Professor Eleanor Heginbotham and Dr. Jeff Burkart to discuss the Laura Ingalls tales and their place in American history education.
"This has really blossomed into a special event of regional importance," says Dr. Burkart of today's activities. "Great oaks come from little acorns, just like this event has grown from a casual conversation with Ellie about Laura Ingalls Wilder. We're now expecting almost 1,000 children from area schools to attend the activities in the Buetow during the day."
Much of the event's popularity is due to the ethical issue raised by both Dorris and Dr. David Beaulieu, Commissioner of the Department of Human Rights in Minnesota and a member of the Chippewa tribe. Heginbotham explains that Indians and their descendants question the use of Laura's books in education because of their negative portrayal of Indians.
In defense of Laura, however, Heginbotham states, "It is hard to fault her because her stories are based on her experience and point of view. It's the job of educators to fill in the rest of the story." Burkart adds, "Educators need to teach the books in context, understanding all the facets involved. In that understanding we have a richer viewpoint and can enjoy reading and learning."
Laura Ingalls' books provide good, wholesome reading," agrees senior Sara Ingalls Continued on page 3
Who Is Spending Your Money?
by Lisa Lindeman
Student Senate makes many important decisions that influence the lives of all Concordia students. One of these decisions is how to spend capital expenditure money. The student body president decides what capital expenditures will be discussed, but decisions are usually made near the close of the school year. Because that time is soon approaching, Concordia students need to be aware of what capital expenditures are, what the process of spending this money involves, and how it affects us as students.
Capital expenditures is a term few people know or understand. Many common misconceptions exist such as defining it as "extra money" or the like. This money is actually both budgeted and designated. At the beginning of the school year, Student Senate traditionally sets aside 10% of their budget for capital expenditure; nevertheless, this is not a set percentage. This year 10% of the budget was set at $9,500. This year, some money was subtotated to pay for expenses from the previous year. The reason this money is designated is to ensure that little things are taken care of. It allows for Senate to contribute money in areas that directly impact the lives of the students.
How does Student Senate decide how the money is spent? A group may present its request for capital expenditure money at a Senate meeting. The representative on Senate seek out input from their peers and rack their own brains for ways to best spend the money. Opportunities for student input is provided through "Graffiti Boards" and other postings. Senate considers all options, keeping in mind specific guidelines previously determined. One stipulation for capital expenditures is that the money must go towards something that can be paid for all at once, a one time payment. Another requirement is that the money spent should benefit the whole student body. Although all of these guidelines are important, they are not absolute.
How does this impact us as students? The students of Concordia are responsible for making their opinions known to their representatives and to Student Senate. Organizations should be aware that now is the time to present ideas to Senate. Keeping the guidelines in mind, students need to support Senate and contribute actively in this decision making process. | 1,670 | 837 | {
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Study guide
- (§1.8) Understand how to convert a flow/traffic/circuit problem to a linear system of equations.
- (§1.3) Know how to add, multiply, and transpose matrices. Be aware of any restrictions on the dimensions of the matrices involved. Try odd-numbered problems from 1 to 23 in §1.3 to review these (check your answers in the back).
- (§1.3) The formula for matrix multiplication seems very strange at first. Make sure you understand why it is defined the way it is. It helps to think about some examples.
- (Discussed in-class Friday 2/9) A $2 \times 2$ matrix encodes a (linear) transformation of the plane. Given such a matrix $A$, understand how to transform individual points or simple picture (e.g. the unit square). Similarly, understand how to find the matrix $A$ given a picture of its effect.
Textbook problems from DeFranza and Gagliardi:
- §1.8: 8, 20. **Comments about these problems:**
- There is a misprint in 1.8.20: the 16 V battery (bottom wire) should be facing the other way.
- In problem 1.8.8, when the authors ask what the smallest possible value of $x_8$ is, they mean *in order for all flow rates to be nonnegative*. The issue is that the linear system of equations doesn’t tell the whole story, because some of its solutions would require negative traffic along some of the (one-way) roads.
- You may use Mathematica (or other software) to perform any row-reduction in these problems.
- §1.3: 10, 12, 16, 22, 26, 28, 37, 38
- Hint for 1.3.28: write a linear system of equations in variables $a, b, c, d$ to describe the situation.
Supplemental problems:
1. Find a $2 \times 2$ matrix $A$ such that $A \begin{pmatrix} 1 \\ 0 \end{pmatrix} = \begin{pmatrix} 2 \\ 7 \end{pmatrix}$ and $A \begin{pmatrix} 0 \\ 1 \end{pmatrix} = \begin{pmatrix} 1 \\ 5 \end{pmatrix}$.
2. A $2 \times 2$ matrix $A$ transforms the unit square in the plane in the manner shown below. Determine the matrix $A$ (there is more than one possible answer; you only need to give one).
 
3. Let $A = \begin{pmatrix} 1 & 3 \\ 0 & 1 \end{pmatrix}$. Draw a pair of pictures like in the problem above to illustrate the way that the matrix $A$ transforms the unit square. | 1,079 | 640 | {
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Q1, (Jan 2007, Q3)
The diagram shows the curve with equation $y = e^{x^2}$, for $0 \leq x \leq 1$. The region under the curve between these limits is divided into four strips of equal width. The area of this region under the curve is $A$.
(i) By considering the set of rectangles indicated in the diagram, show that an upper bound for $A$ is 1.71.
(ii) By considering an appropriate set of four rectangles, find a lower bound for $A$.
Q2, (Jan 2008, Q3)
The diagram shows the curve with equation $y = \sqrt{1 + x^3}$, for $2 \leq x \leq 3$. The region under the curve between these limits has area $A$.
(i) Explain why $3 < A < \sqrt{28}$.
(ii) The region is divided into 5 strips, each of width 0.2. By using suitable rectangles, find improved lower and upper bounds between which $A$ lies. Give your answers correct to 3 significant figures.
The diagram shows the curve with equation $y = \ln(\cos x)$, for $0 \leq x \leq 1.5$. The region bounded by the curve, the $x$-axis and the line $x = 1.5$ has area $A$. The region is divided into five strips, each of width 0.3.
(i) By considering the set of rectangles indicated in the diagram, find an upper bound for $A$. Give the answer correct to 3 decimal places.
(ii) By considering another set of five suitable rectangles, find a lower bound for $A$. Give the answer correct to 3 decimal places.
(iii) How could you reduce the difference between the upper and lower bounds for $A$?
---
The diagram shows the curve $y = f(x)$, defined by
$$f(x) = \begin{cases}
x^x & \text{for } 0 < x \leq 1, \\
1 & \text{for } x = 0.
\end{cases}$$
(i) By first taking logarithms, show that the curve has a stationary point at $x = e^{-1}$.
The area under the curve from $x = 0.5$ to $x = 1$ is denoted by $A$.
(ii) By considering the set of three rectangles shown in the diagram, show that a lower bound for $A$ is 0.388.
(iii) By considering another set of three rectangles, find an upper bound for $A$, giving 3 decimal places in your answer.
The area under the curve from $x = 0$ to $x = 0.5$ is denoted by $B$.
(iv) Draw a diagram to show rectangles which could be used to find lower and upper bounds for $B$, using not more than three rectangles for each bound. (You are not required to find the bounds.) | 1,083 | 646 | {
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The blue sky and orange sunrises and sunsets. It's another set of nature's beautiful gifts that have heightened human emotion since the beginning of our existence. Modern science, mainly physics, has an explanation for these phenomena; they result from Rayleigh scattering.* These phenomena can easily be demonstrated, via simulation, in a darkened classroom with readily available equipment. Some Pine-Sol in water will produce satisfactory results like those found in our atmosphere.
Diagram:
(c) Alternative
Materials: slide projector, metal slide, water tank(s), screen, Polaroid filter (15 cm dia.?), water (distilled?), Pine-Sol, stirrer, kleenex
Preparation: (1) Make up a 2" x 2" metal slide with a 5/8" dia. aperture in the center to narrow the projector's beam.
(2) Locate a water tank with clear, flat sides like an aquarium (the longer, the better) and fill it with clean water.
(3) Set up a simple, white screen (a sheet of copy paper?).
(4) Line everything up as in the diagram with the beam shooting through the water onto the screen. The circle of light on the screen should be white.
Presentation: (a) Add some Pine-Sol (experiment?) to the water, gently stir it in, and watch the beam and water turn light blue and the white light on the screen dim and develop an orange hue. This is the result of Rayleigh scattering.
(b) It so happens that the scattered blue light is also polarized. To show this phenomenon, place a Polaroid filter in front of the tank facing the students and rotate it slowly. The blue light from the tank should lighten and darken noticeably during the rotation showing that it is polarized. Also, use the filter to test the white beam entering, and the orange beam leaving, the tank. These tests should show that these beams are not polarized.
(c) An alternative - using the "Johnston" acrylic boxes (5"x5"x5 3/4"). Set up as in diagram (c). Use one box first. Using a second box, the "orange" on the screen becomes more intense due to the longer pathlength as at sunrise and sunset. If you slide the boxes sideways you can easily view the changes in intensity on the screen, like a "split" screen. Neat!
(d) Easy clean-up. After the demonstration, immediately dump the tank-water and rinse the tank(s) thoroughly with warm water to eliminate any Pine-Sol residue. Also, immediately wipe the tank(s) dry with kleenex to remove any future waterspots.
*Explanation: Rayleigh scattering. See next page.
Rayleigh scattering - is the elastic scattering (not by reflection) of incident light or other E-M radiation by particles (individual atoms or molecules) much smaller than the wavelengths of the incident light. It can occur when light travels through transparent solids and liquids but most prominently through gases like nitrogen and oxygen. It results from the electric polarizability of the particles. The oscillating electric field of a light wave acts on the electrons within a particle causing them to oscillate (resonate) at the same frequency. The photons are immediately absorbed, change quantum levels up to "excited", and then are immediately emitted (radiated) in a new direction without any lose in energy. The particle therefore has become a small radiating dipole whose "new" radiation becomes the scattered light. In air, the shortest wavelengths (blue) are scattered easiest (most) from the incident white light, thus leaving the "orange" (R,O,Y "mix") to pass on through unscattered. Thus, the sky appears blue from the scattering and the sun "orange". The "orange" appears most intense at sunrise and sunset when the sun's white light must pass | 1,478 | 789 | {
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What is it?
What can be done to help children with cataract?
How can you help?
Occasionally children are born with cataract, or develop cataract in childhood.
A child with a white spot where the pupil is normally black should be viewed as an emergency and referred to a tertiary hospital immediately.
At KCMC Hospital in Moshi cataract surgery for children is provided free of charge for children with non-injury related cataract. There is no fee for registration or surgery. The cost of surgery is being paid for by a grant to the KCCO from Dark and Light, Netherlands.
What should you tell parents about childhood cataract?
1. Cataract can run in families, and more than one child in a family can be affected.
2. Any parent or carer who notices a white spot in the child’s eye(s) or who think that the child cannot see properly should take it seriously.
3. All children with blindness and/or cataract should be referred to an eye doctor for detailed eye examination immediately.
4. Congenital cataract is treatable and surgery is the only treatment.
5. Treatment for cataract in children is a matter of urgency as early surgery increases the likelihood of better vision. The cataract does not need to mature. If the treatment is delayed there is a risk of amblyopia and irreversible visual impairment or blindness.
6. After cataract surgery most children need to wear spectacles. This also applies to babies.
7. Long-term follow up is essential (unlike cataract surgery in adults) to monitor the vision, to change the glasses and to manage complications.
For questions:
Please contact:
Kilimanjaro Center for Community Ophthalmology (KCCO)
Box 2254 Moshi, Tanzania.
Phone: +255 27 275 3547
Why don’t parents bring their children for surgery?
- Many parents are not aware that surgery is the only treatment for childhood cataract
- Parents often prefer medical treatment or non-invasive treatments (including traditional remedies) to surgical treatment
- Parents think that the white spot is temporary and will go away by itself.
- Fear that surgery on young children will be dangerous
- Fear of cutting such a small eye or that the surgeon will remove the eye
- Fear of removing the lens (cataract) from the child’s eye and putting the plastic lens inside the child’s eye
- Fear of traveling to the big city just to visit the eye hospital
- Financial barriers
- Cost of traveling and accommodation for 2-3 family members
- Fees for consultation, investigation, surgery, post operative medication and spectacles.
What will happen if a child needs surgery?
Cataract can only be treated by surgery; there is no other treatment. The surgery must be done in a tertiary hospital with an eye surgeon specially trained to operate on children. The cloudy lens will be removed and often a small plastic lens (an IOL) will be inserted into the eye. The child will be in a hospital for 1 – 2 weeks so that careful follow up can be done after surgery.
Almost all children need to wear glasses after surgery. If the doctor prescribes glasses then the child MUST wear glasses after surgery or else the child will not see properly. The glasses must be properly fit and they must be checked often;
- Every 3 months for children less than 2 years old,
- Every 6 months for children 2 –5 years old and
- Every one year for children older than 5 years.
The glasses will have to be adjusted as the child grows. Eye drops will have to be used for 2 – 3 months after surgery. It is important to come for regular eye check ups after surgery.
Should all cataracts in children be operated on?
Children who have cataract in both eyes almost always need an operation. If a child has a cataract in only one eye, then the decision to operate will depend on how long the cataract has been present. The doctor will have to decide how good are the chances of improving the vision by surgery.
Is it safe to do surgery on a baby?
It is safe to do cataract surgery even with a baby of 2 months old. The longer you wait to do surgery; the worse is the chance that the outcome will be good. The presence of cataract keeps the eye from developing normally. If you wait, the child may never develop good vision after surgery.
What should you do if you suspect that a child has a cataract?
This is an emergency. Educate the family that they need to see the eye specialist soon as possible. Refer the family to the district eye hospital or other hospital with eye care service.
Record information on the child’s family (name, age, residence) or ask someone to follow up with the family and counsel the family
If the child has a cataract and gets surgery, help the parents to understand the importance of follow up, using spectacles and low vision aids.
Children living in Kilimanjaro, Arusha, Singida, Manyara, Shinyanga, Mwanza, Mara, & northern Tanga should go to KCMC Hospital, Moshi | 1,961 | 1,083 | {
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### TABLE 16.1
**Comprehension Vocabulary of Phoenix (Pho) and Akeakamai (Ake):**
If Only One Dolphin Understands a Listed Word it is Followed by the Name of that Dolphin.
#### Objects
| Tank Fixtures | Relocatable Objects* | Transferable Objects† |
|---------------|----------------------|-----------------------|
| GATE (divides portion of tank; can be opened or shut) (Pho) | SPEAKER (underwater) | BALL |
| WINDOW (any of four underwater windows) | WATER (jetted from hose) | HOOP |
| PANEL (metal panel attached underwater to side of tank) (Pho) | PHOENIX (dolphin as object) (Ake) | PIPE (length of rigid plastic pipe) |
| CHANNEL (channels connecting two tanks) | AKEAKAMAI (dolphin as object) (Pho) | FISH (used as object or as reward) |
| | | PERSON (any body part or whole person in or out of water) |
| | | FRISBEE |
| | | SURFBOARD |
| | | BASKET |
| | | NET |
#### Actions
| Take Direct Object Only | Take Direct and Indirect Object |
|-------------------------|---------------------------------|
| TAIL-TOUCH (touch with flukes) | FETCH (take one named object to another named object) |
| PECTORAL-TOUCH (touch with pectoral fin) | |
| MOUTH (grasp with mouth) | IN (place one named object in or on another named object) |
| (GO) OVER | |
| (GO) UNDER | |
| (GO) THROUGH | |
| TOSS (throw object using rostrum movement) | |
| SPIT (squirt water from mouth at object) | |
#### Agents
PHOENIX or AKEAKAMAI (prefix for each sentence; calls dolphin named to her station; indicates to dolphin which is to receive fish reward)
#### Modifiers
RIGHT or LEFT (used before object name to refer to object at that position) (Ake)
SURFACE or BOTTOM (used before object name to refer to object at that location) (Pho)
#### Function Words
ERASE (used in place of action to cancel the preceding words—requires the dolphin to remain at station or to return immediately)
YES (used after correctly executed instruction)
NO (sometimes used after incorrectly executed instruction—can cause emotional behavior)
---
*Objects whose locations may be changed by trainers.
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## Toy & Gift Wish List
### Infants (0 - 18 months)
- Infant development toys
- Crib-side music and image players
- Nighttime bedside projector
- White noise machines
- Crib arches
- Plastic mobiles
- Soft blankets (NOT handmade)
- Assorted infant-sized rattles
- Textured balls (non-toxic)
- Stacking cups
- Infant books
- Mirrors (safe)
- Bouncy chairs
- Vibrating chairs for babies
- Pacifier holder & clips
### Toddlers (18 months - 4 yrs.)
- Play-Doh
- Doctor kits
- Toy cars, trains, planes
- Arts & craft kits
- Search & find books
- Stuffed animals
- Development toys with music and light
- Puzzles (15-50 pieces)
- Little figurines and sets (e.g. farm, house, garage, etc.)
- Tool kits
- Themed toys (e.g. cards, games, dolls of Disney or TV characters)
- Dolls and accessories
- Baby dolls
- Kitchen play food & kits
- Plastic blocks
- Bilingual DVDs (recent movies and shows)
- Electronic learning toys (bilingual)
### School Aged (5 - 11 yrs.)
- Lego sets for boys and girls
- Arts & craft kits (e.g., painting canvas, ceramic and wood items, coloring books, stickers)
- Individual Play-Doh jars
- Individual slime jars
- Board games (e.g., Uno, grab & go versions of popular board games, puzzles)
- Search & find books
- Remote control toys
- Fidget toys (pop-its, sensory items)
- Projectors
- Magnetic tiles
- Portable DVD players
### Teenagers (12 - 18 yrs.)
- Arts & craft kits (e.g. paint by number, beads, mandalas, canvases, etc.)
- Lego (e.g. robotics and architecture, 14 years old+)
- Video game gift cards (e.g. PS5, Nintendo Switch, Roblox, Fortnite, Apple, Google Play Store)
- Bluetooth portable speakers
- Slippers for boys and girls
- Headphones
- Accessories (e.g. wallets, makeup bags, jewelry)
- Bath and body products & kits
- Journals
- Sketch books & pencils
- Teen board games
- Clothes (e.g. hoodies, t-shirts, caps)
- Portable DVD players
- Sport-related items (e.g. jerseys, balls, cards)
- Soft blankets
### High Demand
- Infant rattles, washable mobiles, board books, musical toys
- Self-contained craft kits
- Crayons, pencils, markers
- Teen craft kits, model kits
- Lego sets (for all ages)
- Gift cards for music, movies, video games, online gaming
- Gift cards for retail stores (toys, electronics, makeup, clothing, sporting goods, shopping centers, online retailers, coffee shops, grocery stores)
### Experiences
- Movie tickets
- Concert tickets
- Sporting event tickets
- Community experiences (e.g. indoor or outdoor amusement parks, arts and craft cafés, etc.)
- Spa gift cards
- Restaurant gift cards
- Escape room tickets
### Celebrations
Items for special events (birthdays, graduations, holidays, end-of-treatment)
- Gift bags & tissue paper
- Wrapping paper
- Tablecloths, plates and utensils
- Decorations for birthdays (bilingual, NO latex balloons please)
### Other
- Comfortable clothing (underwear, PJs, sweatshirts, t-shirts, etc.)
- Diapers
- Travel sized creams, soaps, deodorants, toothpaste, essentials
- Female sanitary products
---
**More Ideas!**
- Items for special events (birthdays, graduations, holidays, end-of-treatment)
- Gift bags & tissue paper
- Wrapping paper
- Tablecloths, plates and utensils
- Decorations for birthdays (bilingual, NO latex balloons please) | 1,772 | 847 | {
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Overcrowded continents
What to do about population explosion in a nation like India? Pope John Paul was there earlier this month and took pains to denounce artificial birth control. In the few minutes that the Pope spoke against birth control, more than 400 new Indians were born.
India and Africa illustrate the problem facing opponents of birth control in the Third World. In 1930, India (and what is now Pakistan and Bangladesh) had 335 million people. By 1980 the number had risen to 673 million in India alone. By the year 2000, India will have a population of 975 million.
Add in Pakistan and Bangladesh and the awesome grand total is 1.264 billion people.
What this means is that in 70 years the population of the Indian subcontinent will have virtually doubled. This meteoric rate of growth, fueled by advances in public health and better nutrition, will slow somewhat. Still, by 2000 India will have a population density of over 400 people per square kilometre — or 200 times that of Canada.
By best estimates, the population of the Indian subcontinent — India, Pakistan, Afghanistan, Nepal, Bangladesh, Sri Lanka, Bhutan and Burma — will exceed that of China by the end of this century.
Africa, plagued by famine and disease, faces an even worse situation. In 1950 the African continent had 222 million people. By 1975 the figure had grown to 467 million. In 2000 the estimate almost doubles to 830 million.
Egypt is probably the worst case of over-population. Before World War II there were 14 million people. By 1980 the figure had risen to 40 million. In 2000 Egypt will have 61 million people crammed into fertile land the size of the state of Maryland.
An Africa that cannot feed itself today will face almost unimaginable catastrophe by 2000 if its population continues to grow at the present rate. It seems that the only hope for the continent is a Malthusian solution: Reduction of overpopulation by war, famine and disease.
All of those starving black babies seen nightly on TV are nature's way of eliminating people who are unable to feed themselves. Saving these babies today may well condemn the next generation of African babies to starvation.
The ethics of birth control are debatable in North America and Europe where populations have stabilized. In Asia and Africa, the choice is stark: Either enforce birth control or cull excess population through war and disease. Otherwise famine will not only carry off the weak but may also cause massive political and economic damage.
China has recognized this problem and taken draconian measures. Chinese families are virtually forced into having no more than one child. The one-child program may work in totalitarian China where state control is absolute; in democratic India or chaotic Africa, there is simply no chance of enforcing such a program.
Africa could feed a much larger population but cannot. India will find it extremely difficult to feed nearly one billion people. Bangladesh, already living hand to mouth, cannot feed new millions.
Compounding this problem, it has proven almost impossible to get traditional farm societies anywhere except China to practise birth control. In nations without pensions, medical schemes or unemployment, a person's only refuge in old age or sickness is the family.
With population mounting inexorably and birth-control programs unlikely, what are these nations to do? Invade their neighbors and seize more land or somehow allow a certain percentage of their people to die. Cruel this may be, but it is the old problem of too many people in the lifeboat — some will have to go overboard.
One answer may be to cut back on public health programs so that infant mortality rises to a level sufficient to maintain a static population. Such a program is, after all, no more than we routinely advocate for control of wild animal populations.
Remember that it is man's interference in nature's cycle of birth and death — via drugs and inoculation — that has caused problems of overpopulation in Africa and Asia.
Westerners will likely be outraged by these thoughts. But anyone who has been to Cairo or Calcutta recently, who has seen people swarming like ants in a jar, will quickly understand that something drastic must be done. If not artificial birth control then nature's version: Disease, starvation and war. | 1,779 | 877 | {
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Games To Play With Your Dog - Hide & Seek
Play is an important part of owning a dog, and is a great way to build a fun and loving relationship between you. If you ever observe dogs when they greet at the park, the majority of them love to play and interact with other dogs around them. Our dogs are such a fun species to be around and we can help to encourage this behaviour by playing games with them at home and whilst out on walks. This really helps to show your dog that you are so much fun to be around and can be a great aid for teaching dogs with poor recall problems.
How Do I Play The Hide & Seek Game?
The hide and seek game can be played with people or with toys, and to begin with we will explain how to introduce this game with people.
All you will need is some of your dog’s favourite food treats to use for a reward (if your dog is not motivated by food then use a reward that you know he loves, such as a toy or attention).
- Start by introducing the game in the house. Ask a member of the family to hide somewhere in the house whilst you tell your dog to wait.
- Once the family member has hidden, ask them to call the dog either using his name or by whistling softly.
- As soon as they do this, release your dog and say “Find him/her” in an excited tone.
- When your dog finds the hidden person, reward them.
- Repeat the above steps, and gradually increase the difficulty.
To begin with you need to make this game as easy as possible for your dog to find the hidden person, as this will keep your dog engaged in the game. If you start off by making it too difficult then your dog may lose interest quite quickly.
Once you have played this with your dog in the house and your dog understands the game, then you can progress to playing this game outside. It is a very simple game to play outside and all it involves is simply stepping behind a tree or a bush whilst you are out with your dog. It will not take long for your dog to realise that you are gone and will turn back to look. If he walks on without realising then you can call him or whistle to attract his attention. Once he knows you are missing he will come running. Give your dog lots of praise when he finds you.
If you are walking your dog with somebody, then one of you can gently hold the dog back whilst the other person runs off and hides. Once you have hidden you can call or whistle for your dog as the other person releases him. Always praise your dog for finding you. Start this game easily by only hiding a short distance away (your dog may lose interest if you run miles away to hide on the first attempt). Once your dog understands the concept and starts to find you easily then you can challenge him by increasing the distance. This game will allow your dog to track you by using his hunting and tracking instincts.
Some people can find this game embarrassing, especially if you pop out from behind a tree or bush and come face to face with another human, but it is a great game for your dog and it encourages him to use his nose.
The above game can also be played with your dog’s toys. You will need one or two of your dog’s favourite toys and some treats.
- Send your dog into another room whilst you hide the toy.
- Rub your hands on the toy and then hide it.
- Call your dog back into the room and place your cupped hands close to his nose whilst you give the cue “Find it”.
- Observe your dog and if he approaches the hidden place give him praise and say “yes”. If he moves in the opposite direction to the hidden place then say “cold” to tell him he is in the wrong area.
- When he finds the toy give him lots of praise and play with the toy for a moment, and then you can take the toy off him and start again.
This game allows and encourages your dog to use their amazing sense of smell, and it also satisfies the dog’s hunting instincts, whilst providing them with mental and physical stimulation.
**Why Should I Play With My Dog?**
Playing with your dog increases the bond between you and it provides your dog with the mental and physical stimulation which will allow them to live a long and happy life. When it comes to playing with your dog observe them to see what they enjoy and what motivates them. This will enable you to create and adapt games to reflect that. If owners forget how important it is to play with their dogs, then their dogs will have a way of finding their own amusement. | 1,410 | 945 | {
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Story: European discovery of New Zealand
Page 5 – Cook’s three voyages
1777
Rabbits introduced
First sighting and landfall
Captain James Cook's ship the *Endeavour* was a relatively small vessel, just 32 metres long and 7.6 metres broad. It departed from England on 26 August 1768 with 94 men, entering the Pacific around Cape Horn. After almost four months in Tahiti, from mid-April to mid-August, the *Endeavour* sailed south into uncharted waters. On 6 October 1769 a cabin boy sighted land.
Two days later Cook landed at Poverty Bay. But unfortunate skirmishes on that day and the next resulted in the deaths of several Māori. The incidents appear, like Tasman's bloody experience at Murderers Bay (Golden Bay) in 1642, to have been in part the result of Māori efforts to deal with strange newcomers in an unfamiliar way. After the encounters, Cook sailed first south to Cape Turnagain, then north, pausing at Tolaga Bay and Anaura Bay before rounding East Cape to Mercury Bay. After a week in the Bay of Islands, he turned the top of the North Island in a storm, and sailed down its west coast.
Young Nick's sharp eyes
Sailing across uncharted seas in October 1769, Captain Cook offered a reward of rum to the man who first sighted land, and promised that 'that part of the coast of the said land should be named after him'. The sighting was made by the surgeon's boy, 12-year-old Nicholas Young. He had probably come aboard the ship in the retinue of the botanist, Joseph Banks. It is not recorded if Young Nick was given the rum, but the headland below the high hills which he first saw from the masthead was named Young Nicks Head after him. He was certainly sharp-eyed because he was also the first to see Land's End when the *Endeavour* returned to England in 1771.
A favoured anchorage
On 15 January 1770 Cook brought the *Endeavour* to anchor at Ship Cove in Queen Charlotte Sound at the top of the South Island. From a high point on Arapawa Island he gained his first view of the narrow strait that now bears his name. Sailing through the strait, he returned to Cape Turnagain, confirming that the North Island was indeed an island. He then sailed south down the east coast of the South Island and round the southern tip of Stewart Island.
Observing the new land sometimes from well out to sea, he made two famous mistakes, charting Banks Peninsula as a probable island and Stewart Island as a probable peninsula. He did not land again until he put into Admiralty Bay, D'Urville Island, on 27 March 1770 for wood and water.
On 1 April 1770 Cook sailed west to discover and chart the eastern coast of Australia. He reached Batavia (Jakarta) on 11 October and returned to England, having circumnavigated the globe, on 13 July 1771.
The second voyage
When Cook made his two subsequent voyages into the Pacific, New Zealand was no longer a place unknown to Europeans. The first voyage in 1770 had confirmed that it was not a vast southern land waiting to be discovered. Joseph Banks, the naturalist on board the *Endeavour*, had recorded that Cook's rounding of Stewart
Island’s South Cape had totally demolished ‘our aerial fabrick called continent’. Yet there still remained unexplored ocean to the east of New Zealand, where a great continent could lie. On his second voyage (1772–75) Cook used New Zealand as a base for probes south and east, which finally proved there was no such continent.
The *Resolution*, commanded by Cook, and the *Adventure*, commanded by Tobias Furneaux, sailed from England on 13 July 1772. Both ships spent time in New Zealand waters between excursions into the unexplored parts of the Pacific. The only significant achievement of the second voyage relating to New Zealand was Cook’s charting of much of Dusky Sound, where he spent six weeks in the autumn of 1773.
**Historic tree stumps**
Some of the earliest evidence of a European presence in New Zealand is found in the far south-west of the South Island. When Captain Cook rested up in Dusky Sound in the autumn of 1773 after arduous voyages towards Antarctica, one of the tasks he had his party complete was accurately fixing the geographical position of New Zealand. So that the necessary observations could be made, about an acre (half a hectare) of land on Astronomer Point was cleared of bush. The stumps of trees felled by Cook’s men can still be seen beneath the regrown bush.
**The third voyage**
On his third voyage (1776–79), Cook paid a last visit to New Zealand. He stayed from 12 to 25 February 1777 at ‘our old station’, Ship Cove in Queen Charlotte Sound, before sailing into the north Pacific. He was killed in an incident with the islanders at Kealakekua Bay, Hawaii, on 14 February 1779. | 1,978 | 1,090 | {
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During a rainfall, excess fertilizers, pesticides, and herbicides applied to lawns and gardens may be washed off and carried to our waterways, where they may disrupt the natural balance of the organisms and pollute our environment.
Fertilizers can cause an explosion of unwanted plant and algae growth that is often followed by a large die-off of vegetation.
The decomposing vegetation uses up oxygen in the water and may cause large-scale fish kills.
Pesticides and herbicides are poisons. Their use often results in killing desirable plants and bugs along with the targeted pests.
There are both health and environmental risks associated with pesticide and herbicide exposure.
You can help clean up Palm Beach County's lakes and waterways by reducing your use of pesticides, herbicides and fertilizers.
Learn more about healthy landscaping by exploring the Palm Beach County Florida Yards and Neighborhoods website at:
http://www.pbcgov.com/coopext/fyn
For more information about pesticides, see:
http://www.epa.gov/pesticides
http://www.audubon.org/bird/pesticides
http://npic.orst.edu
A cooperative public education program of the Palm Beach County Municipal Stormwater Systems Group
www.StormwaterAndMe.org
Fertilizing
Most lawns can get the nutrients they need from the grass clippings that result from lawn mowing.
If you choose to fertilize, do so sparingly and always in accordance with manufacturer's directions.
Fertilize grass no more than once or twice a year.
Never apply fertilizer when a rain event is forecast.
Keep or remove fertilizer from impervious surfaces such as walkways, driveways, and streets.
Store chemicals indoors or in a covered area to reduce the chance of accidental spills and releases.
Pesticides & Herbicides
Before using pesticides and herbicides, be sure to correctly identify the problem.
Select a "pest-specific" product to minimize harm to other helpful plants and insects.
Apply only to the problem areas. Don't waste your time and money and risk polluting the environment by placing chemicals where and when they aren't needed.
Overuse of pesticides and herbicides can result in pest resistance. While these chemicals can provide effective treatment for serious pest problems, they should not be used routinely or indiscriminately.
Consider...
Landscaping with native plants
Slow-release fertilizers as an alternative
Using safer, less toxic alternatives
Fertilize less!
...for your lawn
...for your wallet
...for our waterways!
Don’t kill the good with the bad... | 1,096 | 520 | {
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Head Injury Advice for Parents
Children have many bangs to the head and it can be difficult to tell whether they are serious or not. Most head injuries are not serious and simply result in a bump or bruise but occasionally head injuries can result in damage to the brain.
If your child bumps their head, follow the advice below:
If your child
- Has not been 'knocked out'
- Is alert and interacts with you
- Has been sick but only once
- Has bruising or minor cuts to their head
- Cried immediately but otherwise normal
Manage at home with the advice overleaf
If you think that
- Your child has fallen from a height greater than your child’s own height
- Your child has fallen from a height more than a metre or yard
Or
- If your child is under 1 year old
- Your child has been deliberately harmed (abused)
Seek immediate medical advice. Take your child to the nearest Accident and Emergency Department or contact NHS on 111 or visit www.nhs.uk
If your child:
- Has been ‘knocked out’ at any time
- Has been sick more than once
- Has clear fluid dribbling out of their nose, ears or both
- Has blood coming from inside one or both of their ears
- Has difficulty speaking or understanding what you are saying
- Is sleepy and you cannot wake them
- Has weakness in their arms and legs or are losing their balance
- Has had a convulsion or fit
You need urgent help please phone 999 or go straight to the nearest Accident and Emergency Department
Please turn over for advice, including a guide to the symptoms of Head Injuries
Head Injury Advice for Parents
- Observe your child closely for the next 2-3 days. Check that they can respond to you normally and can move their arms and legs.
- Give your child children’s liquid paracetamol or ibuprofen if they are in pain. Always follow the manufacturers instructions for the correct dose.
- If the area is swollen or bruised, try placing a cold facecloth over it for 20 minutes every 3-4 hours.
- Make sure your child is drinking enough fluid - water is best, and lukewarm drinks can also be soothing.
- Keep the room they are in at a comfortable temperature, but well ventilated.
- Give them plenty of rest and make sure they avoid any strenuous activity for the next 2-3 days.
- Avoid playing team sports for 2-3 weeks.
These things are expected:
- Mild headache, especially while watching TV or computer games.
- Being off their food.
- Tiredness or trouble getting to sleep.
- Irritability or bad temper.
- Concentration problems.
If things do not get better in one week, phone NHS 111 or contact your GP
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By 2025 we’ll lose over five million jobs to automation. That means that future jobs will look vastly different to the jobs of today. Knowledge creation and innovation will be key to success in the jobs market of the near future.
Atleon is an Aspire Academies Trust in association with AUI and i2EA
One in five existing jobs in Britain will be threatened by 2030 as a result of automation. This amounts to 3.6m jobs in total, according to a new report from think tank Centre for Cities.
Workers of the future will spend more time on activities that machines are less capable of, such as managing people, applying expertise, and communicating with others. The skills and capabilities required will require more social and emotional skills and more advanced cognitive capabilities, such as logical reasoning and creativity.
What jobs will exist in 2030?
Didn't Exist in 2006
- iPhone
- iPad
- Kindle
- 4G
- Lyft
- Android
- WhatsApp
- Airbnb
- Oculus
- Spotify
- Nest
- Bitcoin
- Blockchain
- Square
- Instagram
- Snapchat
A recent report claims that 85 per cent of the jobs that will be available in 2030 have not even been invented yet.
Flexibility, skills that can be transferable to other roles and a willingness to change career will be important in the future job market.
Research conducted by Harvard University, the Carnegie Foundation and Stanford Research Center, has all concluded that 85% of job success comes from having well-developed soft skills and people skills, and only 15% of job success comes from technical skills and knowledge (hard skills).
In the UK, the ‘Backing Soft Skills Campaign’ summarised that the UK is not investing enough in soft-skills and by 2020, more than half a million UK workers will be significantly held back by a lack of soft-skills.
Soft skills are:
- Communication and interpersonal skills
- Teamwork
- Decision-making and initiative-taking
- Time- and self-management
- Taking responsibility
McDonald’s logo: “I’m lovin’ it”
Education Secretary, Damien Hinds, has said that whilst qualifications and exams were important they were “not the whole picture when it comes to what you learn and achieve” and that said schools should develop pupils’ character, resilience and soft-skills.
Skills you need now to get the Jobs of the future
REFLECTIVE
INDEPENDENT
TEAM
CREATIVE
Vision
Preparing every child to confidently navigate the rapidly changing landscape and equip them with the skills needed.
1. Critical thinking
2. Leadership
3. Communication
4. Collaboration
5. Adaptability
6. Innovation
7. Global citizenship
8. Productivity and accountability
9. Entrepreneurialism
10. Accessing and synthesizing information
The ‘bar has been raised’
Terminal exams.
Higher expectations for ‘good pass’.
Tougher exam Content.
Minimal CW.
Increased comprehension.
Format matters - Collegiate Format
Basil Bernstein - elaborated and restricted codes.
Collegiate Format - formalize diction and provide full context, often couched in technical language that you understand a certain amount of knowledge and that is part of a professional discourse.
No opt out
Teacher: ‘Charlie, what’s 6 times 4?’
Charlie: ‘I dunno’
What happens next?
Four formats -
Format 1
I provide the answer; the student repeats the answer.
Format 2
Another student provides the answer; the initial student repeats the answer.
Format 3
I provide a cue; your student uses it to find the answer
Format 4
Another student provides a cue; the initial student uses it to find the answer.
Right is Right - All the way right.
Holding out for all-the-way right:
When your teacher resists “rounding up” and saying that a student is right when he or she is only partially so.
Answer my question:
When your teacher insists that students are disciplined about answering the questions asked of them.
Right answer, right time:
When your teacher resists giving a student credit when he or she rushes ahead.
Specific vocabulary:
When your teacher makes students lock down the details in precise words and technical terminology.
Stretch it
• Reward correct answers with harder ones
• Ask:
…how or why - can you explain how you got to an answer?
…for another way to answer
…more precise expression
Comfort zone
Low challenge.
Low stress.
Limited thinking
Limited learning.
Struggle zone
High challenge. Low stress.
Thinking required.
Effective learning.
Panic zone
Very high challenge.
High stress.
Cognitive overload.
Limited learning. | 2,023 | 965 | {
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Dan the Sweet
A collection of stories for Level - 9
By Clark Ness
Visit www.clarkness.com
for more free stories and ebooks.
Dan the Sweet
"I am Dan," said Dan.
"I am 1 sweet," said Dan the sweet.
"Dee needs me," said Dan the sweet.
"Nan needs me," said Dan the sweet.
"Nat needs me," said Dan the sweet.
"Sam needs me," said Dan the sweet.
Dee and 1 Sweet
"I'm Dee," said Dee.
"I see 1 sweet," said Dee.
"I need 1 sweet," said Dee.
"I see and need 1 sweet," said Dee.
Dee and the sweet seem sweet.
"The sweet and I seem sweet," said Dee.
Dee and the Mat
"I am Dee," said Dee.
"I see 1 mat," said Dee.
"I need the mat," said Dee.
"The mat seems sweet," said Dee.
"I need 1 sweet mat," said Dee.
"I am Dee, and I see 1 sweet mat," said Dee.
Dee Seeds Seeds
"See me?" said Dee.
"I am Dee," said Dee.
"See the seeds?" said Dee.
"I see the seeds," said Dee.
"I seed the seeds," said Dee.
"I see the seeds I seed," said Dee.
"I am Dee," said Dee.
"I see weeds," said Dee.
"I seem sweet," said Dee.
"I am Dee the sweet," said Dee.
"I am Dee the sweet, and I see weeds," said Dee.
"I see weeds and weeds," said Dee the sweet.
Dee the Sweet Ant
I see 1 ant.
"See me. I am an ant. I am Dee," said Dee.
I see Dee the ant.
"See me. I am Dee the ant," said Dee.
Dee the ant seems sweet.
"See me. I seem sweet," said Dee the ant.
I see 1 sweet ant.
"See me. I am Dee the sweet ant," said Dee.
I am 1 Weed
"I am Dee," said Dee.
"I am Nat," said Nat.
"I am 1 weed," said Dee.
"I am 1 weed," said Nat.
"I am Dee the weed," said Dee the weed.
"I am Nat the weed," said Nat the weed.
"I am 1 sweet weed," said Dee.
"I am 1 sweet weed," said Nat.
Meet Nat.
Nat was sad.
"I am sad," said Nat.
"See the sweet. I am sad," said Nat.
Meet Nat.
Nat was sad.
Nan and Nat
I see Nan. I see Nat.
Nan seems sweet. Nat seems sweet
“I see Nat,” said Nan.
“I see Nan,” said Nat.
Nan needs Nat. Nat needs Nan.
“I see 1 sweet weed,” said Nan.
“I see 1 sweet weed,” said Nat.
“I see Nat and 1 weed,” said Nan.
“I see Nan and 1 weed,” said Nat.
Nan and Nat Meet
I see Nan.
I see Nat.
Nan and Nat meet.
“I am Nan,” said Nan.
“I am Nat,” said Nat.
I see Nan and Nat.
Nan and Nat meet.
Nan and Seeds
"I am Nan," said Nan.
"I see seeds," said Nan.
"I seed seeds," said Nan.
"I need seeds," said Nan.
"I need seeds and seeds," said Nan.
"The seeds and I seem sweet," said Nan.
Nan is Sad and Nat is Mad
I see Nan. I see Nat.
Nan seems sad. Nat seems mad.
Nan is sad. Nat is mad.
I see that Nan seems sad.
I see that Nat seems mad.
I see that Nan is sad, and Nat is mad.
Nan the Sweet
"I am Nan," said Nan.
"I see weeds," said Nan.
"I see weeds and weeds," said Nan.
"I seem sweet," said Nan.
"I am Nan the sweet," said Nan.
"I am Nan the sweet, and I see weeds," said Nan.
Nat and Dee Meet
I see Nat and Dee.
Nat and Dee meet.
I see Nat and Dee meet.
I see Dee and Nat meet.
"I am Nat," said Nat.
"I am Dee," said Dee.
"We meet," said Nat.
"We meet," said Dee.
Nat and Nan Meet
I see Nat.
I see Nan.
Nat and Nan meet.
“I am Nat,” said Nat.
“I am Nan,” said Nan.
I see Nat and Nan.
Nat and Nan meet.
Nat and Seeds
"I am Nat," said Nat.
"I see seeds," said Nat.
"I seed seeds," said Nat.
"I need seeds," said Nat.
"I need seeds and seeds," said Nat.
"The seeds and I seem sweet," said Nat.
Nat and the Mat
I see Nat. I see the mat.
I see Nat and the mat.
The mat sat.
Nat and the mat meet.
Nat seems happy.
I see happy Nat and the mat.
Nat the Sweet
"I am Nat," said Nat.
"I see weeds," said Nat.
"I seem sweet," said Nat.
"I am Nat the sweet," said Nat.
"I am Nat the sweet, and I see weeds," said Nat.
"I am Nat the sweet, and I see weeds and weeds," said Nat.
The Tan Horse
I see 1 horse.
I see 1 tan horse.
I see Dan.
I see Dan the tan horse.
The Tan Pig
I see 1 pig.
I see 1 tan pig.
I see Dee.
I see Dee the tan pig.
Was Seen at the Pool
Nan was seen at the pool.
Ann was seen at the pool.
Nat was seen at the pool.
Dee was seen at the pool.
Sam was seen at the pool.
We Sat
“I am Ann,” said Ann.
“I am Dee,” said Dee.
“We sat,” said Ann.
“We sat and sat,” said Dee.
We Seem Sad
I am Nat.
I seem sad.
I am Ann.
I seem sad.
We seem sad. | 1,859 | 1,244 | {
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Draw a picture of a shield with arrows bouncing off of it.
David said his shield is God, who protects people who are good and just.
Use the symbols below to fill in the missing letters.
\[
\begin{align*}
\star &= D \\
\bigcirc &= L \\
\lozenge &= O \\
\square &= R
\end{align*}
\]
"I will give thanks to the \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_," said David. "I will sing the praises of the name of the \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ Most High."
Color the sword:
How much do you think God LOVES you? Fill the hearts!
Draw someone you saw at church today!
Things that I'm thankful for...
This week I want to pray for...
Today I learned that God is...
My favorite song from today is...
Words I heard but don’t know:
David prayed, “LORD my God, I take refuge in You; save and deliver me ...
In each group, cross out the letters that appear three or more times. Write the remaining letters in order on the blanks below.
1. R R P R A A C C G G G R R C A A
2. O O G G P G P J U O J G J J P P
3. P E S Z E P E S P S R P P E Z Z
4. S D V D B K B K B K V W D V W W
5. H J E E G H G J G E J H U J H G
6. D P D F F E P L P D F P L F L P
7. N B Y D D A B N Y M A A B D N Y
8. V W L K L B K W B V K V W L E B
... from all who _______.”
1. **TRUE or FALSE:** In Psalm 7, David is asking God for help because people were telling lies about him. (circle one)
2. Where does David go for safety when people lie about him? (check one)
- O God
- O Cave
- O Friend
3. **TRUE or FALSE:** When we feel hurt, the very first thing we should do is get even with the people who hurt us. (circle one)
4. Pastor Ted said God’s anger at sin and evil is actually _____. (circle one)
- a. A good thing, because He cares about what’s right
- b. Not real, so we don’t have to worry
- c. Only for bad people from a long time ago
5. What should we do instead of taking revenge? (circle one)
- a. Yell at the people who hurt us
- b. Ignore everyone all the time
- c. Pray to God and trust Him
6. What does God want us to do with our sins? (circle one)
- REPENT
- Hide
- Forget
7. **TRUE or FALSE:** Jesus took the punishment we deserved so we can come to God’s table with grateful hearts. (circle one)
8. Psalm 7:10. My s__ield is with God, who sa__es the u__right in hea__t. (Fill in the blanks) | 1,259 | 733 | {
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Unit 3
Revolutions
Day 5
What are the three Estates in French Society prior to the Revolution?
Which Estate led the Revolution? Why?
Haitian Revolution
Causes for Revolution
1. Island of Saint Domingue
a. Sugar exports made this island France’s prized colony
b. Prosperity was built on slave labor
c. Saint Domingue had the largest amount of slaves in central America
2. Inspired by French Revolution
3. Declaration of the Rights of Man and the Citizen
a. Gave free men including mulattoes (mixed African and European ancestry) right to vote
b. French settlers resisted this declaration
c. Tensions between the two led to bloody revolt by slaves and mulattoes
Significant Figures
1. Toussaint L’Ouverture
a. Born into Slavery but learned to read and write in slaveholders home
b. Legally freed in 1771
c. Joins the military and becomes a commander
d. Led the slaves and mulattoes in a revolt against French Settlers
i. Ended slavery on Saint Domingue
2. Charles Leclerc
a. Napoleon’s brother-in-law
b. Sent to St. Domingue to suppress the slave revolt
c. Arrested Toussaint and took back the island causing the War of Independence to break out
3. Jean-Jacques Dessalines
a. Took control of rebellion following Toussaint’s arrest
b. Led the freed slaves and mulattoes in the War of Independence for Haiti
c. Becomes Emperor of the newly independent Haiti and takes the name Emperor Jacques I
Major Events
1. Slave Revolt
2. Port-Au-Prince:
a. Capital of St. Domingue
b. Burned to the ground during fights between whites and mulattoes
3. Emancipation in 1794
a. France ends slavery in all of its colonies
4. Napoleon becomes Emperor of France
a. Tries to restore slavery on Saint Domingue in 1802
5. War of Independence 1802-1803
a. Battle of Vertieres:
i. Last battle between Haitian rebels and France
ii. Nov. 18th 1803
iii. Haiti won its independence under the command of Dessalines
Bibliography
Key components of a bibliography:
- True citations, not just URLs
- Alphabetized
- Hanging Indent
Your sources need to be cited as you discuss your points. You do this with something called parenthetical citation.
How to write a Bibliography
Author last name, first name. “Article Title.” Website Name. Published Date. Accessed Date. URL
Example:
Gilbert, Creighton E. “Michelangelo: Italian Artist.” Encyclopedia Britannica. Published February 27, 2017. Accessed February 28, 2018. https://www.britannica.com/biography/Michelangelo
You can also use websites such as citationmachine.com, bibme.org or easybib.com
Presentations in two class periods!
Should have project complete by today. If not you are doing it for homework.
Next class period will be dedicated to writing your statement of learning and putting on final touches.
Presentations happen on March 8th and 9th
If you are late you will be marked off 50%
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Colors of Produce
What health benefits each color provides you
Walk into any produce section, and you’re likely to notice the rainbow of colors. It’s not just aesthetics, though. The colors of each fruit and vegetable you eat have a deeper meaning. Each color represents different plant compounds that can benefit your health. Not surprisingly, the brightest hues indicate an abundance of nutrients.
Armed with this knowledge, you can now create a broader spectrum of nutrients on your plate each day. With a bounty of vitamins, minerals, and antioxidant components brimming from each of these fruit and vegetable groups, it is even easier to attain if you aim to keep your plate bright and colorful with every meal.
As you eat your way through a rainbow of colors each day, chew over the significance each color has for your health.
When it comes to produce with the red hue, you’ll find a bounty of benefits. One main thing you’ll find is lycopene -- a carotenoid you get from tomatoes and bell peppers. Lycopene can help keep your heart healthy, your eyes strong, and support healthy cells to thrive. However, there are a couple of rogue veggies that have lycopene that aren’t red. Carrots and asparagus have it too.
There is also a slew of other beneficial vitamins & nutrients you’ll find in beets, radishes, strawberries, cherries, red onion, and watermelon.
Purple produce is also lumped into this "blue" category. With these colors, you're getting anthocyanins.
Beets, eggplants, blueberries, and red cabbage will help you prevent blood clots and delay the aging of your cells.
Some research even suggests it can slow down the onset of illnesses you certainly are working hard to avoid.
When you find orange fruits and veggies, you’re giving your body essential alpha-carotene to fight illness, improve skin, and keep your eyes healthy. They also contain beta-carotene for antioxidant benefits. Eat more carrots, sweet potatoes, pumpkin, and acorn squash to get it.
Orange produce can also boost your immune system, fight free-radicals, and provide you with healthy bones and joints.
Phytochemicals are in all green produce, which helps to fight illness and naturally detoxify the body. You should always aim to eat plenty of greens.
Green produce can also help to boost your metabolism and keep you full for longer.
Go for broccoli, kale, brussels sprouts, spinach, and arugula. Incidentally, cauliflower, though white, is also part of this group!
Fresh foods that are yellow or yellow-green contain lutein and zeaxanthin. Both of these help keep your eyes strong and healthy and have fantastic benefits for heart health.
Yellow summer squash and avocados are very obvious choices (and delicious, too!), but some don’t really fit that “yellow” shade like orange bell peppers, mustard greens, and peas.
Light green and white produce are rounded up together because of their composition of allicins. These are a potent compound that fights against disease, boosts immunity, and contains antimicrobial properties.
These are usually the veggies you turn to for aromatics. Think garlic, leeks, and onions. Use them for making soups, stews, sauces, garnish, and much more.
Get in touch with me
Email
email@example.com
Website
www.mindfulhealthwithLORI.com
Schedule Your Free Coaching Session
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Why did Roosevelt win the 1932 election?
Impact of the Crash and the depression - blamed on the Republicans and the Hoover administration.
- Industrial production fell by 45%
- Construction by 92%
- Unemployment rose to 25% (1 in 4)
- Financial crisis – 5,000 bank failures
- Crisis in agriculture.
Roosevelt’s ‘clever’ Campaign
In 1932 Americans faced a stark choice. They could vote to keep “the old order” in the White House, or they could choose Franklin D. Roosevelt’s “New Deal for the American people.”
FDR promised “bold, persistent experimentation” to unlock the paralyzed American economy and alleviate the people’s fear and suffering. Hoover’s policies of “Destruction, Delay, Despair and Doubt,” he insisted, were no way to run the nation.
Energy – he launched a national whistle-stop campaign, crisscrossing the nation, and delivered sixteen major speeches, each tied to a specific policy issue. By election night, FDR had traveled roughly fifteen thousand miles.
Even had a campaign song; “Happy Days Are Here Again.” (Follow link, listen to the lyrics – sense the optimism)
His KEY message which may have won over many was his pledge to use the extensive powers of the federal government to give Americans a ‘New Deal’ (Plus he would repeal prohibition – a real vote winner!)
The outcomes
Roosevelt won 46/48 states in a landslide victory – he won nearly 60% of the popular vote. (But note – 2/3rds of black voters voted for Hoover).
Criticisms of Hoover
Empty promises - in 1928 election Hoover had promised Americans ‘a chicken in every pot and a car in every garage’ and claimed the US were close to eradicating poverty.
Insufficient action
- Retained belief in non interference of federal government and that it was charity that would provide any relief to those who needed it (not government – ‘prosperity was just around the corner’ (He didn’t recognize the depth of the crisis)
- He took some measures, but criticized for being ‘too little too late’.
- e.g. Farming: Smoot-Hawley Tariff (to protect agriculture from imports) – Prices stayed low, incomes fell, evictions increased, crops rotted (not worth harvesting – homeless (hobos) travelled cross country in search of casual work. (In Hoover we trusted Noel we are busted’ – popular anti Hoover slogan capturing sense of ‘anger’.
- Spent $4 billion on public works schemes (e.g. Hoover Dam)
- Offered $150 million in federal relief to help state governments – but not until 1932
The depression became synonymous with Hoover:
Shanty towns were called ‘Hoovervilles’, but there was also ‘Hoover leather’ (cardboard soles for shoes) and ‘Hoover blankets’ (newspapers)
Is ‘history’ being too harsh on Hoover?
There were successes:
- The Hoover Dam, Empire State Building (constructed in just over a year in 1931) The construction of San Francisco’s Golden Gate Bridge was begun in 1932.
- Aviation industry and cinema continued to do well.
- PLUS – the obvious point that Roosevelt didn’t offer any specific solutions in his election campaign – just broad promises of improvement – and his New Deal was basically an extension on Hoover’s schemes. | 1,449 | 707 | {
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The Vermont Heat Vulnerability Index draws together 17 different measures of vulnerability in 6 different themes: population, socioeconomic, health, environmental, climate, and heat illness. These measures are combined to measure the overall vulnerability of Vermont towns to heat-related events. This is a first step to identify populations that may be more vulnerable to extreme heat, however local knowledge should always be considered when it is available.
**Heat Vulnerability Measures**
**Population Characteristics:**
1. % population less than 5 years old
2. % population 65 years old or older
**Socioeconomic Characteristics:**
3. % population living below Federal Poverty Line
4. % adult population with no high school diploma
5. % adults 65 and older living alone
6. % adult population with no health insurance
**Health Conditions:**
7. % adults with diabetes
8. % adults with asthma
9. % adults with hypertension
10. % adults who are obese
11. % adults in fair or poor health
12. All-cause mortality, warm season deaths
**Environmental Characteristics:**
13. Housing units per square mile
14. % covered with Impervious surface
15. % covered by forest canopy
**Climate Characteristics:**
16. Average number of days per year 87° F or hotter
**Observed Heat Illness:**
17. Heat-related emergency department visits
Questions about the Heat Vulnerability Index?
Contact: firstname.lastname@example.org
Heat Vulnerability Themes
Population
This theme indicates vulnerability based on the population composition of the town. Young children and older adults are age groups at higher risk for heat-related illnesses.
Environmental
This theme indicates vulnerability based on environmental characteristics. Summer heat is exacerbated in locations with dense housing, a high proportion of paved areas and rooftops, and few trees.
Acclimatization
This theme indicates vulnerability based on how acclimated residents are to hot summer temperatures. Those experiencing fewer hot days per year tend to be less adapted to the impacts of summer heat.
Socioeconomic
This theme indicates vulnerability based on social and economic resources available to town residents. Older adults living alone, those with less education, and those with fewer economic resources are often less able to find relief during summer heat.
Health
This theme indicates vulnerability based on the health status of town residents. Those with pre-existing medical conditions are more likely to suffer health impacts during summer heat events.
Heat Emergencies
This theme indicates vulnerability based on emergency department visits for heat illness in recent years. Towns that currently experience a high rate of heat-related emergencies are expected to continue experiencing a high rate in the near future.
Vulnerability Key:
(standard deviations)
- Less Vulnerable
- State Mean
- More Vulnerable
For more information about Heat Vulnerability and online versions of the maps, visit: http://healthvermont.gov/enviro/climate/ | 1,413 | 589 | {
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Solange has always referred to her son Jose as her angel. He was born a healthy, happy baby. However, when Jose was just 18 months old he contracted a virus that led to a multi-organ system failure. He was first diagnosed with Hemolytic Uremic Syndrome and required dialysis, blood products and respiratory assistance.
As time went on Jose began to improve physically but his cognitive abilities seemed uncertain and he still required intensive care. Further complications ensued when Jose began convulsing during a meal. He aspirated milk into his lungs causing him to suffer a stroke. From this moment on, Jose did not develop as he should either physically or cognitively. Jose’s official diagnosis was Cerebral Palsy but he exhibited strong Autistic tendencies and traits.
By the time Jose was eight years old, he was still unable to stand or take steps independently. He crawled everywhere he needed to go. His mother had to walk behind him, holding him around the chest in order to provide the balance and support he needed to take steps. She also had to feed him at every meal as he was unable to grasp utensils or his glass by himself. He had very minimal verbalizations and was not able to follow even simple requests. He displayed almost no emotion and would not notice or acknowledge anyone entering or leaving the room.
Jose’s family was told that he would never walk independently. They were told he would not have the strength or coordination to pedal a bicycle and he would never be able to communicate beyond a few syllables. He would spend the rest of his life in a wheelchair and need constant care and supervision.
Thanks to a loving and supportive community, Jose’s family was able to travel to Sara’s Garden from New York City in June 2012 so he could receive Hyperbaric Oxygen Therapy and Autism Intervention services. By the end of his initial month of treatments Jose was starting to do things on his own. He started to initiate standing and began taking steps with minimal assistance. At meals he began holding his own drink and started using the utensils to feed himself.
His family was so thrilled at the progress Jose made that first month that they made plans to return again a month later in August. Throughout his second month of treatments Jose continued to make physical and cognitive advancements. He improved with following requests and began expressing personal choices when he needed something. He started showing more emotion and began recognizing when others would come around him. For the first time in his entire life he pedaled a tricycle all by himself and began taking his first independent steps!
Solange has said that she feels like she is living a miracle after being told for years all of the things that Jose would never be able to do. Upon returning home to New York, Jose’s mom took him back to his school to show them his progress. They were amazed at what they saw and commented that they had never before seen a child improve as fast as Jose had. Instead of being confined to a wheelchair the entire day, Jose is now in a more advanced classroom with higher functioning peers. Teachers and friends alike are now trying to keep up with Jose and his newfound freedom!
Jose continues to make gains. He is showing much more interest in the world around him. He is now able to focus on activities at home and school. Instead of eating every meal at Jose’s side, Solange is able to sit across from him and enjoy their meal together. For the first time they are able to have family movie nights as Jose is now able to watch the movie and focus on what is taking place. It brings them so much joy to hear him laugh when he sees or hears something funny. He is no longer a little boy who is constantly told all of the things he will never do.
Before coming to Sara’s Garden Jose depended on his mother for everything. That is no longer the case. Every day he becomes less and less dependent on her and for some that could be a scary thought. Thanks to Hyperbaric Oxygen Therapy and Autism Intervention services at Sara’s Garden, Jose is learning what it is like to be an independent young man. Solange wouldn’t have it any other way.
No matter what you’ve been told, there is hope…and Sara’s Garden can help you find it.
HOPE. HELP. HEALING.
Hyperbaric Oxygen Therapy & Autism Intervention Services
Sara’s Garden
419.335.SARA • www.sarasgarden.org
620 West Leggett Street • Wauseon, OH 43567
© 2013 Sara’s Garden. All rights reserved. | 1,600 | 923 | {
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