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POORNA PRAJANA HIGH SCHOOL ORGANIZE 'SPARK OF LIFE' POSTER COMPETITION Mini club of Poorna Prajana High School organized Spark of Life poster making competition in their school premises. The students have named their club as 'Energy Conscious' and are spreading awareness about the conscious use of energy! The club members include – Energy Conscious – Koshtubh Travedi, Mit Phalta, Yash Adi, Khagati Ritu, Jinal Patel. Keep up the good work!	<urn:uuid:e1626b4d-da78-4528-bf23-7b6bc0441188>	CC-MAIN-2020-50	https://www.clubenerji.com/document/poorna-prajana-9-feb-12.pdf	2020-11-27T08:19:12+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00517.warc.gz	634,113,851	109	eng_Latn	eng_Latn	0.989759	eng_Latn	0.989759	[ "eng_Latn" ]	false	docling	[ 446 ]	[ 1.328125 ]	1	4
Passing along God's Love By Allie B., age 12, Kentucky, USA A little while ago my family and I moved to Kentucky. I was re ally upset because I was The next day, my mom and I went to the store. Before we left the house, I grabbed a stack of pass-along cards. When we got to the store, I got a candy bar and went to check out. The cashier scanned the candy, then handed it to me. I handed it back. She looked confused and said, "You just paid for this, ma'am." leaving all my friends and extended family behind. Kentucky was very different from what I was used to. The first time we went to church, I saw that there weren't very many people there. When I realized how small my branch was, I decided that I would do some thing about it. I said, "I know, but I'm giving this to you as a gift." Then I put a pass-along card with the candy. She smiled and thanked me. She looked at the back of the pass-along card, where I had written, "Everyone is a child of God." I walked away with happiness, know ing that even if she didn't join the Church, I still did something good. Later that day, I remembered that I left the rest of the pass-along cards by the cash reg ister! The next time we went to the store, I went to ask if they were still there. Then I saw something, and I stopped in my steps. About five of the cash registers had pass-along cards that said, "Everyone is a child of God." The cashier had passed them out! I felt so happy because of what I did. ●	<urn:uuid:63b38251-d1ff-4490-b0bb-82c1a6fb56df>	CC-MAIN-2020-50	https://www.churchofjesuschrist.org/bc/content/shared/content/images/magazines/friend/2018/10/october-2018-friend-magazine-mormon_2133104.pdf	2020-11-27T09:21:09+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00517.warc.gz	630,945,338	366	eng_Latn	eng_Latn	0.999906	eng_Latn	0.999906	[ "eng_Latn" ]	false	docling	[ 1469 ]	[ 1.78125 ]	3	0
SCHOOL SOCIAL WORKERS Prairie Rose School Division (PRSD) recognizes that many factors contribute to a student's learning and well-being. Some of the factors that may impact students' learning and well-being include: * Social interactions and emotional functioning, * mental health, * school attendance, * stress * trauma PRSD School Social Workers work with students, families, school staff, and communities to support students to optimize their learning, achievement and well-being. ABOUT OUR SERVICES SERVICES FOR PARENTS/FAMILIES * Family and school collaboration to strengthen student learning * Strengthen parent and child relationships to enable the child to function more effectively in school & community * Facilitate and support connections to school and community resources * Education and awareness of safe social media and internet use * Navigating challenges related to COVID-19 SERVICES FOR STUDENTS: * Assessing students with mental health concerns * Counselling around issues of anxiety, attachment, family dynamics and transitions * Develop intervention strategies to increase academic success. * Helping children develop social emotional skills. HOW TO CONTACT YOUR SCHOOL SOCIAL WORKER School-based Social Workers with PRSD service one or more schools. Please feel free to contact your School Social Worker with any questions or to receive services: Julie MacNeil Carman Collegiate, Ecole Carman Elementary School, Roland School, Miami School, Hutterian School Office: 204-745-6384 or email: email@example.com Karen Alexander St. Paul's Collegiate, Ecole St. Eustache, St. Francois Xavier School, St. Laurent School, Hutterian School Office: 204-353-4217 or email: firstname.lastname@example.org Bobbi Friesen Elm Creek School on Monday's Office: 204-436-2354 or email: email@example.com	<urn:uuid:ddc2e3ed-dd0e-4954-8777-349df9ee5797>	CC-MAIN-2020-50	http://www.rolandschool.ca/wp-content/uploads/2020/11/SCHOOL-SOCIAL-WORKERS-further-info-sheet-revised.pdf	2020-11-27T09:00:05+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00519.warc.gz	150,886,005	401	eng_Latn	eng_Latn	0.979526	eng_Latn	0.979526	[ "eng_Latn" ]	false	docling	[ 1819 ]	[ 1.7421875 ]	1	31
Day Land Cloud RGB Quick Guide Why is the Day Land Cloud RGB Imagery Important? The Day Land Cloud RGB is the same as the Natural Color RGB developed by EUMETSAT. This RGB is useful for discriminating water/ice clouds to identify low/high clouds. High ice clouds, snow, and sea ice appear cyan while low water clouds appear dull grey or white. Land/Ocean surfaces are in expected colors (but not true color). This imagery can also be used to assess vegetation and detect land surface changes where vegetation appears green and soil, inactive vegetation, and rock appear brown to dark gray. Day Land Cloud RGB Recipe Color Green \| Band / Band Diff. (µm) \| Min – Max Gamma \| Physically Relates to… \| Small contribution to pixel indicates… \| \|---\|---\|---\|---\| \| 1.6 \| 0 – 97.5 % 1 \| Reflectance of clouds & surfaces \| Ice or large particle clouds, water, snow/ice, sea ice \| \| 0.86 \| 0 – 108.6 % 1 \| \| Water, inactive vegetation, bare soil \| \| 0.64 \| 0 – 100.0 % 1 \| \| Thin cloud, water, vegetation, bare soil \| Impact on Operations Limitations Primary Application Surface and atmospheric features: Discern high ice clouds from low water clouds, snow/ice cover, land surface features. High ice clouds, snow, and sea ice are cyan: Ice strongly absorbs in the near-IR 1.6 µm band, leading to little red contribution (resulting in cyan) and notable contrast with water clouds (white/gray). Low water clouds are gray to dull white: Water clouds with small droplets (i.e. fog) have a high reflectance in all three bands. Land surface types are a 'Natural' color: Daytime only application: The RGB relies on solar reflectance from visible and near-IR channels. Sun glint complicates water scenes: Water will appear grey to white as the sun moves overhead and reflects sunlight toward the satellite. Distinguishing snow cover and high ice clouds: Snow and ice clouds are bright cyan in the RGB, but geographic features and/or cloud motion may help to differentiate between the two. Thin cirrus/cirrostratus: These clouds are semitransparent; hence, difficult to detect with the visible channels. Green vegetation, brown deserts and burn scars. Dust appears similar color as bare land. Contributor: Dr. Emily Berndt NASA SPoRT https://weather.msfc.nasa.gov/sport/ Day Land Cloud RGB Quick Guide RGB Interpretation Bare land or inactive vegetation (shades of brown) Vegetation (shades of green) 2 Water bodies or flooded areas (dark blue to black) 3 Low water clouds (shades of gray and white) 4 High ice clouds 5 (bright cyan) Snow (dark to bright cyan) 6 Mid mixed phase clouds (gray shades of cyan) Note: colors may vary diurnally, seasonally, and latitudinally RGB Color Guide Comparison to other products: Cloud particle phase is not easy to discern in a single channel 0.64 µm visible satellite image. The Day Land Cloud RGB can distinguish between clouds which are primarily composed of ice crystals (bright cyan) and those primarily composed of liquid water (gray and dull white). Resources UCAR/COMET Multispectral Satellite Applications: RGB Products Explained. NASA/SPoRT Applications Library EUMETrain RGB Interpretation Guide Hyperlinks not available when viewing material in AIR Tool	<urn:uuid:aab5e077-b0db-498a-812f-77f299d5171b>	CC-MAIN-2020-50	https://vlab.ncep.noaa.gov/documents/1735300/3344871/QuickGuide_GOESR_daylandcloudRGB_final.pdf/c3a0846d-f5b8-2b43-8cab-a5f8050cc294	2020-11-27T08:41:20+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00520.warc.gz	535,472,019	778	eng_Latn	eng_Latn	0.973614	eng_Latn	0.989926	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2279, 3231 ]	[ 1.9375 ]	4	7
Heat-related Illness: Tips for Young Athletes Hydration tips for young athletes Be aware of the heat index Thirst is a poor indicator of hydration status. When children and adolescents begin to feel thirsty, they may already be 1 percent to 2 percent dehydrated. – Prehydrate 30 minutes before activity. Children and adolescents should drink until they are no longer thirsty plus another 8 ounces. – Hydrate during activity: * Drink 5 ounces every 20 minutes of activity for children and adolescents weighing less than 90 pounds. * Drink 8 ounces every 20 minutes of activity for children and adolescents weighing more than 90 pounds. * Encourage children and adolescents to drink water during activity instead of pouring it on their heads or faces. Water is best if the activity lasts less than one hour. For activities lasting more than an hour, a fluid with carbohydrates (sugar) and electrolytes is best. Gatorade and Powerade were designed specifically for rehydration during exercise and contain the right amount of carbohydrates (about 6 percent to 8 percent). Children younger than age 10 may dilute a sports drink—one part sports drink to one part water—for a better taste. Drinks, such as fruit juice and soda, contain too much sugar and can cause cramping. Avoid carbonated and caffeinated beverages because the carbonation can cause bloating and the caffeine can speed up metabolism, generating more heat. Tips for exercising in the heat – Schedule workouts during the cooler times of the day. – Allow children and adolescents who are overweight, out of shape or unacclimated time to adjust to the heat. – Schedule water and rest breaks every 30 minutes during activities. During these breaks, do not just encourage, but require children and adolescents to drink. This also gives the coach or trainer a chance to monitor the athletes. – Have shade, ice and a kiddie pool available for emergency treatment and rapid cooling. – Have a cell phone (with a charged battery) available at all workouts for emergency contact. – Wear sunscreen with a sun protection factor (SPF) of at least 15. Apply it 30 minutes before going out in the sun and every 20 to 30 minutes if sweating or swimming. – Wear hats with brims and light-colored, breathable clothing. – Youth sports rules can be modified to increase the safety of athletes. For example, soccer games can be divided into quarters rather than halves to allow for more rest breaks, hydration and monitoring. Referees can call an official time out for hydration periodically during the game. Humidity plays a major role in athletes' heat response. Know the heat index, which is a measure of the environmental temperature and humidity. This can be measured at the field or obtained from your local weather service or the Internet. When the temperature is 90°F and the humidity is 80 percent, the heat index is 115°F, which places athletes at risk of suffering a heat-related injury. AcTIvITY guIdelInes (see chart below) Add 5°F to the temperature between 10 a.m. and 4 p.m. from mid-May to mid-September during sunny days. A. Children and adolescents should receive a five- to 10-minute rest and fluid break every 25 to 30 minutes of activity. B. Children and adolescents should receive a five- to 10-minute rest and fluid break every 20 to 25 minutes of activity. Children should be in shorts and T-shirts (with helmet and shoulder pads only, not full equipment, if worn for activity). c. Children and adolescents should receive a five- to 10-minute rest and fluid break every 15 to 20 minutes of activity. Children should be in shorts and T-shirts only (with all protective equipment removed, if worn for activity). d. Cancel or postpone all outdoor practices and games. Practice may be held in an air-conditioned space. visit www.choa.org/sportsmed or call 404-785-6880 for more information. ©2011 Children's Healthcare of Atlanta Inc. All rights reserved. SPM 945726.mw.8/11	<urn:uuid:4be6fe37-6eb0-48a0-b32d-89c221755bc9>	CC-MAIN-2020-50	https://www.forsyth.k12.ga.us/cms/lib3/GA01000373/Centricity/Domain/31/Hydration%20and%20Exercise%20Guidelines.pdf	2020-11-27T09:31:47+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00521.warc.gz	664,113,592	853	eng_Latn	eng_Latn	0.998065	eng_Latn	0.998065	[ "eng_Latn" ]	false	docling	[ 3952 ]	[ 3.328125 ]	2	0
Dear Sponsors and Supporters, March 2012 Here are photos of some of the damage caused by a freak February windstorm in Sakila. The brick house lost its tin roof and the other house was virtually destroyed. The storm took the roof off one Bible School building and demolished sections of the brick security fence. It was followed by rain and hail, very rare in Sakila! This is the middle of their summer! In response to our email some of you already helped replace the Bible School roof. With any other help you send we will assist in repairing as many houses as possible. We think that by combining efforts with the locals we can help repair about 5 houses. All this is on top of the fact that they lost their entire corn crop. They were able to harvest the beans that were planted when we were there in October. But, after that, the weather turned very hot and dry. It's only by God's grace and your empathetic response to their need that these precious people keep going. Please continue to pray. We will accept with gratitude your donations for rice to ship in this year's containers. We'll be sending 15 ton. Each 50 lb. bag is $25 but your gift of any size is appreciated. Please designate your extra giving for storm damage, rice, or wherever needed . News Flash! We are now a boarding school! Just hours before Godwin was to return to the states 22 students from another Christian school were brought to us with all their belongings. It seems they were not being properly cared for where they were attending school and by our reputation their guardians were convinced that we would give them good care and a good education. They are fully funded by another organization so that's not a concern and we have the teaching staff to handle their needs. But, we thought we would not be boarding students for another 2 or 3 years! God obviously had other plans. A video of Godwin's and Bishop's encouraging messages given at the Potluck is now up on the website at www.sakilasponsorship.org. Godwin tells the story of how we suddenly became a boarding school and Bishop introduces his wife, Lucy. About 30 minutes into the video he talks about how it will be when you get to visit your child in Sakila, how he or she will be able to bless you because you have supported them all through school without stopping — not after 7 or even 14 years, but all the way through. Then they will have become pilots, teachers, doctors or ministers because you didn't stop supporting them. May the Lord give us all the faith to keep going until the task is complete! Thank you all so very much! In Christ's love,	<urn:uuid:4ecf9742-3d88-4076-bfce-89fff7c1c5f3>	CC-MAIN-2020-50	https://sakilasponsorship.org/newsletters/SSP_Newsletter_2012-03.pdf	2020-11-27T08:14:00+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00519.warc.gz	478,816,172	553	eng_Latn	eng_Latn	0.999326	eng_Latn	0.999326	[ "eng_Latn" ]	false	docling	[ 2602 ]	[ 1.328125 ]	1	1
String Fingering Diagrams F.G.J. Absil 2nd January 2005 Abstract This document contains a set of string instrument ﬁngering diagrams that may be used for checking multiple stops and combinations with natural harmonics. Diagrams (ﬁtting on a A4 size page) are provided for violin, viola, cello double bass and guitars. 1 Guidelines for the use of the ﬁngering diagrams The diagrams in the following sections show the ﬁngerboards of the most frequently used string instruments: violin, viola, cello, double bass and guitar. The positions on the string for each note in the chromatic scale are shown, starting from the open string at the top to the 2nd octave (24 chromatic steps) above the open string at the bottom. Positions are shown to scale and have been calculated using equal temperament tuning. Note numbers have been indicated on the left at the positions of the natural harmonics. Note names are shown at these positions on each string. Use Table 1 to ﬁnd out the equivalent sounding note at each harmonic. Table 1: String instruments: natural harmonics. I use the diagrams at the end of this document when writing double stops, multiple stops or combinations of these with natural harmonics for string instruments. Textbooks will give tables with multiple stops for strings or show them as musical notation (on the staff); however, these mostly show only a subset and they obviously do not consider the ease of playing when they occur in the middle of a phrase. In the case of the guitar, there are many fretboard diagram books on the market, but they all use the assumption that the chord structures are based on the basic interval of the third (the triad is a combination of two 3rds, the 7th chord a combination of three 3rds, etc.); for other multiple stops (such as chords in 4ths or tone sets in atonal music) these fretboard diagrams become almost useless. Therefore, I like to get a feel for the complexity of my writing by checking the physical position of the ﬁngers on the ﬁngerboard. I put a hardcopy of the diagrams on my desk and take a set of game tokens (board game pawns will do perfectly), one for each ﬁnger. I will move these tokens along the diagrams as I check the score or part. Of course, consulting a string specialist on your ﬁngering is better, but this is a great ﬁrst order check. Feel free to use these tools, if you agree with me! 2 The String Quartet Figure 1 shows the ﬁngerboard of the individual instruments from the String Quartet: Violin 1, Violin2, Viola and Cello. Finger positions are shown as black circles, positions of the natural harmonics as open circles. The wide gray bar indicates the normal hand span, the narrow gray bar shows the extended hand span. 3 The Double Bass Figure 2.a shows the ﬁngerboard of the double bass. This becomes relevant when writing for string orchestra or for the full string section of a (symphony) orchestra. Although double stops are most infrequent for this instrument, you may use this diagram to check a complex sequence (alternate normal tones with harmonics) in your music. 4 The Guitar Figure 2.b shows the ﬁngerboard of the six string fretted guitar in standard tuning. Fret positions are indicated. 5 Further reading In the reference list you will ﬁnd a number of textbooks for further reading about string playing and ﬁngering problems: [1, 2, 5, 6] present a general introduction into orchestral strings, [4, 8] contain instrument playing method and [3, 7] are great for guitar lookup material. Modern string playing aspects are discussed extensively in [9]. References [1] Samuel Adler, The Study of Orchestration, 2nd Edition, W.W. Norton and Company, New York, ISBN 0-393-95807-8, 1989. [2] Alfred Blatter, Instrumentation and Orchestration, 2nd Edition, Wadsworth/Thomson Learning, Schirmer, Belmont CA, ISBN 0-00-02-82-864570-70-7, 1997. [3] Ralph Denyer, The Guitar Handbook, Dorling Kindersley Ltd./Pan Books, London, 1982. [4] Carl Flesch, Die Kunst des Violinspiels, 1. band: Algemeine und angewandte Technik, Ries & erler, Berlin, ISMN M-013-0006-7, 1978. [5] Cecil Forsyth, Orchestration, Dover Publications, Inc., New York, ISBN 0-486-24383-4, 1982. [6] Kent Kennan, Donald Grantham, The Technique of Orchestration, 5th Edition, Prentice-Hall Inc., Upper Saddle River, NJ, ISBN 0-13-466327-6, 1997. [7] J¨urgen Kumlehn, Die AMA Gitarrengrifftabelle, AMA GmbH Verlag, Br¨uhl, ISBN 3-927190-06-3, 1995. [8] F.A. Kummer, Violoncello-Schule, Ed. Hugo Becker, Edition Peters Nr. 3247, Edition Peters, Frankfurt. [9] Patricia Strange and Allen Strange, The Contemporary Violin, Extended Performance Techniques, University of California Press, Ltd., Berkeley, CA, ISBN 0-520-22409-4, 2001. Nice fingering charts for beginning string orchestra students. Included violin fingering chart, viola fingering chart, cello fingering chart, and double bass fingering chart. All four instruments are available on one page for easy reference. String Fingering Charts. What others are saying. FREE fingering chart worksheet (blank) for violin, viola, cello, bass in the orchestra classroom. Posts about cello diagram written by audreywilliamsmusic. The cello is my second favorite instrument. 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Moment Of Inertia Solutions Meriam When somebody should go to the ebook stores, search creation by shop, shelf by shelf, it is essentially problematic. This is why we offer the book compilations in this website. It will unquestionably ease you to see guide moment of inertia solutions meriam as you such as. By searching the title, publisher, or authors of guide you in point of fact want, you can discover them rapidly. In the house, workplace, or perhaps in your method can be all best area within net connections. If you set sights on to download and install the moment of inertia solutions meriam, it is unconditionally simple then, in the past currently we extend the connect to buy and make bargains to download and install moment of inertia solutions meriam hence simple! Project Gutenberg is one of the largest sources for free books on the web, with over 30,000 downloadable free books available in a wide variety of formats. Project Gutenberg is the oldest (and quite possibly the largest) library on the web, with literally hundreds of thousands free books available for download. The vast majority of books at Project Gutenberg are released in English, but there are other languages available. Moment Of Inertia Solutions Meriam Moment of inertia definition is - a measure of the resistance of a body to angular acceleration about a given axis that is equal to the sum of the products of each element of mass in the body and the square of the element's distance from the axis. Moment Of Inertia \| Definition of Moment Of Inertia by ... Moment Of Inertia Solutions Meriam that can be your partner Guided Reading And Study Workbook Chapter 12 Stoichiometry Answers, level a guided reading books, us history guided reading chapter 26 section 2 answers, Common Core Edition Ready Answers, 50 readings in philosophy 4th edition Rotation: Moment of Inertia and Torque Example 2: Moment of Inertia of a disk about an axis passing through its circumference Problem Statement: Find the moment of inertia of a disk rotating about an axis passing [DOC] Moment Of Inertia Solutions Meriam Chapter Appendix B: Mass Moments of Inertia includes 78 full step-by-step solutions. Engineering Mechanics was written by and is associated to the ISBN: 9780470614815. Key Engineering and Tech Terms and definitions covered in this textbook Solutions for Chapter Appendix B: Mass Moments of Inertia ... Moment Of Inertia Solutions Meriam Moment Of Inertia Solutions Meriam Eventually, you will definitely discover a further experience and achievement by spending more cash. yet when? do you take that you require to get those all needs once having significantly cash? Why dont you attempt to acquire something basic in the beginning? [MOBI] Moment Of Inertia Solutions Meriam Moment of Inertia is the quantity that expresses an object's resistance to change its state of rotational motion. The moment of inertia of a T section is calculated by considering it as 2 rectangular segments. The moment of inertia is separately calculated for each segment and put in the formula to find the total moment of inertia. How to Find Moment of Inertia of T Section (Solved Example) Determine the moment of inertia of the shaded area with respect to the x axis. SOLUTION: • Compute the moments of inertia of the bounding rectangle and half-circle with respect to the x axis. • The moment of inertia of the shaded area is obtained by subtracting the moment of inertia of the half-circle from the moment of inertia of the rectangle. ME 101: Engineering Mechanics J. L. Meriam, L. G. Kraige Engineering Mechanics Statics (PDF) J. L. Meriam, L. G. Kraige Engineering Mechanics ... Lec1 - Lecture notes 1 Lec2 - Lecture notes 2 Solution Manual, Shigley's Mechanical Engineering Design, 8th Ed, Budynas-Nisbett Hafiz Hassan Bilal Mechanics of Materials 6th edition beer solution Chapter 1 MeriamSolutions 6th ed Engineering Mechanics (Statics) Engineering Mechanics Statics JL.Meriam Solution - UOL ... Calculate the area of the horizontal strip. Here, b is with of the rectangle. Calculate the moment of inertia of the rectangular area about x axis as follows: Substitute bdy for dA.. Hence, the moment of inertia of the rectangular area about the x-axis is . Engineering Mechanics 8th Edition Textbook Solutions ... Solutions Manuals are available for thousands of the most popular college and high school textbooks in subjects such as Math, Science (Physics, Chemistry, Biology), Engineering (Mechanical, Electrical, Civil), Business and more. Understanding Engineering Mechanics 6th Edition homework has never been easier than with Chegg Study. Engineering Mechanics 6th Edition Textbook Solutions ... Determine the moment of inertia of the shaded area with respect to the x axis. SOLUTION : • Compute the moments of inertia of the bounding rectangle and half-circle with respect to the x axis. • The moment of inertia of the shaded area is obtained by subtracting the moment of inertia of the half-circle from the moment of inertia of the ... CHAPTER VECTOR MECHANICS FOR ENGINEERS: STATICS Engineering Mechanics Statics (7th Edition) - J. L. Meriam, L. G. Kraige.PDF Engineering Mechanics Statics (7th Edition) - J. L. Meriam ... Page 1/2 Copyright : dailyrotation.com Angular momentum definition is - a vector quantity that is a measure of the rotational momentum of a rotating body or system, that is equal in classical physics to the product of the angular velocity of the body or system and its moment of inertia with respect to the rotation axis, and that is directed along the rotation axis. Definition of ANGULAR MOMENTUM - Merriam-Webster The moment of inertia is used in rotational motion in place of mass (in linear motion). The moment of inertia of a small element about an axis can be expressed as: {eq}\displaystyle I\ =\ \int x ... How might you determine experimentally the moment of ... Consider a small element of length dl on the bent rod as shown.. Calculate the mass of the small element of length dl as follows:. Here, is mass per unit length. Calculate the mass moment of inertia of the bent rod about x-axis as follows: Here, y is the distance of the small element from x-axis along the y direction. Substitute for , for , and for dm. ... Engineering Mechanics 8th Edition Textbook Solutions ... Take mass moments of inertia and area moments of inertia about, and axes as, , and , , respectively and find them for individual components.. Thin triangular plate of (Item 1):. Calculate the area moment of inertia along the x axis.. Here, is the base of the triangle and is the height of the triangle. Substitute for and .. Calculate the area moment of inertia along the y axis. Engineering Mechanics: Dynamics 3rd Edition Textbook ... Inertia definition is - a property of matter by which it remains at rest or in uniform motion in the same straight line unless acted upon by some external force. ... The inertia of a body can be measured by its mass, which governs its resistance to the action of a force, or by its moment of inertia about a specified axis, which measures its ... Inertias \| Definition of Inertias by Merriam-Webster Please check out the updated videos on the same content: [2015] Engineering Mechanics - Dynamics [with closed caption] https://www.youtube.com/playlist?list=... Copyright code: d41d8cd98f00b204e9800998ecf8427e. Page 2/2	<urn:uuid:1465a21e-2791-4035-b684-5a4fa0b03f11>	CC-MAIN-2020-50	http://dailyrotation.com/moment_of_inertia_solutions_meriam.pdf	2020-11-27T08:27:20+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00520.warc.gz	21,299,524	1,572	eng_Latn	eng_Latn	0.988223	eng_Latn	0.98836	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5242, 7393 ]	[ 1.4296875 ]	2	0
England Beginning Research Series—Handout Lesson 2: Understanding Census Records With Margo McKinstry, AG® Overview A census is a statistical count of the population of a country taken for accurate government representation, tax collection, and military purposes. Censuses are a snapshot of a family in a given place and time. They were taken every ten years from 1841 to the present. Censuses are released every 100 years, so the most recent is the 1911. What You Will Find on the Census Below is a short synopsis of what you will find in the various censuses: 1841 Census: * Originally done on blue paper with pencil. * Names, gender and occupations are given but no relationships. * Ages (rounded down to the nearest 5 years for those over age 15). * "Yes" or "No" given if born in the same county as the residence; if born in another country this sometimes indicated. * Residence address. 1851-1901 Censuses: * Name, age, gender, Marital status. * Relationship to head of household. * Occupation, birthplace (parish), Residence address. 1911 Census: * Name, age, gender, marital status. * Relationship to head of household. * Children born alive to present marriage; children still living and children who have died * Occupation, birthplace (parish), Nationality. * Residence address at the bottom right of the form with the signature of the head of household. England Beginning Research—Margo McKinstry—December 2011 Copyright ©2011 IRI Page 1 of 4 Census Markings * The "Do" word means "ditto" and is used in the household names where the surname is the same. It can also be used in the "where born" column. * Tally marks (pencil strokes) used to add up certain columns in the record. * Double stroke used by head of household, used to denote a new dwelling. Finding a Census: * Pick a website which contains census records for the British Isles. * First search the online index and select from the resulting choice. * View original images. Online Census Websites: Features: * FamilySearch is accessible from home without a subscription. * Ancestry.com—search by parents' names; browse the entire parish. * Findmypast.co.uk—browse entire parish; search by street address. * TheGenealogist.co.uk—search by adding multiple family members; street address; or by occupation. England Beginning Research—Margo McKinstry—December 2011 Copyright ©2011 IRI Page 2 of 4 * Remember—Above subscription websites are free to use at the Family History Library and family history centers. Other Useful Websites: * The "official" 1901 census site www.1901census.nationalarchives.gov. uk (index free, images $) * Try www.freecen.org.uk for free census transcriptions. * Check www.censusfinder.com for your country and county to see what is available in the way of individual transcriptions and indexes. * Try a Google search on the Internet. Use keywords like [Parish] or [County] [Census Year] Census, as in this example: Cambridgeshire 1841 Census. * Many census indexes and some with images of the census can be purchased through family history societies or genealogical companies. Use www.genuki.org.uk and go to your country and then county and then the topic Societies to find the website for the family history society in your ancestral area. When Searching Remember: * Names may be misspelled. * Relationships may not be expressed in terms we understand today. * Ages and birthplaces may not be accurate. * Jurisdictions may have changed. * People may not be where expected. * Pages may be unreadable. * If you don't find your ancestors using one website, try searching another one. * Remember, different people indexed the different websites. One surname may be misspelled on one site and spelled correctly on another. * Once you have found your ancestor in an index, always, always obtain the original image. England Beginning Research—Margo McKinstry—December 2011 Copyright ©2011 IRI Page 3 of 4 * Explore the pages before and after your ancestor; other family members may be found. * If you still can't find your ancestor, try searching the available census street indexes in the Family History Library. Check the Family History Library Catalog for these indexes. You will need to look under parish, county, and country. In addition, you can search on the Internet for name indexes especially under the parish or the county. When all else fails, try searching the census microfilms at the Family History Library. Search Guidelines: Searching for an ancestor in a census is an art and science; there is no one right way to search. * First try searching with the given name, surname, and county of residence. If this returns too many matches, narrow it down by age. Remember that ages as reported in the census are not always reliable, so search for a range of years instead of an exact year. Children's ages tend to be more reliable than adults' ages. * If needed, further narrow the search by listing the exact parish of residence, if known. (Be careful; the spelling may be different than you anticipate.) As a last resort, narrow it down further by place of birth (if known), understanding that the place of birth is often indexed incorrectly or not as expected. * If you haven't found your person yet, perhaps it is because his or her name was misspelled in the indexing process. Be creative! Try looking at everyone with that surname in the parish of residence. * Search for everyone with that given name (leave the surname field blank) in the parish of residence who is near the age whose name has been misspelled or you are expecting. You can scroll through the results and will likely spot the person incorrectly indexed. * If you can't find what you want using a Ranked search, try using the Exact search, and vice versa. (Some people feel that Exact search is easier to use and produces better results.) 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Split Cloud Phase Quick Guide Why is the Split Cloud Phase Difference Important? Cloud Phase Brightness Temperature Difference (BTD) (11.2 µm – 8.4 µm) can differentiate between thick and thin cirrus, and between clouds made of ice and those made of water. In the figure at right, the thickest cirrus has values that are small and negative; thin cirrus has large negative values. Clouds with water droplets have positive values. This BTD can also detect blowing dust. In addition, because the 8.4 µm has sensitivity to SO2, this BTD can show a signal in volcanic plumes. Cloud Phase Brightness Temperature Difference (11.2 µ m – 8.4 µ m) from GOES-16 ABI at 1247 UTC, 13 July 2018 (Inset: Clean Window 10.3 µ m) Strong updrafts Thick Cirrus Thin Cirrus What does the Cloud Phase Brightness Temperature Difference show? Impact on Operations Limitations Primary Application Cloud Particle Type: Differentiate between thin and thick ice clouds. The emissivity of ice is related to particle size and the brightness temperature difference exploits that variability. In contrast, clouds made up of water droplets generally exhibit a positive brightness temperature difference Dust Detection: Identify regions of low-level dust in the atmosphere. This brightness temperature difference is used in both the Ash and Dust RGB Products. Contributor: Scott Lindstrom, CIMSS Over Land: When clouds are over hot land, there is more transmissivity of upwelling 8.4 µm radiation than 11.2 µm radiation through the cirrus, increasing the brightness temperature difference (BTD). The BTD will be somewhat less over cooler land. Limitation: Changes in the difference field over land can be affected by changes in surface moisture or changes in temperature – or both. Limitation : Optically thin cirrus are hard to detect. Supercooled water clouds are difficult to interpret. July 2018 Image Interpretation Blowing Dust shows small positive values over New Mexico and the Texas panhandle 1 Cumulus clouds are made up of water droplets and will have positive values. 2 Ice clouds will have negative values 3 Land surface emissivity varies depending on, for example, drought conditions or vegetation. This causes a stationary change in signal in the Brightness Temperature Difference in regions of clear 4 skies. Split Cloud Phase Quick Guide Split Cloud Phase (11.2 µ m – 8.4 µ m), 2342 UTC, 18 March 2018; Inset: Visible Imagery (0.64 µ m) at the same time Because this product estimates Cloud Particle Size, it is used in some Baseline Products; compare this to "Cloud Particle Size" and "Cloud Top Phase" under the "Derived Products" menu. Additionally, you can compare this to visible, infrared, and cirrus channel scenes to make a better description of the scene being viewed. The Imagery above shows Volcan de Fuego erupting in Guatemala. However, plumes of negative BTD values can arise from non-volcanic events; don't use the BTD alone to identify eruptions. Resources Journal of Appl. Met Article on Cloud Phase Brightness Temperature Difference Cloud Properties Inferred from 8-12 µ m data Documentation ATBD on Cloud particle Size Distribution at http://www.goes-r.gov Hyperlinks do not work in AWIPS but they do in VLab	<urn:uuid:a29c7227-1d83-4838-a606-dd51a050ffc2>	CC-MAIN-2020-50	https://vlab.ncep.noaa.gov/documents/1735300/3344875/Quick+Guide+Split+Cloud+Phase.pdf/0e4e7d8b-ae84-0b0f-fe73-c20e3661d189	2020-11-27T09:26:56+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00521.warc.gz	530,949,236	756	eng_Latn	eng_Latn	0.990997	eng_Latn	0.991448	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1892, 3255 ]	[ 1.5234375 ]	3	0
SANDFORD PARK SCHOOL Ranelagh, Dublin 6 60640C School Self-Evaluation Report Evaluation period: September 2014 to May 2015 Report issue date: May 2015 School Self Evaluation Report. 1. Introduction 1.1 The focus of the evaluation A school self-evaluation of teaching and learning in Sandford Park School was undertaken during the period September 2014-May 2015. During the evaluation, teaching and learning of literacy across all subjects was evaluated with a focus as follows: - Literacy attainment of the current Form One and Form Two groups. This is a report on the findings of the evaluation. 1.2 School Context Sandford Park is a co-educational school of 255 students, 188 boys and 67 girls, which offers Junior Certificate, Leaving Certificate and Transition Year classes. Up to September 2013, the school was a single sex boys school. Enrolment is increasing. A Whole School Evaluation took place in 2008, which included an English inspection. A School Self Evaluation core team has been established and the literacy link teacher formed a committee to help with the promotion of literacy. An analysis of state examination results in English over the last five years was done to indicate how we compare to national averages. Our Form One and Form Two students also completed a range of standardised tests (CAT3; NGRT). The students' standardised test results and reports from the primary schools were gathered by the Guidance Counsellor and analysed. At a staff meeting in September 2013 some background work was done when a primary school principal talked about literacy in primary school and the main topics covered in the subject of English at primary level. One of the challenges we face in Sandford is that we do not have one main feeder school and our Form One cohort has a wide, varying range of literacy skills. The staff completed both a literacy checklist and a questionnaire to identify strengths, weaknesses, areas for improvement and priorities for action. This gathering of data was fed back to staff at a staff meeting on Monday, the 11 th of May, 2015. 2 The Findings Learner Outcomes: - The school is performing above national norms in the State Examinations. - Over the last five years four out of every five students sit Higher Level Junior Certificate English within the school. - Over the last five years two out of every three students sit Higher Level Leaving Certificate English within the school. - Our standardised scores for literacy for this Form One cohort are well above national norms. Learner Experiences: In a general literacy questionnaire administered to Form One in September 2014: - 72% read for enjoyment: 76% read novels; 46% newspapers; 44% long-form online writing; 40% magazines; 36% short stories and 32% comic books. - 92% were confident readers. - More than 50% read something that is not a school assignment everyday, and on average reads 14 books. - 94% believe that they will continue reading after graduating from secondary school. Teachers' Practice: - The teaching staff are enthusiastic and committed to literacy; they see themselves as having a role to play in developing literacy skills. There is evidence of shared good practice and resources within subject departments. - The SEN department plays a central role in identifying students' literacy needs and informs teacher practise. - It is recognised that teaching practice must focus on increasing student speaking and listening skills, to prioritise oral language skills. Specific methodologies must be implemented to develop oral language skills and ensure the regular practice of those skills. 3. Summary of school self-evaluation findings 3.1 Our school has strengths in the following areas: - The school is performing above national norms with regard to English in the State Examinations. - Standardised testing of Form One indicates that 80% of them have a reading age above their chronological age. - Standardised testing of Form Two indicates that 91% of them have a reading age above their chronological age. - Standardised test scores in Literacy of our first-year cohort are well above the national norms. 3.2 The following areas are prioritised for improvement: - Increasing student speaking and listening skills, to prioritise oral language skills. Specific teaching of oral language skills and regular practice of these skills. - Creating a literacy rich environment in the school. - Continue to improve the standard of vocabulary attainment for all classes. - Deepening student writing skills, especially mechanics, and presentation. - Focus on digital literacy. 3.3 The following legislative and regulatory requirements need to be addressed: - Homework Policy. - Healthy Eating Policy. - Review of in-school management structures. - A review of Enrolment Policy in line with the Admissions Bill. SANDFORD PARK SCHOOL Ranelagh, Dublin 6 60640C School Improvement Plan Evaluation period: September 2014 to May 2015 Report issue date: May 2015 Literacy school improvement plan Summary of main strengths as identified in the SSE of May 2015. - We are performing above national norms with regard to English in the State Examinations. - Attainment in English at both Junior and Leaving Certificate is above the national norms. - NGRT standardised testing shows that Form One reading ages are significantly above the national average and also that the improvement in average reading age during the course of first year is significant. - Standardised test scores in literacy of our Form One cohort are well above the national norms. - There is already widespread use of AfL techniques by staff, due to staff CPD. - The teaching staff are enthusiastic and committed to literacy; there is evidence of shared good practice and resources within subject departments. - There are very good pastoral and SEN structures in place. - The school has a well stocked library, with a regularly updated collection. - Extracurricular activities support literacy: o The school has a strong tradition of debating. o There are active book and film clubs. o There are regular theatre outings. Summary of main areas requiring improvement as identified in the SSE of May 2015. - Creating a literacy rich environment in the school. - Increasing student speaking and listening skills, to prioritise oral language skills. Specific teaching of oral language skills and regular practice of these skills. - Continue to improve the standard of vocabulary attainment for all classes. - Deepening student writing skills, especially mechanics, and presentation. - Focus on digital literacy. \| Improvement Targets \| Required Actions \| Persons responsible \| Timeframe for Action \| Success Criteria / Measurable Outcomes \| \|---\|---\|---\|---\|---\| \| Creating a Literacy rich environment among students. and Drop Everything and Read (DEAR) and Book in the Bag, to foster an enjoyment of reading and to increase the number on non-syllabus books being read. \| To create a Literacy notice board outside the library. To display students’ work in all classrooms. To display posters with keywords and other literacy related subject-specific materials. The development of classroom based, subject- specific libraries. Students to be surveyed on their interests and a book list to be drawn up for the library. The use of the ‘GoodReads’ website for monitoring and encouraging student reading. Ensure students have a book with them at all times and provide reading opportunities \| Whole school. Individual subject Department and subject teachers. \| September 2015 - May 2016 \| Visibility of Literacy to increase around the school. Visibility of Literacy to increase in all classrooms. Students will have books with them at all times and be active on ‘GoodReads’. The development of recommended reading lists. Evidence of an increase in reading age and in the enjoyment of reading. \| - We suggest that parents help us achieve these targets in the following ways: - The school is implementing a Book in the bag initiative, so please ensure that your child has a physical book with them at all times. - Be a regular reader yourself and show that you enjoy reading. Have varied books around the house. Encourage your child to read widely. - Join the library and go regularly. Everyone can have access to good books. Ask the librarian for help. - In conversation, always try and draw out ideas. Use questions and language that need deeper thought. Words such as compare, analyse, predict, give examples may promote conversations. - Help your child to use precise wording rather than generalisations. - Discuss television advertisements, documentaries or films. You could talk about the message behind the surface and what the creators are really trying to say or sell. Ask your child to justify their own interpretation of a film, article or text by referring to the film or article and their own knowledge and experience. - Ask your child to show you his or her plan for getting an assignment done, the ideas and the timing involved. Could your child rehearse oral presentations in front of family members and ask for feedback? - Glance at homework and ensure that it is neatly presented. Insist that poorly written/presented work should be redone. The following legislative and regulatory requirements are identified as needing to be addressed: - Homework Policy. - Healthy Eating Policy. - Review of in-school Management structures. - A review of Enrolment Policy in line with the Admissions Bill.	<urn:uuid:5dd79864-9a11-4019-a542-9d3f9a033a81>	CC-MAIN-2020-50	https://sandfordparkschool.ie/wp-content/uploads/SSE-SIP-Report-web-full-version-June-2015-FINAL.pdf	2020-11-27T09:08:52+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00521.warc.gz	458,074,529	1,921	eng_Latn	eng_Latn	0.77755	eng_Latn	0.99852	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 155, 2091, 3634, 4856, 4978, 6638, 7922, 7925, 9540 ]	[ 1.484375 ]	2	0
Complete all work on separate loose-leaf or graph paper. Solve problems without using a calculator. Write the answers to multiple choice questions on the attached answer sheet. 1. Evaluate: 1 2𝑥 + 1 3𝑥 + 1 4𝑥 = A) 13 12𝑥 C) 1 9𝑥 B) 1 24𝑥 D) 19 18𝑥 2. Simplify completely: 2𝑥 2 −50 𝑥 2 −10𝑥+25 A) 2(𝑥−5) 2 (𝑥+5) 2 C) 2(𝑥−5) 𝑥+5 B) − 𝑥 2 −2 10𝑥 D) 2(𝑥+5) 𝑥−5 3. In ∆𝐴𝐵𝐶, 𝑚 𝐶= 90°. If 𝐴𝐵= 5 and 𝐴𝐶= 4, which statement is NOT true? A) cos 𝐴= 4 5 C) sin 𝐵= 4 5 B) tan 𝐴= 5 3 D) tan 𝐵= 4 3 4. The hypotenuse of right ∆𝐴𝐵𝐶 is 10 and the 𝑚 𝐴= 60°, what is the measure of the leg opposite angle A? A) 5 C) 5√2 B) 10√3 D) 5√3 5. Which cubic polynomial best describes the data? $$x -3 -2 -1 0 1 2 3 4 y -12 0 0 -6 -12 -12 0 30$$ A) 𝑦= 𝑥 3 + 6𝑥 2 -7x-6 C) 𝑦= 𝑥 3 −7𝑥−6 B) 𝑦= 𝑥 3 −7𝑥+ 6 D) 𝑦= −𝑥 3 −7𝑥+ 6 6. The graph of a polynomial function has the following x-intercepts: 0, 1, 3, 6. Which of these expressions represents such a function? A) (𝑥−1)(𝑥−3)(𝑥−6) C) 𝑥(𝑥+ 1)(𝑥+ 3)(𝑥+ 6) B) 2𝑥(𝑥−1)(𝑥−3)(𝑥−6) D) (𝑥+ 1)(3𝑥+ 1)(6𝑥+ 1) 7. The base angle of an isosceles triangle measures 30°, and the length of one of the legs is 12. What is the length of the altitude drawn to the base of the triangle? A) 6 C) 6√3 B) 12 D) 9 8. Divide, using either polynomial long or synthetic division: 2𝑥 4 +7𝑥 3 +8𝑥 2 +8𝑥+8 𝑥+2 : A) 2𝑥 3 + 𝑥 2 + 3𝑥+ 2 C) 2𝑥 3 + 3𝑥 2 + 2𝑥+ 8 B) 2𝑥 + 𝑥 3 2 + 3𝑥+ 4 D) 3 2 2𝑥 + 3𝑥 + 2𝑥+ 4 9. The side of a square is 8 units. What is the length of its diagonal? A) 8√3 C) 4√2 B) 8√2 D) 16√2 10. The graph of a quadratic function 𝑦= (𝑥+ 1) 2 −3 is reflected across the y-axis and then translated 2 units down. Which are the coordinates of the vertex of the new graph? A) (−1,1) C) (1, −5) B) (1, −1) D) (−1, −5) 11. If 𝑔(𝑥) = 𝑥 2 −𝑥, find 𝑔(2+ℎ)−𝑔(2) ℎ . A) 3 + ℎ C) 1 + ℎ B) 6 + ℎ D) 5 + ℎ 13. Which of the following is NOT an asymptote of the function 𝑅(𝑥) = \|𝑥\|(𝑥 2 +𝑥−6) 𝑥(𝑥 2 −𝑥−6) : A) 𝑥= 3 C) 𝑥= 0 B) 𝑦= 1 D) 𝑦= −1 15. Combine to a single rational expression: 𝑥−5 𝑥+3 − 𝑥+2 𝑥+7 A) −3𝑥−41 𝑥 2 +10𝑥+21 C) 3𝑥−41 𝑥 2 +10𝑥+21 B) −2𝑥−31 𝑥 2 +10𝑥+21 D) 2𝑥−31 𝑥 2 +10𝑥+21 17. Simplify the rational expression: 2𝑥 2 −7𝑥−15 4𝑥 2 +10𝑥+6 A) 𝑥+3 2𝑥+2 C) 𝑥+5 2𝑥+6 B) 𝑥−5 2𝑥+2 D) 𝑥+3 2𝑥+1 19. If 𝑓(𝑥) = 𝑥 2 + 4 and 𝑔(𝑥) = √1 −𝑥. What is the value of 𝑓(𝑔(−3))? A) 2𝑖√3 C) 8 B) 2 D) 13 12. With respect to which line is the graph of the equation 𝑓(𝑥) = 𝑥 4 −3𝑥 2 + 6 symmetric? A) 𝑦= 0 C) 𝑥= 6 B) 𝑥= 0 D) 𝑦= 𝑥 14. The table below shows several corresponding values of x and y in a continuous polynomial relation. Based on the table, within which interval is there a zero of the polynomial? x -3 -1 1 3 5 7 y 4.24 -10.18 -16.60 -15.02 -5.44 A) −1 < 𝑥< 1 C) 3 < 𝑥< 5 B) 1 < 𝑥< 3 D) 5 < 𝑥< 7 16. The SUM of the two real solutions to 𝑥+ 4 = √13𝑥+ 30 is: A) 10 C) 5 B) 9 D) 6 18. A number c is a multiple zero of a polynomial P(x) if P(x) has a factor in the form (𝑥−𝑐) 𝑚 when 𝑚≥2 (multiplicity). How many numbers are multiple zeros of the polynomial 𝑃(𝑥) = (𝑥 6 −1)(𝑥−1) −(𝑥 3 −1)(𝑥 2 −1)? A) 0 C) 2 B) 1 D) 4 20. Solve; check for extraneous solutions: 6𝑥= √24 + 12𝑥 A) 𝑥= 2 3 C) 𝑥= 1 and − 2 3 B) 𝑥= −1 D) 𝑥= − 1 3 and 2 6.35 21. Solve the inequality for x: 𝑥+2 2𝑥−1 > 5 . The solution set for x is (Hint: Don't forget to consider any vertical asymptote): A) 𝑥< 1 2 ∪ 7 9 < 𝑥 C) 1 2 < 𝑥< 2 B) 𝑥< 2 D) 1 2 < 𝑥< 7 9 23. Rationalize the denominator of the expression: √3−√6 √3+√6 ; simplify completely. A) −1−2√18 3 C) −3 + 2√2 B) −3−2√18 9 D) 9 −2√18 25. Simplify √−175 using imaginary number i. A) 𝑖√175 C) 5√−7 B) 5𝑖√7 D) −5√7 27. Factor the expression: 𝑐 3 −512 A) −(𝑐−8)(𝑐 2 + 8𝑐+ 64) C) (𝑐+ 8)(𝑐 2 + 8𝑐+ 64) B) (𝑐−8)(𝑐 2 + 8𝑐+ 64) D) (𝑐−8)(𝑐 2 −8𝑐−64) 28. Divide; state all restrictions on the variables: 𝑥 2 −16 𝑥 2 +5𝑥+6 ÷ 𝑥 2 +5𝑥+4 𝑥 2 −2𝑥−8 A) (𝑥−4) 2 (𝑥+3)(𝑥+1) ; 𝑥≠−3, −1 C) (𝑥−4) 2 (𝑥+3)(𝑥+1) ; 𝑥≠−4, −3, −2, −1, 4 B) (𝑥+4) 2 (𝑥+1) (𝑥+2) 2 (𝑥+3) ; 𝑥≠−3, −2, 4 D) 1 (𝑥+3)(𝑥+1) ; 𝑥≠−3, −2, −1, 4 22. Find the inverse of 𝑦= 7𝑥 2 −3; 𝑥≥0 A) 𝑦= √ 𝑥+3 7 C) 𝑦 2 = 𝑥−3 7 B) 𝑥= √ 𝑦+3 7 D) 𝑦= √ 𝑥−3 7 Use the quadratic formula to solve the equation: 5𝑥 2 + 9𝑥−2 = 0 A) 𝑥= 2 5 , −4 C) 𝑥= 56 5 , −13 B) 𝑥= 1 5 , −2 D) 𝑥= − 1 5 , 2 26. Simplify the expression (2 + 5𝑖)(−1 + 5𝑖) A) −27 + 5𝑖 C) −2 + 25𝑖 B) 23 + 5𝑖 D) −2 + 5𝑖 24. 29. Simplify √128𝑎 13 𝑏 6 3 ; assume all variables are positive. A) 2𝑎 4 𝑏 2 (√4𝑎 3 ) C) 2𝑎 4 𝑏(√8𝑎 3 ) B) 4𝑎 4 𝑏(√𝑎 3 ) D) 4𝑎 4 𝑏 2 (√2𝑎 3 ) 31. Factor the expression: 𝑥 4 −20𝑥 2 + 64 A) (𝑥−2) 2 (𝑥+ 4) 2 B) (𝑥−2)(𝑥−4)(𝑥 2 ) C) (𝑥−2)(𝑥+ 2)(𝑥−4)(𝑥+ 4) D) No solution 4 𝑥+3 Simplify the complex fraction: 1 𝑥 +3 A) 12𝑥+4 𝑥 2 +3𝑥 C) 4𝑥 3𝑥 2 +10𝑥+3 30. Find the missing value to "complete the square" of 𝑥 2 + 6𝑥+ . A) 3 2 C) 9 D) B) 9 4 36 32. Simplify the complex fraction: 58𝑥 2 (49−𝑥 2 ) 3 2 / B) 49+11𝑥 2 (49−𝑥 2 ) 3 2 / D) None of these 34. Solve the equation and check your solution: A) 𝑎= −6 C) 𝑎= −9, −6 B) 4𝑥 3𝑥+9 D) None of these B) 𝑎= −9 36. A water tower is located 410 feet from a building. From a window in the building, the angel of elevation measured to the top of the tower is 42° and the angle of depression to the bottom to the tower is 25°. Approximately how tall is the tower? A) 191 feet C) 448 feet B) 369 feet D) 560 feet D) 𝑎= 6 25 33. 1. Factor by grouping: 3𝑥 4 + 8𝑥 3 −15𝑥−40 2. Find the domain of the function: 𝑦= 𝑥 2 −3𝑥−28 𝑥 2 −6𝑥−27 4. Factor the polynomial into linear factors: 𝑚(𝑥) = 𝑥 3 + 4𝑥 2 + 𝑥−6 3. Find the domain of the function: 𝑦= √𝑥−36 5. The length of the hypotenuse of a right triangle is 13 mm. The length of the shorter leg is 7 mm less than the length of the longer leg. Find the length of the shorter leg (MUST show ALL algebra work or NO credit). 6. The expression 𝑠(𝑡) = −16𝑡 2 + 1800 models the height of an object t seconds after it has been dropped from a height of 1800 feet. Find the height of the object after falling for 4.8 seconds. 7. In right triangle ∆𝐴𝐵𝐶, 𝐴𝐵 ̅̅̅̅ = 18.3, 𝐵𝐶 ̅̅̅̅ = 11.2, and 𝑚 𝐶= 90° What is the measure of angle A to the nearest tenth of a degree? 8. The height h in meters of a rock thrown straight up at t seconds is described by the equation ℎ(𝑡) = 2 + 20𝑡−4.9𝑡 2 . Find and interpret the average rate of change of the change in the height of the rock over the first two seconds of flight. 9. A company's total revenue, R(x) (in millions of dollars), is related to its expenses by the equation 𝑅(𝑥) = 4𝑥 3 −16𝑥 2 + 12𝑥, where x is the amount of expenses (in tens of thousands of dollars). What values of x will produce zero revenue? 10. On separate full-sized piece of graph paper (very clearly and neatly – NOT a small sketch): (a) Draw the graph of the equation 𝑦= 𝑥 2 −4𝑥+ 4, including all values of x from 𝑥= −1 to 𝑥= 5 Label the graph a. . (b) On the same set of axes, draw the image of the graph drawn in part (a) after a translation that maps (𝑥, 𝑦) →(𝑥−2, 𝑦+ 3). Label the image b. - (c) On the same set of axes, draw the image of the graph drawn in part (b) after a reflection across the x axis. Label the image c. (d) Which equation could represent the graph drawn in part (c)? Write this on the graph paper. 1) 𝑦= −𝑥 2 + 4𝑥+ 4 2) 𝑦= 𝑥 2 −3 3) 𝑦= −𝑥 2 −3 4) 𝑦= −𝑥 2 + 3 11. Graph the function 𝑦= √𝑥+ 3 12. Graph the function 𝑦= −𝑥 3 + 4𝑥 2 −5 13. Graph the function 14. Graph the solutions to the system of inequalities. { 𝑦≥2𝑥+ 3 2𝑥−5𝑦< 20 Name: ______________________________ Staple ALL work to this Answer Sheet Multiple Choice Questions: Write the letter of your answer in the box provided, Free Response Questions (except graphs): write responses in the boxes below; complete the graphs on the reverse of this sheet. \| All Students \| All Students \| All Students \| All Students \| All Students \| \|---\|---\|---\|---\|---\| \| 1) \| 7) \| 13) \| 19) \| 25) \| \| 2) \| 8) \| 14) \| 20) \| 26) \| \| 3) \| 9) \| 15) \| 21) \| 27) \| \| 4) \| 10) \| 16) \| 22) \| 28) \| \| 5) \| 11) \| 17) \| 23) \| 29) \| \| 6) \| 12) \| 18) \| 24) \| 30) \| 1) 2) 3) 4) 5) 6) 7) 8) Honors Only! 9) 10) For (a), (b), and (c), attach SEPARATE graph paper (d) Graphs: 11) 13) Honors Only! 12) 14)	<urn:uuid:93664f19-dacd-4ab5-b0a4-f77fc71fd149>	CC-MAIN-2020-50	https://resources.finalsite.net/images/v1589291668/stmarybayview/iuo8ab917ffszickvsj3/Math-Precalculus-Honors.pdf	2020-11-27T09:38:32+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00519.warc.gz	468,705,382	4,316	eng_Latn	eng_Latn	0.552034	eng_Latn	0.655481	[ "eng_Latn", "eng_Latn", "dan_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 1776, 3213, 4324, 5327, 7417, 8096, 8138 ]	[ 2.921875 ]	1	0
14 The First Half-Century An Early History of the Caltech EE Department by Donna Fox, Robert J. McEliece, and Babak Hassibi Caltech's Electrical Engineering (EE) Department had its beginnings in the summer of 1910, when Throop Polytechnic Institute (TPI) moved from what is now known as Old Town Pasadena to a 22-acre quiet campus bordered by California Boulevard, Wilson Avenue, San Pasqual Street and Hill Avenue. In 1910, Throop Polytechnic, which became the California Institute of Technology a decade later, offered undergraduate degrees in mechanical, electrical, and civil engineering, but there was no administrative structure, so President James A. B. Scherer, at the behest of Caltech's founding father George Ellery Hale, invited Royal Sorensen to start up an Electrical Engineering Department. It is fair to say that this was one of the best appointments in Caltech's history: Sorensen remained the head of EE for more than 40 years and saw his fledgling Department become one of the powerhouses of electrical engineering in the United States. Over the years since its inception, the EE Department has shifted its main research focus several times in line with the demands for new technology in a rapidly changing world— from early work on power engineering, to the war effort, to computing and communications. Pioneering research has led to major technological innovations, spawned other disciplines, and developed vitally important collaborations. EE's cutting-edge science has endured for a hundred years. Engineering Based on the Fundamental Sciences In 1910, when Sorensen, a 28-year-old graduate of the University of Colorado, left General Electric in Pittsfield, MA, to start the TPI EE Department, he worked with Scherer, Hale, and chemistry professor Arthur A. Noyes to produce a unique engineering department based on the fundamentals of physics and mathematics. At first, there were only three engineering students—two EE graduate students, and one mechanical engineering student. In 1913, TPI became Throop College of Technology, and Robert Millikan started a few years later (1917) as Director of Physical Research. In 1920, Millikan succeeded Scherer as Chief Executive, and enious ENG 2010 NO.7 Throop became Caltech. The so-called "Big Three" (Hale, Noyes, and Millikan) drafted a new educational philosophy that emphasized pure science, and Sorensen conceived a plan for graduate study in EE, foreseeing a need for education beyond the traditional baccalaureate degree. Power Engineering and the High-Voltage Lab By the early 1920s, master's and doctoral programs in EE had begun, and the achievements of the large group of alumni these produced proved the merits of his concept of emphasizing physics and mathematics. Sorenson was one of the first to realize the importance of a national grid system to distribute electrical power in large-scale and longdistance transmissions and participated in California's pioneering work on this. In a cooperative venture with the Southern California Edison Company (SCE) in 1923, a high-voltage laboratory was erected on campus (in the lo- cation that is now Sloan Mathematics) to solve some of the emergent problems in power transmission. It was the first laboratory in the country to have a million-volt power source, provided by a cascade system of transformers designed by Sorensen himself. The High-Voltage Lab was available for both research and industrial testing and was used to aid SCE in the development of high-voltage transmission lines, to furnish lightning protection of oil storage 15 16 William Pickering, as grad student, with the experimental cosmic ray telescope he built, used to investigate the source and intensity of cosmic rays. tanks for the oil industry, and for other research efforts to industrialize Southern California. Shortly after Caltech's lab was completed, a group of Stanford alumni built the Ryan high-voltage lab at Stanford in 1926, and for several years, Caltech and Stanford became the two outstanding schools in the country in the area of high-voltage work. For a time, Caltech was giving more PhD degrees in Electrical Engineering than MIT. Professor Charles Lauritsen built high-voltage vacuum tubes and EE Professor Francis Maxstadt was involved in the testing of insulators and towers, more so than even Sorensen himself. Professor Stuart Mackeown also spent a lot of time in the High-Voltage Lab. Sorensen's experiments with high-power current interruption in vacuum, designed to address the serious problems of control and protection of high-voltage power systems, led to his invention of the vacuum switch in 1923, although it was not until 1960 that new technology would make this invention commercially feasible. His original model is on permanent display in the Smithsonian Institute in Washington, D.C. In 1926, EE became part of the Physics and Mathematics Division, as the modern structure of Caltech's Divisions came into place. Electronics William Pickering, a New Zealander, came to Caltech as an enious ENG 2010 NO.7 EE undergraduate student in the late 1920s, and stayed on to complete a PhD in Physics in 1936. At the time, radio communications and broadcasting were beginning to develop, but the use of electronics in control systems was not yet well known and, as the Department was still heavily oriented toward power engineering, radio communications and vacuum tubes were not considered very important. Mackeown, however, could see the growing importance of this field and urged Millikan to appoint a professor whose research specialty was electronics. Mackeown even offered to sacrifice his own salary for such an appointment. Pickering was the obvious choice and joined the EE faculty shortly after graduating. During this period (1936), the Jet Propulsion Laboratory (JPL) began in Pasadena as the Guggenheim Aeronautical Laboratory, California Institute of Technology (GALCIT) rocket project, led by Professor Theodore von Kármán and financed by Harry Guggenheim. In 1940, the GALCIT group became a rocket research, development, and testing facility. A few years later, a substantial contract from the U.S. Army Air Corps transformed it into the large, permanent laboratory it is now, and its name was changed to JPL. Its purpose was to research, develop, and test missile technology. There was a need for electronics to support missile guidance and tracking systems, and Pickering's specialization in electronics drew him there. In 1954, he became the director of JPL and remained in that position until 1976. Under his leadership, electronics grew in prominence at the lab, which became a NASA facility in 1958, and work began on a worldwide, civilian satellite communications network, known today as the Deep Space Network (DSN). The War Years During the World War II years, Caltech's EE program was put on hold. Several faculty members left to take various war jobs, and from 1943 until 1946, Pickering organized a three-year, year-round Navy "V-12" curriculum to meet the military's need for radar training. Upon completion of the program, students went to MIT's Radiation Laboratory (Rad Lab) to study the more specific techniques. Pickering visited the Rad Lab periodically to learn more about the electrical characteristics of waveguides. He also organized and managed the Engineering and Science Management War Training (ESMWT) program, a series of evening courses that were given all around Los Angeles, and personally taught some of the approximately 20 different courses. It was mostly done at the junior college level and was presented at several high schools in the area. The war effort also caused other Caltech faculty to redirect their focus. Gilbert McCann (PhD EE '39) joined Westinghouse in Pittsburgh to study natural lightning phenomena. But when his research was diverted to support the military, he was set to work devising a way of doing complex engineering calculations using electrical circuits to simulate mechanical forces. This was to become the basis of the analog computer that he invented to do calculations that would previously have taken years. McCann used this computer to design a system for improving the tracking accuracy of anti-aircraft guns, which enabled the British to shoot down almost all the German V-1 bombers crossing England's eastern coastline. After the war, Frederick Lindvall (PhD EE '28), who was the first to receive a PhD from the Caltech EE Department, became Professor of Electrical and Mechanical Engineering and Chairman of the Engineering and Applied Science Division, a position he held for 24 years. Lindvall pioneered and taught advanced engineering courses, and encouraged students to take as many courses as possible in other departments and divisions at Caltech. He introduced the concepts of "interdisciplinary research," "systems engineering," and "management of technology." ested in control systems) and Bart Locanthi. Their computer became known as Caltech's "Direct Analogy Electrical Analog Computer," and it provided service for JPL, the military, and the entire Southern California aerospace industry. The computer was mainly used to solve design analysis problems in the fields of solid mechanics, fluid mechanics, and heat transfer. In particular, methods of structural stress analysis, vibration analysis, and aero-elastic analysis of airframes were developed, the latter carried out primarily by McCann, Wilts, and Richard MacNeal (MS EE '47, PhD EE '49). The Computing Era In 1946, McCann left Westinghouse to join Caltech's EE faculty and began setting up an analysis lab to build an improved version of his analog computer. He negotiated a deal with Westinghouse to make two of everything, so that the duplicate parts were sent to his Caltech lab at a reduced cost. The 33,000-pound computer was assembled with the help of EE professors Charles Wilts (who eventually became inter- By 1950, the McCann's lab had become too busy for Caltech. The director of GALCIT, Clark Millikan, suggested spinning off a commercial company, and Computer Engineering Associates (CEA) was formed on Halstead Street in Pasadena. McCann, the largest shareholder, could not run the company since he would have to resign his faculty position to do so, but MacNeal and William Dixon (BS EE '48, MS EE '49, PhD EE '52) became senior managers, and Locanthi was in charge of constructing the computers. They were built pri- 17 18 marily for the burgeoning American aircraft industry. Shortly before the spin-off, McCann recruited Stanley Frankel to head a small, innovative digital computing unit. A computer scientist with a PhD in Physics from Berkeley, Frankel had become interested in digital computing during his time at the Manhattan Project in Los Alamos. At Caltech, he worked with graduate student Bernard Alder (PhD EE '52) on his thesis project—the simulation of the interaction of atoms using statistical mechanics and liquid theory—for which they developed what is now called the Monte Carlo method of statistical analysis. This pioneering work has become essential to a wide range of scientific and technical work, from nuclear weapons development to VLSI chip design. In the 1950s, Frankel designed the logic for a general-purpose "poor man's computer," called MINAC. Librascope, a Southern California company located in Glendale, licensed the design from Caltech and hired Frankel and physics graduate student James Cass (MS EE '53) to turn the design into a production-ready product. Marketed as the LGP-30, it may well be considered to be the first personal computer and is now on display at the Smithsonian Institute and the Computer History Museum in San Jose, CA. Growth in the 50s Robert Langmuir (PhD Physics '43) left the General Electric Research Laboratories in New York in 1948 to join the EE faculty and remained there until his retirement in 1980. He had invented and patented a mass spectrometer in 1940 and discovered the radioactive isotope K37. While at General Electric, Langmuir had worked on the development of CW (continuous wave) magnetrons, which were later used by the Navy to jam enemy radar. In 1960, Langmuir participated in the building of the 1.5 BeV synchrotron at Caltech, the first to operate in the United States. He also taught courses in electricity and magnetism, and electronics, while conducting research in various topics in applied physics and engineering. Five years later, in 1953, Lester Field arrived from Stanford, where he had been one of the originators of their electron-tube laboratory. He continued traveling-wave tube work at Caltech, setting up his lab in the basement of Spalding. Field developed several forms of beam plasma and established a tube-research activity that expanded enious ENG 2010 NO.7 into a group studying plasma physics and microwave interaction with matter. After the microwave-tube era came to an end in the late fifties, his research focused mostly on plasma physics. Charles Papas, who joined the EE faculty a year after Fields (1954), focused his work on electricity and magnetism. In 1965, he wrote a book, Theory of Electromagnetic Wave Propagation, based on his Caltech lectures, in which he presented a number of newly important topics in the theory of electromagnetic wave propagation and antennas in a coherent and simple way, providing evidence that these ideas developed from the Maxwell field equations. David Middlebrook, who joined the EE faculty immediately after gaining a Stanford PhD in 1955, became known as a power electronics icon. In 1970, he founded the Power Electronics Group at Caltech, which developed into an academic discipline. His teaching was widely lauded by both students and colleagues, and in 1997 he was awarded Caltech's highest teaching award, the Richard P. Feynman Prize for Excellence in Teaching. He had a deep understanding of both power electronics and electronic circuit design and taught analog and power electronics courses both publicly and at Caltech. His seminal book, An Introduction to Junction Transistor Theory, helped engineers understand how to apply transistors in circuit design. His extra-element theorem, which yields simple formulas for the effect of adding a single element to an electronic circuit, is still widely used in circuit design and measurement. This glimpse into the early evolution of Caltech's EE Department highlights its heritage. Space limitations prevent us from casting a wider net and crediting all those whose work has been a part of this impressive history. Since its beginnings in 1910, the EE Department has laid a strong foundation to support the scientific research and discovery that continues today. Since the 1960s, it has expanded into new areas, such as solid-state circuits and devices, electromagnetics and optics, control, communications and information systems, and networks. It also played a critical role in spawning the Applied Physics, Computer Science, Control and Dynamical Systems, and Computational and Neural Systems Departments at Caltech and retains close ties to these through several joint faculty appointments. Our complementary article highlighting current faculty research interests provides further details. 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Theme: The Power of Home Topic: Adoption and Foster care Discipline: English Overview: Students will learn about the number of infants and children available for adoption or in the foster care system. They will explore adoption as a loving option for unexpected pregnancies. Activities and personal testimonies will reinforce the need of each person to have stability, love, and family. They will be presented with practical opportunities to help kids find homes and/or mentors. STUDENT HANDOUT. \| Adoption Community Resources Scripture & Church Teaching Have students read the handout on Adoption and discuss it with them as a class. Below are Additional Classroom Resources for students and parents. Videos Adoption Stories * Adoption Stories from the World Meeting of Families Two families share how adoption has not only helped their family grow, but also has made them more compassionate and loving people. Catholic News Service. 2 minutes. * "A Birthmother Story: Grace" A birthmother shares her moving story of choosing adoption for her baby. Adoption is chosen because birthmothers love their children more, not less. 4 minutes. * Gianna Jensen's Story Pro-life activist Gianna Jensen shares her adoption story. 3 minutes. * "Adoption Montage" From Students for Life of America, a birthmother, adoptive mother, and adoptee all share their stories. 10 minutes. * "8 Adoption Stories" Heartwarming collection of stories showing the power of adoption. ABC. 13 minutes. * "I'm Adopted" Lisa shares the story of her adoption and of eventually talking to both of her birthparents. Students for Life of America. 5 minutes. * "Unwanted" Story of Ryan Bomberger, adopted after his birth mother was raped but chose life. Positive message of overcoming a bad situation and the power of adoption. 1.5 minutes. * "Jessica's Story" of being a birthmom and placing her child for adoption with a loving home. Jessica is an important part of her daughter Macy's life and her new adoptive family. 6 minutes. * iChoose Adoption stories of birthmoms who chose to place their children for adoption. Miranda's story, 1 minute. Cristen's story, 1 minute. Angela's story, 6 minutes. * College student Callie Mitchell's story of placing her son Leo in an open adoption. NBC Rock Center story. 7.5 minutes. * Adoptive parents meet their baby for the first time The results are astounding. 8 minutes. * "A Husband Lost, a Daughter Found" New York Times article with 2 minute video about one woman's experience when her adult daughter finds her at 17 after being adopted at birth. Positive depiction of the choice to adopt and good reunion story. Foster Youth Stories * Foster Youth Share their Stories of Loss, Trust, and Hope Former foster teens tell their stories of the challenges and benefits to their foster care experiences. Powerful to learn how so many kids live. 17 minutes. Apologetics * "Children in Foster Care" Students for Life of America offer information on discussing adoption and foster care from a pro-life perspective. Apologetic in nature. 7 minutes. Articles Stories * Washington Times story of a priest who turned to Facebook to help find adoptive parents for an unborn child given a diagnosis of Down Syndrome. With one day to make the decision, close to 1,000 families respond that they will adopt the baby. Beautiful story! * Catholic Couple Adopts Triplets Heartwarming story. * Adopting Teens Liz shares her story of adopting Ashley, one of many teens who often age out of the foster care system before being adopted. * Stories from Catholic Charities A birthmother and adoptive parents' stories from the diocese of Arlington. * "Adoption is Biblical" Mary Ann shares her story of adoption and how adoption is Biblical, especially because we are adopted children of God. from Priests for Life. Pastoral * "Accompanying Expectant Mothers Considering Adoption" Practical advice from the USCCB to help mothers who might be considering adoption. Websites Adopted and Loved Website with resources and information for birth moms and people wishing to adopt. These Kids Are Waiting for Adoption photo list of some of the children in foster care in LA, awaiting adoption. Brave Love - gorgeous website highlighting the stories of brave love shown by birth parents, adoptive parents, and adoptees Post-Secondary Support System Website connecting students aged-out of the foster care system to programs that will help support their college education. National Council for Adoption Resources and information for all types of adoption and different people involved. Scripture and Church Teaching Exodus 2:1-10 The adoption of Moses by Pharaoh's daughter. Prayer Opportunities "Adoption Novena" This PDF from the USCCB has different prayers for all of the people involved in adoption. Each prayer features scripture, silent reflection, a prayer, and a petition to St. Joseph, foster father of Jesus Christ. It is formatted to be a novena, but can also be use on a one-time basis. "Intercessory Prayers: Adoption" Pre-written intercessory prayers from the USCCB for use at Mass in English and Spanish.	<urn:uuid:92bd7bc8-ed20-4596-b086-1519cd1dd050>	CC-MAIN-2020-50	https://lacatholics.org/wp-content/uploads/2020/10/Day-5-Gr-10-to-12-Adoption-2020.pdf	2020-11-27T08:41:58+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00518.warc.gz	350,724,786	1,108	eng_Latn	eng_Latn	0.996196	eng_Latn	0.996683	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1831, 3858, 5156 ]	[ 3.5 ]	1	0
A. flammable Properties of Matter 1. Aluminum foam is used to create lighter, safer cars. The reason that a lighter car is a safer car is because aluminum foam is … A. less rigid B. much cheaper than aluminum C. unable to be dented D. able to absorb more impact energy 2. This symbol means… B. corrosive C. dangerously reactive D. biohazardous 4. When a substance undergoes a change of state it can use energy or give off energy. The change that occurs when a substance changes from a gas to a solid is referred to as … A. fusion B. deposition C. sublimation D. conde ation ns 3. A. caution B. warning C. danger D. special care 5. A substance's ability to resist being scratched is the physical property of matter known as … A. ductility B. malleability C. hardness D. conductivity 6. An obvious chemical property of pancakes is … A. ability to combine ingredients easily B. the positive reversibility of the process C. the heat it gives off D. the new substance that appears to form 7. The difference between an element and a compound is that an element … A. is a pure substance and a compound is a mixture B. has only one substance, while a compound has more than one substance C. can be made into a mixture, but a compound cannot D. Can be a pure substance, while a compound cannot be a pure substance This symbol means… 8. Use the following words to complete a visual organizer, showing the relationships between and among the words provided. Use each word only once. Pure Substances, Colloids, Matter, Solutions, Compounds, Mixtures, Mechanical Mixtures, Suspensions, Elements 9. A cloudy mixture in which the particles of the suspended substance are so small they cannot be easily separated out is called a … A. mechanical mixture B. suspension C. colloid D. solution 10. Physical or chemical change can be identified by evidence. When a substance undergoes a chemical change the pieces of evidence used include all of the following, EXCEPT … A. colour B. odour C. state D. formation of a gas 11. Freeze-drying is a technique used to preserve food for long periods of time. In the freeze-drying method the first step is to … A. add hot water B. put it in a pressure chamber C. freeze the water, in the food D. refrigerate the food 12. MRE's are especially useful for astronauts, soldiers and mountain climbers. They are heated in a special package called a 'flameless ration heater'. MRE stands for … A. Military Ration Envelope B. Mission Ration Envelope C. Meal, Ready to Eat D. Meals Requiring Energy	<urn:uuid:8529abc5-9e24-4546-b3e2-e8afaf98c233>	CC-MAIN-2020-50	http://www.edquest.ca/pdf/sia92-1quiz.pdf	2020-11-27T07:57:52+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00518.warc.gz	109,075,683	631	eng_Latn	eng_Latn	0.99661	eng_Latn	0.996774	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1338, 2540 ]	[ 3.78125 ]	2	12
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Just exercise just what we give under as without difficulty as evaluation chapter 5 the industrial revolution oxford university press what you following to read! If you're already invested in Amazon's ecosystem, its assortment of freebies are extremely convenient. As soon as you click the Buy button, the ebook will be sent to any Kindle ebook readers you own, or devices with the Kindle app installed. However, converting Kindle ebooks to other formats can be a hassle, even if they're not protected by DRM, so users of other readers are better off looking elsewhere. Chapter 5 The Industrial Revolution 5.1 The Industrial Revolution. The Industrial Revolution began in Page 2/10 England, which was by 1750, one of the wealthiest nations in the world and controlled an empire that covered one-quarter of the world's landmass. It started with England's textile industry, which was struggling to produce goods cheaper and faster for growing consumer markets. 5.1 The Industrial Revolution – Introduction to Human ... Chapter 5 The Industrial Revolution Gregory Clark, University of California, Davis, CA 95616, USA, firstname.lastname@example.org Abstract The Industrial Revolution decisively changed economywide productivity growth rates. For successful economies, measured … - Selection from Handbook of Economic Growth [Book] Skip to main content Chapter 5. The Industrial Revolution - Handbook of ... Start studying Chapter 5 - The Second Industrial Revolution. Learn vocabulary, terms, and more with flashcards, games, and Page 3/10 other study tools. Chapter 5 - The Second Industrial Revolution Flashcards ... Chapter 9 Six Square - (All Sections)(25pts) OR U.S. History Reading Frame - (All Sections)(25pts) OR Chapter 9 Graphic Organizer (25pts) Section 1; Section 2; Section 3; Section 4; Section 5; OR Chapter 9 Outline (25pts) Section 1; Section 2; Section 3; Section 4; Section 5; Vocabulary: Must Choose one!! Chapter 9 Word Search (15pts) & Chapter ... Chapter 5: The Industrial Revolution Begins (1750 - 1850 ... THE INDUSTRIAL REVOLUTION: CHANGES AND CHALLENGES CHAPTER 5: The Rise of Capitalism According to the mercantilist theory, a country could grow rich and powerful by controlling trade. If it could force rival nations to buy its goods, it could Page 4/10 increase the amount of silver and gold it had. Big Question: What was mercantilism? The Industrial Revolution: Changes and Challenges Chapter 5: The Industrial Revolution begins. enclosure. James Watt. smelt. capital. process of taking over and fencing off land once shared by pea…. Scottish engineer and inventor whose improvements in the steam…. to separate iron from its ore. money used to invest in an enterprise. chapter 5 industrial revolution Flashcards and Study Sets ... Learn chapter 5 industrial revolution american history with free interactive flashcards. Choose from 500 different sets of chapter 5 industrial revolution american history flashcards on Quizlet. chapter 5 industrial revolution american history ... Page 5/10 Learn the industrial revolution begins chapter 5 with free interactive flashcards. Choose from 500 different sets of the industrial revolution begins chapter 5 flashcards on Quizlet. the industrial revolution begins chapter 5 Flashcards and ... Start studying Chapter 5 - The Industrial Revolution Begins Vocab. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Chapter 5 - The Industrial Revolution Begins Vocab ... Chapter 5: The Industrial Revolution The Industrial Revolution began in Great Britain and started spreading throughout parts of Europe and the United States. Throughtout new manfacturing processes and new technology machines began to replace manual labor on a large scale. The Chapter 5: The Industrial Revolution by Maya Jawwaad on ... Chapter 25 : The Industrial Revolution Chapter Quiz. ... The Industrial Revolution. 1. The first industry to benefit from industrialization was (A) transportation (B) agriculture (C) textiles (D) communications : 2. The expansion of industry into Europe was delayed by (A) Chapter 25 : The Industrial Revolution : Chapter Quiz Chapter 5: The Textile Industry We'll never know the names of the first farmers of the Neolithic Revolution, but we do know the names of the inventors who kick-started the Industrial Revolutions. Their simple innovations gave us a new world of nearly constant, explosive economic growth and a total restructuring of society everywhere and forever. Chapter 5: The Textile Industry — The Industrial Page 7/10 Revolutions Industrial Revolution Outline: Quick Facts – The Industrial Revolution (~1750 to ~1914) can actually be broken down into two separate Revolutions. 1) The First Industrial Revolution (~1750 to 1850) was led by Great Britain and based primarily on the development of the textile industry and the steam engine. Industrial Revolution Outline \| Wyzant Resources These improvements constitute the Industrial Revolution. They yielded an unprecedented increase in man's productivity and, with it, a substantial rise in income per head. Moreover, this rapid growth was self-sustaining. The Industrial Revolution in Britain (Chapter 2) - The ... The four factors of production that were vital to the Industrial Revolution and the start of any business include each of the following EXCEPT. Industrial Revolution DRAFT. 10th grade. 266 Page 8/10 times. History, Geography. 44% average accuracy. a year ago. kaanderson. 0. Save. Edit. Edit. Industrial Revolution DRAFT. a year ago. Industrial Revolution \| World History Quiz - Quizizz Published on Nov 5, 2019 We've talked about a lot of revolutions in 19th Century Europe, and today we're moving on to a less warlike revolution, the Industrial Revolution. The Industrial Revolution: Crash Course European History #24 The most important ideas in Unit 5 are: • Before the Industrial Revolution, daily life focused on the demands of farming and an agricultural society. • New inventions and techniques during the Industrial Revolution made food more abundant with less effort. History and GeoGrapHy The Industrial Revolution: Page 9/10 Copyright : catalog.drapp.com.ar Read Free Chapter 5 The Industrial Revolution Oxford University Press Changes ... HIS105: Chapter 17 - Quiz 3 Question 1 5 out of 5 points As the Industrial Revolution progressed in America, all of the following occurred except Answer Selected Answer: Immigration became less important to America. Correct Answer: Immigration became less important to America. Question 2 5 out of 5 points The need for managers in the many new businesses of the late 1800s contributed ... 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Y4 – Autumn – Block 2 – Step 6 – Subtract two 4-digit numbers – one exchange Answers Question Answer a) 2,220	<urn:uuid:5945fa7d-83b0-4cb5-97d3-681c6344c45c>	CC-MAIN-2020-50	https://www.midfield.bromley.sch.uk/attachments/download.asp?file=5514&type=pdf	2020-11-27T09:40:01+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00519.warc.gz	777,771,733	34	eng_Latn	eng_Latn	0.776276	eng_Latn	0.776276	[ "eng_Latn" ]	false	docling	[ 111 ]	[ 2.265625 ]	1	9
MEDIA MYTHCRUSHER Meat Curing and Sodium Nitrite The use of nitrite to produce cured meats like salami, ham, bacon and hot dogs, is a safe, regulated practice that has distinct public health benefits. However, much confusion and even mythology surrounds nitrite. Being mindful of key words and statistics and providing appropriate context can help reporters improve the accuracy of their coverage and the information that is passed on to readers and viewers. We've compiled ten tips to improve accuracy when writing about the use of sodium nitrite in cured meats. #1: Nitrite is not 'unnatural'. Before refrigeration was available, humans salted and dried meat to preserve it. It was discovered that the nitrate in saltpeter was extremely effective in causing a chemical reaction known as "curing." Not only did this give meat a distinct taste and flavor, it also preserved it and prevented the growth of Clostridium botulinum, which causes botulism. Later on, scientists came to understand that nitrate naturally found in the environment converts to nitrite when in the presence of certain bacteria. In fact, when nitrate comes in contact with the bacteria present in human saliva, some of it converts to nitrite and a portion of nitrite is further converted into nitric oxide, which was deemed the Molecule of the Year by Science Magazine in 1992 because its role in ensuring health was finally understood. The body actually operates its own nitrogen cycle and produces, or synthesizes, nitrate, nitrite and nitric oxide independent of any foods that are consumed. #2: Meat companies don't commonly use nitrate in cured meat (they use nitrite). While the terms nitrate and nitrite are often used interchangeably, meat companies mainly use sodium nitrite to cure meat, not sodium nitrate. At the turn of the 20 th century, German scientists discovered nitrite (and not nitrate) was the active form of these curing salts. When added directly, rather than as nitrate, meat processors can have better control of this important curing ingredient and more closely manage how much they are adding. #3: Cured meats are a miniscule source of total human nitrite intake. Scientists say that 93 percent of human nitrite intake comes from vegetables, particularly root vegetables like celery, beets, carrots, spinach and lettuce, and from the body's own processes. Less than five percent of human nitrite intake is sourced to cured meats. #4: Sodium nitrite is NOT a 'known carcinogen.' While media often parenthetically refer to sodium nitrite as "a known carcinogen," or "known to cause cancer," the U.S. National Toxicology Program in 2000 completed a multiyear rat and mouse feeding study to test nitrite's safety. A panel of scientists reviewed the results and concluded that nitrite does not cause cancer at the levels used in the meat industry. Further, the USDA closely monitors nitrite usage for an additional control. Some epidemiological studies – the type of studies that analyze what people eat and their health outcomes -- have suggested an association between consumption of nitritecured meats and some forms of cancer, just as they have suggested associations between cell phones, bras, mouthwash, deodorants and many other common products with various cancers at various points in time. But a true causal relationship has never been proven for any of these consumer products, including cured meats. The U.S. maintains a master list of known and suspected carcinogens and sodium nitrite is not on that list. #5: Cured meats labeled 'no nitrates or nitrites added' are not necessarily 'nitrite free.' Some meat companies choose to add sea salt or celery powder to cured meats instead of the purified versions (a.k.a. sodium nitrate or sodium nitrite) because of their high availability and high naturally occurring nitrate content. This is an alternative curing approach. USDA requires that meat products that do not have nitrate or nitrite added directly be labeled "uncured," something the meat industry believes is somewhat misleading. Because USDA regulates not just product safety, but how products are labelled, meat companies have no choice but to follow the rules. Labels might read, "Uncured pastrami. No nitrates or nitrites added other than that which occurs naturally in celery powder." A chemical analysis of pastrami cured by adding nitrite directly or by using nitrate/nitritecontaining celery powder would probably show similar amounts of remaining nitrite in the two products. #6: The nitrate and nitrite in celery, beets and other root vegetables is no different than the nitrate or nitrite that is added to cured meats. While some people prefer the idea of nitrate that is added via celery powder (and which then converts to nitrite) versus direct addition of nitrite, the chemical and biology of the curing ingredients, regardless of source, is identical and results in equal safety. #7: Nitrite use is NOT simply at the discretion of the meat processor. By contrast, the U.S. Department of Agriculture Food Safety and Inspection Service sets specific nitrite levels that are permitted during meat curing in plants and inspects those products to ensure that nitrite is used within regulatory limits and properly labelled. #8: Nitrite does not equal 'nitrosamine'. Nitrosamines are known carcinogens. It is true that in a laboratory setting, if nitrite and nitrosatable amines were heated to extremely high temperatures over a sustained period of time, nitrosamines could be formed. High temperature cooking is usually at temperatures greater than 300°F. Cured meats can be exposed to these extremely high temperatures, but processors have added ingredients like sodium ascorbate (form of vitamin C ) and sodium erythorbate, (a "mirror image twin" of vitamin C), prevent nitrosamine formation. Meat processors routinely add these ingredients to cured products as an added safety measure, in addition to the strictly enforced regulated levels of nitrite that is permitted in cured meats. #9: Nitrate and nitrite in foods is NOT 'unhealthy.' Consider that to reduce daily nitrite intake, one would have to reduce vegetable consumption (not meat consumption) and it's a known fact that people should consume more vegetables, not fewer. Moreover, nitrite is recognized as beneficially important in many medical conditions including preventing preeclampsia during pregnancy, promoting wound healing, controlling blood pressure, and helping with successful organ transplantation. Some well-known pharmaceuticals like nitroglycerin and Viagra work by delivering nitric oxide to specific body tissues. #10: Nitrite use is still critical to preventing botulism and is the very reason we hear so little about cases of botulism. It's true that botulism is now a rare occurrence, but that's due in large part to the widespread use of nitrite in commercially prepared meat products since the early part of the 20 th century. According to CDC, an average of 145 cases are reported in the United States each year. Of these, approximately 15 percent are foodborne and are usually caused by home-canned foods. In fact, since sodium nitrite was approved for use in cured meats in 1925, no cases of botulism have been associated with commercially prepared cured meats. Contact: Janet Riley, senior vice president, public affairs, 202/587-4245, firstname.lastname@example.org Eric Mittenthal, vice president, public affairs, 202/587-4238, email@example.com Sources: Sodium Nitrite Reduces Systolic Blood Pressure in Preeclampsia, Journal of the Federation of American Societies of Experimental Biology, April 2015 Potential Therapeutic Effects of Nitrate/Nitrite and Type 2 Diabetes Mellitus, International Journal of Endocrinology Metabolism, 2013 Ingested nitrate and nitrite and stomach cancer risk: An updated review, Food and Chemical Toxicology, 2012 nitrite in the diet Human safety controversies surrounding nitrate and Sodium Nitrite in Processed Meat and Poultry , Nitric Oxide, 2012 Meats: A Review of Curing and Examining its Risk White Paper, 2011 Benefit Use, American Meat Science Association Nutritional epidemiology in the context of nitric nitrite and nitrate oxide biology: A risk–benefit evaluation for dietary Food sources of nitrates and nitrites: the physiologic . Nitric Oxide, 2010 context for potential health benefits, American Sodium nitrite promotes regional blood flow in Journal of Clinical Nutrition, 2009 patients with sickle cell disease: a phase I/II The nitrate-nitrite-nitric oxide pathway in physiology study, British Journal of Haematology, 2008 and therapeutics,Nature Reviews, 2008 myocardial ischemia-reperfusion injury Dietary nitrite supplementation protects against of the National Academy of Sciences, 2007 , Proceedings NO Generation From Nitrite and Its Role in Vascular Biology, 2005 Control, Arteriosclerosis, Thrombosis, and Vascular Cytoprotective effects of nitrite during in vivo Journal of Clinical Investigation, 2005 ischemia-reperfusion of the heart and liver, The NTP Technical Report on the Toxicology and The nitric oxide/cyclic GMP pathway in organ Carcinogenesis Studies of Sodium Nitrite,May 2001 transplantation: critical role in successful lung of Sciences, 1994 preservation,Proceedings of the National Academy The molecule of the year, Science, 1992 Updated February 1, 2016	<urn:uuid:ac1474c6-c8f5-4ba2-a559-55a29acc0a0d>	CC-MAIN-2020-50	https://www.meatinstitute.org/index.php?ht=a/GetDocumentAction/i/118849	2020-11-27T08:48:27+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00521.warc.gz	753,389,698	2,055	eng_Latn	eng_Latn	0.987741	eng_Latn	0.995361	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2939, 6303, 9445 ]	[ 1.7734375 ]	1	9
Chromatic Harmony: Tarantino Assignment 6 Harmonize the Following Chorale: "Ach wie nichtig, ach wie flüchtig" Modulate to the relative major in the fist half and then back to the minor. In the second half make sure to end in tonic key. Picardy thirds are allowed as are modulations in the second half. Passing tones are also allowed. Do not look at how Bach did it!	<urn:uuid:39abc5b8-9c49-4925-920e-7a23e5d831c8>	CC-MAIN-2020-50	http://toddtarantino.com/chromatic/ChromaticAssignment6.pdf	2020-11-27T08:08:16+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00524.warc.gz	95,952,104	91	eng_Latn	eng_Latn	0.998302	eng_Latn	0.998302	[ "eng_Latn" ]	false	docling	[ 370 ]	[ 2.484375 ]	1	6
SIR J.J. GIRLS HIGH SCHOOL, FORT ORGANISE 'SPARK OF LIFE' Mini clubs of Sir J.J. Girls High School, Fort organized 'Spark of Life' poster making competition at the school premises on Friday, 3rd February 2012. The young girls named their mini clubs after flowers which spread their fragrance and make life beautiful for those around them. They hope they will be able to spread the message of energy conservation the same way as fragrant flowers do and make a difference to Mother Nature and our planet. More than 100 students participated in the competition organized by these mini clubs called Lily Group, Hibiscus Group, Lotus Group, Rose Group, Jasmine Group, Mogra Group. Members of these mini clubs include: Lily Group – Ruchi R. Surve, Fatima Shaikh, Prarambhi R. Sawant, Shaikh Sharmin, Esha M. Mayekar, Bhakti R. Paradkar, Sushmita S. Mohite, Heera M. Shaikh Hibiscus Group – Shweta H. M. Waghela, Riya Nizami, Shreya P. Tambe, Neha D. Shivn, Shaikh Simza, Jyoti Walmiki, Fazilat Shaikh Lotus Group – Sayed Amin, Roshni Surve, Girima Dusankar, Shaikh Neha, Shaikh Aliya, Asmita Chourasia, Namrata Chauhan, Anam Mansuri, Shaikh Gulesaba Rose Group – Ansari Juveria, Umavanshi Gupta, Saba Jhalari, Mrunmayik Jadhav, Shaikh Aaisha, Qureshi Sabreen, Mansuri Shifa Jasmine Group – Makhan Akanksha, Shashi Rane, Shaikh Safora, Shaikh Hayanaaz, Mansuri Faiza, Naina Gopale, Preksha Nabedia Mogra Group – Ayushi Tawte, Sejal Dhuri, Mrudula Tawde, Sapna Joshi Spread the fragrance of energy conservation throughout the world mini clubs!	<urn:uuid:4b6164ad-dba4-41f2-ae18-0d4a4e90320b>	CC-MAIN-2020-50	https://www.clubenerji.com/document/Sir-JJ-Girls-9-feb-12.pdf	2020-11-27T09:15:25+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00523.warc.gz	616,974,937	459	eng_Latn	eng_Latn	0.780022	eng_Latn	0.780022	[ "eng_Latn" ]	false	docling	[ 1545 ]	[ 2.078125 ]	1	4
Our Art provision aims to enable children to produce creative work exploring their ideas and recording their experiences LINKS WITH MATHS AND ENGLISH Each year group study and write about at least 6 artists, craft makers or designers work and their history, analysing and evaluating their outcomes in high quality sketch books from Y1 – Y6. Drawing, sculpture, painting, collage, printing, textiles, digital media and other craft and design techniques as well as perspective, position, measurement, pattern, shape and time give many opportunities to explore English and Maths concepts as children work. ART AT CALTON PRIMARY SCHOOL BIG IDEAS CONTENTS AND SEQUENCING [x] Art skills: become proficient in drawing, painting, sculpture and other art, craft and design techniques. [x] Evaluate and analyse: to experience and analyse creative works exploring the language and vocabulary of art, craft and design. [x] Knowledge: know about great artists, craft makers and designers and understand the historical and cultural development of their art forms. RETRIEVAL SCALE Low-stakes quizzing for long-term memory. Recapping of vocabulary terms used year on year. Step by step progression of skills for each art area: drawing, sculpture, painting, collage, printing, textiles, digital media and other craft and design techniques. Revisited and built on systematically through the Quest Curriculum. Recall knowledge of artists and development of personal preferences. [x] Ideas are explored and researched in their sketch books taking into account the greats and other artists, exploring their techniques, saying what they like and dislike, using them to add to their own developing skills and art vocabulary. [x] Each subject area: painting, collage, sculpture, drawing, print, textiles and digital media are sequentially built on year on year referring to previous skills learnt and extending knowledge via the Calton Quest Curriculum. [x] Evaluation: Children are encouraged to critique their own and others work in a positive way. This information is used to decide what they would do differently during the project and how they might tackle things in future. PROGRESS SUPPORT The Quest curriculum is carefully sequenced so that prior knowledge and skills are recapped and built upon from previous year groups leading to increased knowledge of art, craft and design. Connections are made between styles and processes through observation and teacher guidance. Responses to key questions are recorded in sketch books with evaluation and learning points made at the end of the theme. Everyone has access to the National Curriculum for art and design. Some children have further guidance from the teacher to access the learning effectively. Some children demonstrate techniques to be used. Peer and self assessment is critical to developing a keen eye and alternate ideas. Some children are mentored with mind-set techniques to develop resilience and perseverance in art.	<urn:uuid:63faae51-3626-4028-9e00-c676cc414af6>	CC-MAIN-2020-50	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1656374/user/W2toKk1AJ1?response-content-disposition=attachment%3Bfilename=ART_Subject_overview_document.pdf&AWSAccessKeyId=AKIAXSFB2UMTNFUBN2F7&Expires=1606506850&Signature=5sBtskOXhYL3M5IyrHbzQaXCp48%3D	2020-11-27T07:54:11+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00523.warc.gz	463,710,587	558	eng_Latn	eng_Latn	0.997653	eng_Latn	0.997653	[ "eng_Latn" ]	false	docling	[ 2983 ]	[ 4.34375 ]	1	1
Walk & Bike to School Day @ A2 STEAM Wednesday, October 2nd It's that time of year again! Pull out your bike, dust off your helmet, choose your favorite walking shoes! Students at A2 STEAM will join as thousands of schools across America celebrate the benefits of Active Transport to School on International Bike and Walk to School Day! Consider planning a group walk or bike with other families in your neighborhood. AAPS buses will drop students off at Bethel AME church parking lot to walk together to school! Free healthy snacks will be provided at school, by the rear entrance, for all participants between 8:00 - 8:20 AM! VOLUNTEERS needed! We need volunteers to join the fun and hand out snacks and stickers! We need adult volunteers to help in the morning on Oct. 2nd and setting up in the afternoon on Oct.1st. Sign up for a short shift here: https://www.signupgenius.com/go/60B0A4CACAC22A3FE3-wed Walk and Bike Safety Tips * Parents/guardians are responsible for children's safety traveling between home and school, so please accompany your young walkers and bikers to school. * Bikers should wear a helmet and a bike lock is strongly recommended. A2 STEAM is not responsible for unsecured bikes. Please do not leave bikes at school overnight. * Let your bus driver know if your child won't be riding. * The National Center for Safe Routes to School provides helpful information at walkbiketoschool.org/ to make the most of it: http://pfb.peopleforbikes.org/take-a-brake/coasting-with-kids/ * Riding with kids slows you down, and that's not a bad thing! Biking with kids is fun and here are tips about * PARENT REMINDER – Please be a good example and use crosswalks, sidewalks, and wear a helmet too! Bike and Walking Trains: A2 STEAM has two organized bike trains and one walking train this fall! Each train will have adult volunteers and parents/guardians are encouraged to join! Contact the bike conductor to let them know you plan to join. 1 - Carrot Way Commuter BIKE TRAIN – From Carrot Way down Pontiac Trail. * Bike conductors – Mr. Willard & Elissa Trumbull, firstname.lastname@example.org, 734-395-8418 * Starting location - 1 Carrot Way @ 7:25 AM; depart 7:30 AM (Carrot Way and Dhu Varren) * First stop - Pontiac Trail and Montana Way @ 7:40 AM (Return from school by 4pm) * Second stop - AATA inbound bus stop near Pontiac Trail and Arrowwood @ 7:50 AM o Link to Google Map Route 2 - Vets Water Zephyr BIKE TRAIN from Vets Park Parking Lot on Jackson Road * Bike conductor – John Beeson, email@example.com, 734-945-0442 * Starting location - Vets Park, 2310 Jackson Rd. * Meet at starting point: 7:25 AM; depart 7:30 AM (Return from school by 4pm ) * Link to Google Map Route: https://tinyurl.com/VetsWaterZephyr Or, Join the Northern River District Wayfarers Walking School Bus with the O'Neill family! * Starting point location: Corner of Manor Dr. and Pontiac Trail, * Meet at starting point: 7:50 AM; depart at 7:55 AM Questions? John Beeson, WBTS Day Coordinator firstname.lastname@example.org, c: 734/945.0442 or A2 STEAM's Safe Routes to School Committee, email@example.com. Foster CONFIDENCE! Encourage INDEPENDENCE! Empower kids to be GUARDIANS of their HEALTH!	<urn:uuid:5e1cc7dd-a094-4082-9d91-d0ebda396c6d>	CC-MAIN-2020-50	https://www.a2schools.org/cms/lib/MI01907933/Centricity/Domain/173/2019_October_STEAM%20WALK%20BIKE%20TO%20SCHOOL%20DAY_NEWSLETTER%20with%20Bike%20Train.pdf	2020-11-27T07:44:06+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00523.warc.gz	551,764,587	836	eng_Latn	eng_Latn	0.994845	eng_Latn	0.994845	[ "eng_Latn" ]	false	docling	[ 3213 ]	[ 1.4140625 ]	2	1
The Phantom of the Pocatello Opera House An empty building stands quietly on East Center street in Pocatello, Idaho. Once home to the thriving Southeast Idaho Furniture company and later East Idaho Home Interiors, the building and the lot it's built on have a much more vivid and volatile past than many Pocatellans know. In the early days, when Pocatello was a rough and rowdy railroad town helping to forge the frontier west, before a way had even been built over the railroad tracks, visitors passed regularly through town and needed a variety of amusements to while away the time until their next train. A playhouse was built at 237 E. Center 1 and Pocatello culture expanded beyond drinking and gambling and carousing. That 'original Pocatello play house' mysteriously burned down on July 19, 1892 2 . By that time, Pocatello fancied itself a respectable town and the wealthy citizens wanted that respectability on display. The Pocatello Opera House was built on the same site and opened with a Conductor's Ball on Feb. 20, 1893. The first performances were given later that week, beginning on Feb. 24 with a concert by the Boston Operatic Concert Company. For six years, the citizens of Pocatello put on their finest clothes to attend lectures, concerts, plays, political speeches, and other events at their opera house. However, on Oct. 7, 1899, another mysterious fire swept through the Opera House leaving only the exterior walls intact. The Fire Phantom had struck once again! The Pocatello Tribune announced on 12 May 1900 the formation of the Auditorium Corporation, Ltd., a company made up mostly of prominent Pocatello citizens and businesses. It took possession of the Opera House site and remaining structure, contracting with architect W. E. Weare 3 from Salt Lake City to revitalize the burned-out shell and Col. G. A. Hannaford to supervise the reconstruction. Renamed the Auditorium Theatre, the new building could accommodate 850 patrons between its main floor, four boxes, and two balconies. The Boston Lyric Opera Company initiated the new house on 25 Jan 1901 with a performance of Victor Herbert's The Idol's Eye. The Auditorium served as a premier venue in Pocatello for the next 28 years, hosting many civic events, local shows, headline performing acts, and touring companies. The eternally iconic Harry Houdini and internationally celebrated soprano Ellen Beach Yaw were among those who appeared on the Auditorium's stage. As Pocatello continued to grow and the number of theaters and other large halls increased, the Auditorium still brought in big names and draw large crowds. Great changes in the 1930's brought more fights and wrestling matches than vaudeville shows and famous performers to the Auditorium. The venerated ING of the Pocatello Tribune commented in December 1932 4 on the theatre's "woebegone appearance" and the important part it "once played in the life of the community". Like the rest of the country, the Auditorium had fallen on hard times, but at least the Fire Phantom seemed to have moved on. 1 Some Polk City Directories later list the address as 239 E. Center. 3 Another source gives the name as 'Ware'. Weekly Pocatello Tribune, 26 Jan 1901 p.1 2 Pocatello Tribune, 25 May 1939 p.1 4 Pocatello Tribune, 5 Dec 1932 p.3 It hadn't moved too far! On January 21, 1937, the nearby Rialto Theatre was destroyed by fire and by February 2 contracts for Rialto film showings were being fulfilled at the Auditorium. The Rialto was commonly known as "the poor man's theater", often allowing those unable to pay to attend film showings anyway. It was a far cry from the full-dress pre-World War I audiences but the Auditorium was once again full and its shabby glory hinted that, with the right investment, it could be a real showplace once again. Perhaps it was in a bid to compete with the forthcoming Chief Theatre that the Auditorium was spruced up and rechristened the Paramount, opening on 22 Oct 1937. Once again, a mix of live shows and cinema was steadily offered, but times had changed. Audiences weren't as interested in vaudeville. New management was announced in March of 1938 and the live acts were dropped. Two months later ads for the Paramount disappeared from the Tribune altogether. Local theater owner and impresario Ned Grossman did not easily admit defeat. The Paramount was remodeled again and re-opened as the Roxy Theatre at 1 pm on 24 Dec 1938. The Roxy and the Rialto were billed in the Tribune as the "East Side Theatres". With movie-going at its most fevered pitch, it was the last moment of theatrical glory for the old building. The Fire Phantom made sure the moment was a short one. A fire on the morning of Thursday, May 25, 1939 gutted the theatre, leaving behind the building "walls and a few rooms at the rear of the second floor" 5 . Although plans to reopen the venue as a movie theater were announced, they never came to fruition. The building sat vacant until 1945 when John Sterling purchased it from Grossman 6 . Sterling renovated it by removing the remains of the third floor and installing "show windows" 7 in the first-floor front façade, and used it to house his Southeast Idaho Furniture Company. When the Chief Theatre burned on March 20, 1993, it seemed the Fire Phantom was once again exacting revenge for some unknown grievance. Sadly, the Chief wasn't saved, but its memory lives on every night as the lighted sign shines over the sidewalk mosaic. As for the remains of the once-glorious Pocatello Opera House/Auditorium Theatre, perhaps its transformation into a furniture store is what saved it from a complete demise. However, when the wind whistles through the alley past the ghostly shell, it seems to ask the question: will the Fire Phantom ever strike again? 5 Pocatello Tribune, 25 May 1939 p.2 7 Pocatello Tribune, 7 Dec 1945 p.5 6 Pocatello Tribune, 8 Jul 1945 p.7	<urn:uuid:08f22165-5a31-4df4-886b-836842d65fb2>	CC-MAIN-2020-50	http://marshallpl.org/The%20Phantom%20of%20the%20Pocatello%20Opera%20House.pdf	2020-11-27T07:41:07+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00522.warc.gz	62,647,260	1,370	eng_Latn	eng_Latn	0.998768	eng_Latn	0.998856	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3286, 5891 ]	[ 1.5078125 ]	1	0
Bus Transportation Guidelines for the 2020-21 School Year Published September 25, 2020 To promote social distancing, no more than one student will be seated on a school bus seat at a time. Exceptions can be made for family members. To account for this reduction in bus capacity, families should expect limited seating, enforcing safe walk zones, and combining individual bus stops to fewer community stops. All K-12 students riding a bus must wear a face covering. If a student does not have a face covering, one will be provided. Hand sanitizer will be available on all school transportation vehicles for safe use by employees and older children. Touch points, including doors and windows, grab handles, arm rests, hard seats, door handles, and seat belt buckles, will be cleaned and disinfected between each bus run with an EPA-approved disinfectant for SARS-CoV-2, the virus that causes COVID-19. Every bus will be cleaned between morning and afternoon runs and at the end of each day. Families will be required to complete and submit a Parent/Guardian Attestation form before utilizing bus transportation services. The attestation form is attached. It will be available at schools and at https://www.nhcs.net/nhcsreadysetreturn. Health officials advise that screening children at home every day should reduce students' risk of exposure to illness while riding the bus. The Parent/Guardian Attestation form may be submitted to firstname.lastname@example.org, or to your student's school. Every student must have this attestation form on file before utilizing bus transportation services. Student's without an attestation form on file will not be permitted to board the school bus. After arriving at school, all bus riders will be asked the symptom screening checklist questions and have their temperature taken before being allowed to enter the building. For students with limited communication or more extensive needs, screening will include dialogue with a parent or adult caregiver. NHCS School Bus Transportation Parent/Guardian Attestation Form 2020-21 School Year Student's Name: Parent/Guardian's Name: School: Grade: PK K 1 2 3 4 5 6 7 8 9 10 11 12 (Please Circle) The Parent/Guardian shall each day before utilizing school bus transportation conduct the following symptom screening for their student. 1. Has your student had close contact (within 6 feet for at least 15 minutes) in the last 14 days with someone diagnosed with COVID-19, or has any health department or health care provider been in contact with you or your student and advised you to quarantine? If yes, your student should not be at school, and may not utilize school bus transportation. If no, your student may be at school and utilize school bus transportation. 2. Does your student have any of these symptoms: Fever, Chills, Shortness of Breath, New Cough, Loss of Taste or Smell? If your student has any of these symptoms, they should not be at school, and may not utilize school bus transportation. Your student should stay home, stay away from other people, and you should contact your student's health care provider. 3. Since they were last at school, has your student been diagnosed with COVID-19? If your student has been diagnosed with COVID-19 based on a test, their symptoms, or does not get a COVID-19 test but has symptoms, they should not be at school, they may not utilize school bus transportation, and should stay at home until they meet the criteria below. A student can return to school and utilize school bus transportation when a family member can ensure that they can answer YES to ALL three questions: * Has it been at least 10 days since the student first had symptoms? * Has it been 24 hours since the students had a fever (without using fever reducing medicine)? * Has it been 24 hours since the student's symptoms have improved, including cough and shortness of breath? I attest that as the legal parent or guardian of the student listed above, I shall perform the daily symptom screening above and follow the guidelines provided to determine if my student can attend school and utilize school bus transportation. Signature: Date:	<urn:uuid:980f7dfb-215e-4b45-b24b-094b5cf0e392>	CC-MAIN-2020-50	https://resources.finalsite.net/images/v1601487231/nhcsk12ncus/wskb9nlmk3ay6kqysgzk/BusTransportationGuidelinesforthe2020-21SY.pdf	2020-11-27T09:39:24+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00524.warc.gz	462,935,186	881	eng_Latn	eng_Latn	0.998873	eng_Latn	0.998909	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1987, 4223 ]	[ 1.5234375 ]	3	2
Women showing the way with agroecology Around the world, women forge change in their communities using agroecological approaches. Yet, surprisingly little has been written about this subject. This issue of Farming Matters shows how women can transform a situation of exclusion, crisis and social vulnerability, into a positive spiral of innovation, solidarity, and personal growth. Edith van Walsum M any innovations led by women are based on agroecological principles such as increasing diversity, using fewer pesticides, or building new relationships with consumers. Through small experiments women learn, get organised and strengthen their autonomy. They gain increasing recognition and visibility in their communities and increase their self-esteem. This positive spiral can culminate into much larger processes of emancipation at the regional, national or even international level. This issue of Farming Matters, dedicated to women farmers and agricultural workers, shows a variety of experiences, each of them inspiring in their own way. Women's struggles are about much more than maximising the yield of rice, maize or beans- they are about creativity, dignity and autonomy, and the well-being of their communities. A brief historical perspective Long before the term 'agroecology' became popular, and much longer before the term 'climate smart agriculture' was coined, women and men farmers around the world were practicing agroecological principles. Women were not only doing most of the work in family farming, they were also highly knowledgeable and skilful in their work. Whereas men tended to have the broad overview of their farm, women kept expert knowledge about the selection and storage of seeds; multi-cropping systems of grains, tubers, beans and vegetables; the food and medicinal value of wild plants; and the raising of small animals. Since the 1970s, scientists, development agencies, NGOs and policymakers have been paying increasing attention to the roles of women in agriculture. But globally, female farmers still receive only 5% of all extension services while they do 75% of the work in agriculture and produce 75% of the world's food. Rural women's major stumbling block continues to be their lack of access to and control over land as we learn from an interview with four powerful women's rights activists from Asia and Africa (page 22). According to IFAD, women only own around 2% of all titled land world wide. Increasingly, farmer access to seeds is also endangered, which is especially problematic for women. If the world is serious about addressing gender inequality, it is important that we continue to address such deeper political and cultural issues. One family, different paths A general assumption is that if only women knew more about new crops and technologies their productivity would increase up to 20–30 percent (FAO). The risk of this thinking is that it suggests that women only have to catch up with men to produce more. Several authors in this issue of Farming Matters present a different, more complex picture where women do not automatically strive to follow men's strategies, but choose their own pathway in agriculture and in life. While men tend to invest most of their time and energy in crops for sale, women differentiate risk by mixing food crops that have different growth periods and purposes. The case of women farmers in Kenya (see box) illustrates this well. There are a continuous choices made in each farm family. We often see men strive for higher yields, more income and integration into regional or global markets, promoted by agricultural policies and regulations, education and extension. At the same time, women work towards maintaining a buffer against all sorts of risk, providing nutritious food, securing a home base for the family, a healthy family labour force and maintaining biodiversity. Many families strive to reconcile these different needs, but this does not always happen without tension and conflict. So, rather than asking ourselves how can women be integrated into industrial agriculture and global value chains, we should ask women farmers what type of agriculture they want, and why. Why women choose an agroecological path From the articles in this issue, various reasons emerge that explain why women choose agroecology and become drivers of change. 1. Women's agro-eco-logic: Agroecological practices are normally inexpensive, simple and effective; there is a minimal dependence on external inputs. The yields may be higher but can also be lower than those in conventional agriculture. What counts more for women is the total benefit they derive: enough diverse and healthy food to feed the family, a decent net income, fodder to feed the animals, and improved soil health. This becomes clear from the work of peasant women in Mozambique (page 36). 2. Creativity and innovation: Beyond just being a common sense approach to agriculture, agroecology is a more rewarding way of farming. Women emphasise that agroecological practices open space for creative change in the production system, while fostering solidarity and increasing productivity. This can be seen in the story from Malaysia (page 27). Similarly, experiences in the Himalayas (page 38) show that in harsh circumstances of climate stress and male outmigration, women use their creative skills to drive positive change through agroecological innovation. 3. Gender logic and a body logic: The System of Rice Intensification, a set of practices rooted in agroecological principles, benefits women (page 26) It has led to a significant reduction in drudgery and improvement in the wellbeing of women rice farmers who earlier used to stand for long hours in dirty muddy water to transplant the rice. Such benefits are rarely reported; yet, they are likely to be crucial factors explaining the spreading of SRI so far and for further spread in future. This challenges the assumption that agroecology generally increases women's workload, and that women are not interested in agroecology as a result. 4. Living in harmony with nature: For women, choosing the agroecological path is ultimately a choice for autonomy. Women explicitly choose to follow a pathway with nature, not against it. In Spain, women farmers point at 'life' as the central aspect of their feminist approaches to agroecology that have transformed the food system of the city (page 14). Women's proximity to nature is neither romantic nor ideological, it just is. 5. From communities to movements: Women fight for their autonomy, yet, at the same time they are committed to living and working in harmony with their family and the community. Agroecology brings these worlds together. Experiences in Brazil (page 10) and Colombia (page 32) show how women become drivers of peaceful agroecological change in situations of conflict. New opportunities Policies at all levels can support women in reinforcing their agroecological strategies. Sabrina Nafisa Masinjila (page 41) indentifies three key areas which we wholeheartedly support: Ensuring that women farmers remain at the centre of localised seed production systems; supporting farmer-led extensions networks; and ensuring access to land. At the global level there are various opportunities to ensure the adoption of such policies. To name a few: the 2014 International Year of Family Farming has put the role of women in family farming firmly on the political agenda and an IYFF+10 process must ensure this translates into concrete commitments to support rural women. The International Declaration on Agroecology drafted by global social movements recognised that women provide a principal social base of agroecology. This was presented at three regional seminars Photo: Juliana Diniz on agroecology organised by FAO in 2015 and needs to be followed up by governments in 2016. Finally, the Sustainable Development Goals, recently launched by the United Nations, explicitly state the need to transform our food systems and to invest in critical agents of change, including rural women. Now is the time to utilise these and other policy arenas to implement grassroots policy proposals based on a wealth of practical experiences with women-led agroecology. Women keep the farm and family going in times or crisis. Women hold the future – and agroecology can help them get there. Edith van Walsum is the director of ILEIA, the Centre for Learning on Sustainable Agriculture in Wageningen, the Netherlands. Cash crop models disregard women's knowledge Traditionally, in the Kenyan drylands, women were engaged in food cropping and men devoted their time to pastoralism. From the 80s onward, however, the introduction of cash cropping enticed men into agriculture. So while the men grow crops for sale, women choose to work with agroecological practices. They cultivate a range of food crops to ensure that basic food needs are covered. Women plant food crops with different growing lengths together in the same plot to protect against risks of climate variability. Women nurture soil fertility by integrating excess organic matter into the soil after weeding and harvesting, and they conserve biodiversity through careful selection and conservation of seeds. Without this, the shift of men to cash cropping would not have been possible. Land fertility would be depleted by the mono-cropping required for cash crops. In the 8\|Farming Matters\| December 2015 case of too little or too much rain, monocultures will not survive. This example shows that commercialisation models disregard the knowledge about agricultural sustainability and resilience that is intrinsic in women´s agricultural practices. By not taking their knowledge seriously, these models disregard women farmers themselves and their crucial importance for family farming and food security. The text for this box was provided by Martina Angela Caretta (email@example.com) based on work from her recent PhD thesis (Caretta, M.A. 2015. East African Hydropatriarchies: An analysis of changing waterscapes in smallholder irrigation farming. Stockholm University).	<urn:uuid:39aee03b-c5cb-4715-97b2-a3eff9246903>	CC-MAIN-2020-50	https://edepot.wur.nl/399457	2020-11-27T10:01:32+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00523.warc.gz	269,448,817	2,009	eng_Latn	eng_Latn	0.99782	eng_Latn	0.997884	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2327, 6867, 10145 ]	[ 1.5 ]	1	0
History of Allen School John Allen Elementary School, commonly known as Allen, houses Preschool, Young Fives, and Kindergarten through ﬁfth grade in the Ann Arbor Public School District. Opened in 1961, it was named for John Allen, one of the founders of Ann Arbor. John Allen was known as a man of action who "dreamed of open spaces and fresh opportunities." The school is located in the Southeast quadrant of Ann Arbor adjacent to Buhr Park. It was built on the property that was formerly part of the Ticknor farm. The school mascot is the eagle and the school colors are red and white. Allen started as ten classrooms and was expanded in 1963 with a new wing to total eighteen classrooms. Another addition was completed in 1991 which added four more classrooms, the Great Room, and a new art room. This is also when an elevator was added to make the building more handicap accessible. In 2005, the school received renovations of updated classroom sinks, some improved classroom storage, ﬂooring, and the addition of the preschool wing. After a ﬂooding event in August 2016, the school received new ﬂooring and paint throughout the building, renovated ofﬁce and library space, and new furniture. New lighting, ceiling and the addition of air conditioning came during the summer of 2017.	<urn:uuid:8f5c8e1a-c411-46a2-ae53-6c55f062878a>	CC-MAIN-2020-50	https://www.a2schools.org/cms/lib/MI01907933/Centricity/Domain/3120/History%20of%20Allen%202019.pdf	2020-11-27T09:25:23+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00522.warc.gz	559,254,470	293	eng_Latn	eng_Latn	0.999517	eng_Latn	0.999517	[ "eng_Latn" ]	false	docling	[ 1300 ]	[ 1.578125 ]	1	1
TEACHING OBSERVATION FORM Course Evaluated: _________________Evaluator: ________________________Date of Evaluation: _________________ Instructor: ___________________ Date Feedback Given: _______________ \| \| Teacher Activity \| Not Done \| Improvement Necessary \| \| Effective \| \| Highly Effective \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| \| \| INTRODUCTION \| \| \| \| \| \| \| \| \| 1 \| Introduced topic, stated objectives, provided preview of session content. \| \| \| \| \| \| \| \| \| 2 \| Gained attention and motivated learning. \| \| \| \| \| \| \| \| \| 3 \| Established climate for learning and expectations for participation. \| \| \| \| \| \| \| \| \| 4 \| Assessed learners' levels and needs. \| \| \| \| \| \| \| \| \| \| BODY OF LECTURE \| \| \| \| \| \| \| \| \| 5 \| Presented main points in clear and organized fashion. \| \| \| \| \| \| \| \| \| 6 \| Provided supporting materials and examples. \| \| \| \| \| \| \| \| \| 7 \| Targeted content to appropriate level/needs of learners. \| \| \| \| \| \| \| \| \| 8 \| Used instructional method(s) appropriate for the learning content (used varied methods when appropriate). Provided learners an opportunity to practice the desired skill, if applicable. \| \| \| \| \| \| \| \| \| 9 \| Instructor was comfortable with the instructional methods and used learning equipment appropriately (e.g., knew how to use slides, access online resources, links to websites, etc.) \| \| \| \| \| \| \| \| \| 10. \| Provided clear transitions between topics and periodically summarized key points \| \| \| \| \| \| \| \| \| 11 \| Maintained control of session and managed time appropriately. \| \| \| \| \| \| \| \| Describe specific observations for each element of the discussion. Indicate how well this activity was conducted on a scale of 0-6. Please add notes to explain your selections. TEACHING OBSERVATION FORM Course Evaluated: _________________Evaluator: ________________________Date of Evaluation: _________________ Instructor: ___________________ Date Feedback Given: _______________ \| \| Teacher Activity \| Not Done \| Improvement Necessary \| \| Effective \| \| Highly Effective \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| \| \| CONCLUSION \| \| \| \| \| \| \| \| \| 12. \| Provided closure. Summarized key points without introducing new material. \| \| \| \| \| \| \| \| \| \| TEACHER DYNAMICS \| \| \| \| \| \| \| \| \| 13 \| Exhibited enthusiasm and stimulated interest in content. \| \| \| \| \| \| \| \| \| 14 \| Exhibited effective interpersonal and communication skills (eye contact, voice modulation, avoided use of verbal crutches "um,""OK,""uh"). \| \| \| \| \| \| \| \| \| 15 \| Encouraged active participation. Used effective questioning techniques to engage learners. \| \| \| \| \| \| \| \| \| 16 \| Well-prepared, organized, appeared knowledgeable, demonstrated appropriate mastery of learning content, provided clear explanations. \| \| \| \| \| \| \| \| \| 17 \| Encouraged further learning and directed learners to additional resources. \| \| \| \| \| \| \| \| \| 18 \| Expressed respect for learners (responded politely to learners' questions). \| \| \| \| \| \| \| \| \| \| TOTAL \| \| \| \| \| \| \| \| \| Strengths \| \| Recommendations \| \| \| \| \| \| \| Describe specific observations for each element of the discussion. Indicate how well this activity was conducted on a scale of 0-6. Please add notes to explain your selections.	<urn:uuid:cf60af43-e319-46d2-8f84-31628c7292a1>	CC-MAIN-2020-50	https://www.ucdenver.edu/docs/librariesprovider151/default-document-library/u-miami-dhs-teaching-observation-form.pdf?sfvrsn=92bde5b9_2	2020-11-27T08:51:57+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00522.warc.gz	884,948,911	1,026	eng_Latn	eng_Latn	0.988343	eng_Latn	0.986987	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1849, 3435 ]	[ 1.484375 ]	1	0
PLEASE ENSURE ALL DETAILS ON FRONT PAGE ARE COMPLETED CLASS Survey Helpful hints for teachers/parents/researchers Physical activity items: - These items are separated into weekdays and weekends and refer to the current school term (excluding school holidays). - Children/parents should circle a 'Yes' OR 'No' response to whether they (their child) usually engages in each one of the listed activities Monday-Friday or Saturday-Sunday. - If children/parents circle 'Yes' they need to write the number of times they usually perform this activity (nb: this is not the same as number of days, they might do some activities several times per day). Children/paretns should then add up how much time in total they usually spend in the activity (for weekdays and weekends). Please check that children write the TOTAL time and are not estimating how much time per session. To clarify the example provided in the questionnaire, a child reports bike riding ('Yes') on 2 occasions (MondayFriday) for a total of 40 minutes (10 minutes on the first occasion plus 30 minutes on the second occasion). - The 'Other' option provides children with the opportunity to record an activity in which they participate but is not listed. Sedentary behaviour items: - Children still circle 'Yes' OR 'No' whether they perform this activity, but then just report the TOTAL time they spend in these activities Monday-Friday or Saturday-Sunday. If you are not sure about a response it is OK for the child to put the response that he or she thinks is most applicable and then for you to make a note on the questionnaire for us. Acknowledgments must be given to Amanda Telford, Jo Salmon or David Crawford, Centre for Physical Activity & Nutrition Research, Deakin University, Australia.	<urn:uuid:d7cd9ca6-8624-4cea-a0cd-24af5f1190ae>	CC-MAIN-2020-50	https://measurement-toolkit.org/pdf/pa/CLASS__instructions.pdf	2020-11-27T09:05:32+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00524.warc.gz	396,649,739	378	eng_Latn	eng_Latn	0.995606	eng_Latn	0.995606	[ "eng_Latn" ]	false	docling	[ 1763 ]	[ 2.0625 ]	1	0
Chemical compounds: names and formulae The name of a chemical compound tells us about the elements that it is made from. The simplest compounds are made of only two elements. The names of these compounds have two parts. The first part is often a metal element, and the second part is usually a non-metal, with the ending '-ide'. An example is magnesium oxide. Many compounds are made of three or more elements. Often, one of these elements is oxygen. The names of many of these compounds have an '-ate' ending, for example copper sulphate (CuSO4). The formula of the compound tells us: * which elements are in the compound * the proportions of each element present. In copper sulphate there are four atoms of oxygen and one atom of sulphur for each one of copper. Sometimes more than one compound is made from the same elements. For example, there are several different types of nitrogen oxide. When this happens, the number of a particular type of atom is shown by using 'mono-' (one), 'di-' (two) or 'tri-' (three). For example, the compound with the formula NO is called nitrogen monoxide, and NO2 is nitrogen dioxide. 01/2018 01/2018	<urn:uuid:e62187bf-981a-4bb8-83f6-c73200db3129>	CC-MAIN-2020-50	http://www.scienceteacher.ie/wp-content/uploads/2018/03/Chemical-compounds-names-and-formulae-Afl.pdf	2020-11-27T09:25:55+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00522.warc.gz	154,987,630	255	eng_Latn	eng_Latn	0.998973	eng_Latn	0.998914	[ "eng_Latn", "unknown" ]	false	docling	[ 1136, 1145 ]	[ 3.84375 ]	1	0
e- ISSN: 2320–7388,p-ISSN: 2320–737X Volume 8, Issue 4 Ver. I (Jul. –Aug. 2018), PP 59-63 Application Of Learning Method Simulation To Improve Student Learning Outcomes Indah Fajarwati Mulyaningtyas Economics Education Program, State University Of Surabaya, Indonesia Corresponding Author: Indah Fajarwati Mulyaningtyas Abstract: The purpose of this research is to Enhance the student's learning result by applying for simulation methods doer role in the economic matter. This classroom action research was conducted in two cycles, the which each cycle includes preparation, action, observation, and reflection. The result of this research is by applying simulation methods the students successfully enhanced learning Reviews their role DOER result in the economic matter. :Application, Economic doer role matter, Learning result, Simulation. Keywords -------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 04-07-2018 Date of acceptance: 21-07-2018 --------------------------------------------------------------------------------------------------------------------------------------- I. Introductions The learning process can be said to be successful if all aspects of learning can support each other so as to create a conducive learning. The good learning process will certainly increase the understanding and student learning outcomes against the material. The process should focus on student learning and engage students to be active in the learning process. While the teacher is positioning itself as a facilitator, motivator, and mentor in the learning process so that students are able to understand the learning material through learning experiences. The author raised the heading "Application of Learning Simulation Methods To Improve Learning Outcomes" departing from the author's observation of the students in the class, that they are difficult to understand the material perpetrators of the role of economic activity mainly describes the interaction of economic actors in a diagram (circular flow diagram). In MAN 3 Malang also found some problems that the learning outcomes of several students who are still below the minimum completeness. This is possible because students feel bored with the teacher in delivering learning or teacher in delivering learning ways that are considered less attractive. So that students are less active in their learning and can not understand the material presented by the teacher. Researchers from the interviews with some students, learning methods lecture is often done by the student teachers were considered less attractive and monotonous. While on learning theory states that the quality of learning depends on student motivation and creativity of teachers. Learners who have high motivation supported by teachers who are able to facilitate these motivations will lead to the successful achievement of learning targets. Learning targets can be measured through changes in attitudes and abilities of students through the learning process. Good learning design, supported by good facilities that, coupled with the creativity of teachers will make learners more easily reach targets for learning. Based on the research results Ngabidin, Wahyudi and Chamdani in the journal entitled "Application of simulation methods in teaching civics organization for students of classes V Elementary School" and the results Daru Wahyuni and Kiromim Baroroh in the journal entitled "Application of the method of learning simulations to improve the activity and achievements micro-economic study "implies that the application of simulation learning method can improve the ability, activity and learning achievement and student learning outcomes and student. Thus, the authors try to research improved understanding of class X IPS 1 in MAN 3 Malang to the material perpetrators of the role of economic activity using simulation methods. II. Materials And Methods The method of research is a classroom action research. The research was conducted in the second semester of the academic year 2016-2017. The research subject is class X IPS 1 in MAN 3 Malang with the number of students 29 people, consisting of 17 students and 12 male students daughters. In this study cycle model used is a model of Kurt Lewin consisting of planning, action, observing, and reflecting. This research was conducted through observation phase in the school to find out the student activity when the learning process in the classroom. After conducting further observations are made learning design. Study Design: Classroom action research Study Location: MAN 3 Malang, Indonesia Study Duration: January-April 2017 sample Size: 29 people procedure methodology Data collection techniques used in this research is observation and is equipped with test results of students in the learning evaluation or initial score learning outcomes based on criteria specified minimum completeness school. The test results are used to determine the level of students' understanding of the learning material. The collected data will be analyzed by descriptive qualitative and quantitative. This study is said to be successful when the level of understanding of students increased from the first cycle to the second cycle so that the level of student learning outcomes reached ≥75% with a minimum completeness criteria specified in the amount of 80. The action research procedure is as follows: First cycle (Cycle I) 1. Preparatory Action includes the steps as follows: a. Request permission to the school. b. The lesson plan. c. Preparing instructional media needed. d. Setting up a test question after learning implemented. e. Preparing the assessment sheet. f. Make observation sheet. 2. Measures Implementation Phase Researchers implement the learning process in accordance with the plan. a. Using the simulation method. b. Students are actively involved in learning c. Provide test questions to students. 3. Phase Observation and Interpretation Observation of activities performed in conjunction with the implementation of the action is in the process of learning. The activities conducted by researchers are: a. Researchers monitor the students during the learning process. b. Researchers assessed the results achieved after the implementation of learning. c. Make the observation sheet (student activity). d. 4. Phase Analysis and Reflections Teachers and observer jointly discuss the learning outcomes. The results will determine whether or not to implement the next cycle. If in the first cycle of researchers have not been successful then researchers conducted a second cycle. Second cycle (Cycle II) 1. Preparatory Action includes the steps as follows: a. Creating lesson plans relating to the findings contained in the cycle I. b. Preparing instructional media needed to improve cycle I. c. Setting up a test question after learning implemented. d. Preparing the assessment sheet. e. Make observation sheet. 2. Measures Implementation Phase Researchers carrying out the learning process in accordance with lesson plans and providing test questions to students. 3. Phase Observation and Interpretation Observation of activities performed in conjunction with the implementation of the learning process. The activities conducted by researchers are: a. Researchers monitor the students during the learning process. b. Researchers assessed the results achieved after the learning process. DOI: 10.9790/7388-0804015963 www.iosrjournals.org 60 \| Page 4. Phase Analysis and Reflections Teachers and observer together to discuss the learning outcomes. The results will determine whether or not to implement the next cycle. If on this second cycle learning outcomes of students has increased, then the cycle is stopped. From the cycle chart above can be made as follows: The research was conducted in class X IPS 1 in MAN 3 Malang in two cycles, and each cycle comprising one meeting and conducted tests at the last meeting of the first cycle and the second cycle. Results of reflection from the first cycle are used to improve the implementation of the second cycle. Before carrying out the first cycle calculation preliminary data taken from the teacher document, the value of the test results on the role of the material perpetrators of economic activity which is then used as the basis of students' grades or scores. Each end of the cycle is given the task to find out the improvement of student learning outcomes regarding the role of the material perpetrators of economic activity. From the data of students' grades or scores in mind that the number of students who completed the learning material perpetrator role of economic activity is still not optimal. Many students still do not meet the minimum value of economic subjects of 80. This shows that the students' understanding of the role of the material perpetrators of economic activity is not maximized. In the first cycle, the researchers divided the class into two major groups, namely households and household consumer manufacturers. Each group is given a card production factor for consumers and households to household money card manufacturers. Then each student each transaction to get the highest returns, where household consumers should be able to get the card for goods and services as possible and domestic manufacturers should be able to get more money card number from the card amount of money given as capital at the beginning of the simulation. Researchers gave prizes to the winners of each group (domestic consumers and domestic producers). After the simulation ends, the researchers give exercises to determine the level of understanding and student learning outcomes. In the second cycle, the steps of the research is repeated as in the first cycle, of course, after making improvements based on the reflection on the first cycle, such as fixing a card size resource becomes larger so that students can more clearly distinguish Which card is capital resources, human resources, and natural resources. Giving time to make transactions even longer to make students more freedom to do the simulation. In the implementation of the second cycle, the students began to get used to the simulation method is applied researchers, seen from the attitude of students who seemed to have no awkward again and begin to implement strategies better to benefit as much as possible in the simulation. Table No. 1: Summary of results of students' cognitive learning value \| \| No. \| \| Information \| \| first cycle \| \| cycle II \| Enhancement \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 1 \| \| Results of average cognitive learning students \| \| 78.55 \| \| 83.58 \| \| \| \| 2 \| \| Number of students completed \| \| 19 \| \| 27 \| \| \| The data is clear that there is an increase in students' cognitive learning outcomes significantly from the first cycle to the second cycle. Learning outcomes of students' cognitive average increase of 5.03 from the first cycle to the second cycle. The Number of students completed increased by 8 students from the first cycle to the second cycle, and the classical completeness increased by 24.14% from the first cycle to the second cycle. For students who have not completed, researchers have carried out remedial until the student reaches 80. Table No. 2: Summary of results affective domain learning value \| \| No. \| \| Information \| \| first cycle \| \| cycle II \| \| Enhancement \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 1 \| \| The average value of the affective domain (conversion scale of 1- 100) \| \| 81.55 \| \| 86.58 \| \| 5.03 \| \| \| 2 \| \| Total students gain ≥ B \| \| 23 \| \| 29 \| \| 6 \| \| \| 3 \| \| The completeness affective classical \| \| 79.31% \| \| 100% \| \| 20.69% \| \| The data is clear that there is an increase in the affective domain to student learning outcomes significantly from the first cycle to the second cycle. The results of the average the affective domain learning of students increased by 5.03 from the first cycle to the second cycle. Total students gain ≥ B increased by 6 students from the first cycle to the second cycle, and the classical completeness increased by 20.69% from the first cycle to the second cycle. Table No. 3: Summary of psychomotor students value learning outcomes \| \| No. \| \| Information \| \| first cycle \| \| cycle II \| \| Enhancement \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 1 \| \| The average value of psychomotor (conversion scale of 1-100) \| \| 81.55 \| \| 86.58 \| \| 5.03 \| \| \| 2 \| \| Total students gain ≥ B \| \| 23 \| \| 29 \| \| 6 \| \| \| 3 \| \| The completeness of classical psychomotor \| \| 79.31% \| \| 100% \| \| 20.69% \| \| The data is clear that there is an increase in psychomotor learning outcomes of students significantly from the first cycle to the second cycle. Average learning outcomes of students psychomotor increased by 5.03 from the first cycle to the second cycle. Total students gain ≥ B increased by 6 students from the first cycle to the second cycle, and the classical completeness increased by 20.69% from the first cycle to the second cycle. Based on the above data summary, student learning outcomes in three domains, namely cognitive, affective and psychomotor increased by using simulation learning method. The results of student learning have increased significantly from the first cycle to the second cycle. IV. Discussion Based on the results of a classroom action research through the application of simulation learning methods to improve learning outcomes in the material perpetrators of the role of economic activity. This is reflected in the average learning outcomes of students increased cognitive 5.03. The number of students completed increased by 8 students, and classical completeness increased by 24.14%. The increase in the average learning outcomes of students increased by 5.03 affective domain. Total students gain ≥ B increased by 6 students, and classical completeness increased by 20.69%. As well as an increase in the average learning outcomes of students psychomotor increased by 5.03. Total students gain ≥ B increased by 6 students, and classical completeness increased by 20.69% from the first cycle to the second cycle. V. Conclusion Based on the results of action research, the application of simulation learning method can improve student learning outcomes. References [1]. Arikunto, Suharsimi, et al. (2006). Classroom action research. Earth Literacy. Jakarta. 151 p. [2]. Hamalik, Oemar. (2001). Teaching and learning process. Bandung: Graphic Rays. [3]. Hamalik, Oemar. (2008). Curriculum and Learning. Jakarta: Sinar Grafika [4]. Hosnan, M. (2014). Scientific approach and Contextual Learning 21st century Ghalia Indonesia. Bogor. 456 p. [5]. Nazir, M. (1998). Methods, Ghalia Indonesia: Jakarta [6]. Ngabidin., Wahyudi., Chamdani. (2013). Application of Simulation Method In Civics Lesson For Students About Organization Class V Elementary School. Solo: Journal of Guidance and Counseling UNS. Vol.1 No.1. [7]. Kunlasomboon., Nipaporn., Suwimon Wongwanich., Siripaarn Suwanmonkha. (2015). Research and Development of Classroom Action Research Process to Enhance School Learning. Procedia - Social and Behavioral Sciences. Vol 171. 1315 -, 1324 [8]. Kurt Lewin M. Keller, 1992, Instructional Design Theory and Models: An Overview of Their Current Status, Charles M. Regeluth (ed), Lawrence Erlbaum Associates, London. [9]. Learner, Janet. W. (1998). Learning Disabilities: Theories, diagnosis and Strategic Teaching. New Jersey. Houghton Miffin Company. [10]. Purnama, Yuli Dwi., Asmaul Khair., Yulina. (2015). Increased Activity and Learning Outcomes Through Social Learning Model Simulation. Bandar Lampung: Lampung University Journal [11]. Sugiyono. (2005). Administration Research Methods. Bandung: Alfabeta [12]. Sudjana, Nana. (2005). Teaching and Learning Outcomes Assessment. Youth Rosdakarya. Bandung. 168 p. [13]. Wahyuni, Daru, and Kiromim Baroroh. (2012). Application of Simulated Learning Method To Increase Economic Activity and Learning Achievement Mikro.Yogyakarta: Journal of Economics and Education. Indah Fajarwati Mulyaningtyas Application Of Learning Method Simulation To Improve Student Learning Outcomes." IOSR Journal of Research & Method in Education (IOSRJRME) , vol. 8, no. 4, 2018, pp. 59-63. DOI: 10.9790/7388-0804015963 www.iosrjournals.org 63 \| Page	<urn:uuid:7ef0daed-df4b-4b89-a4b0-69932b19dbe6>	CC-MAIN-2020-50	http://iosrjournals.org/iosr-jrme/papers/Vol-8%20Issue-4/Version-1/J0804015963.pdf	2020-11-27T08:49:04+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00523.warc.gz	46,662,075	3,515	eng_Latn	eng_Latn	0.852672	eng_Latn	0.995786	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4698, 7743, 10660, 15482, 16697 ]	[ 1.390625 ]	1	1
Rachel's Environment & Health News #356 - Browner Announces Plan To Kill Delaney September 22, 1993 Americans have been led to believe that pesticide residues on food are the exception rather than the rule. The truth is quite different: if you eat in this country, you eat pesticides. Of special concern is the diet of infants and children. Infants and children are routinely exposed to combinations of 2 or 3 (in rare cases as many as 8) pesticides on each food they consume. A report in June from the Environmental Working Group (EWG) in Washington, D.C.[1] analyzed pesticides in the diets of children, based on pesticide data from two different sources: 14,595 samples taken by the U.S. Food and Drug Administration (FDA), plus 4,500 samples taken by a private testing laboratory hired by supermarkets. (Page numbers inside square brackets refer to pages in the EWG's report.) Analyses of 4,500 samples of fruits and vegetables taken from supermarket warehouses from 1990 through 1992 found 2 or more pesticides on 62 percent of orange samples, 44 percent of apple samples, and from one-quarter to one-third of cherry, peach, strawberry, celery, pear and grape samples. Analysis of 14,595 samples of the same crops from the FDA for the period 1990-1992 confirmed the finding of multiple pesticides on typical foods. In addition, the FDA data revealed 108 different pesticides on just 22 fruits and vegetables: 42 different pesticides were detected on tomatoes, 38 different pesticides were detected on strawberries, and 34 different pesticides were detected on apples. [pg. 1] The plain truth is that American children are continuously exposed to a complex, low-level mixture of pesticides in food. The health effects of these exposures are not known and are not being investigated. The Environmental Working Group's report in June revealed that, when cancer risks from just 8 pesticides on 20 fruits and vegetables are added together, the average child exceeds the EPA [U.S. Environmental Protection Agency] lifetime one-in-amillion risk standard by his or her first birthday. In addition to pesticides in food, millions of American children are also exposed to pesticides in their drinking water. By the time the average midwestern child is old enough to walk he or she may surpass EPA's lifetime acceptable cancer risk (one-in-a-million) from pesticides in drinking water if the water is drawn from a surface water source. By age 6 these same children may have accumulated more than 10 times the EPA's lifetime "acceptable" cancer risk, which is one-in-a- million. [pgs. 49-50] The cornerstone of the "food safety" system in the U.S. is a mathematical technique called risk assessment. For each proposed use of each chemical on each food type, a risk assessment is completed to estimate the risk. The cumulative risks, taken together, are never considered. The fundamental assumption of the system is that scientists can accurately assess the risks from residues of 20,000 different pesticidal formulations. This is a false assumption for many reasons: We know children are being exposed to multiple pesticides simultaneously, yet science has no way to study effects of multiple simultaneous exposures. Risk assessors assume that infants, children and adults all respond identically to identical chemical exposures. No consideration is given to special sensitivities of infants or children. We know that children may be more sensitive than adults to pesticide exposures because scientific studies have shown that children are more sensitive than adults to many chemical compounds, such as aspirin; hexachlorobenzene; hexachlorophene; lead; mercury; nitrate; phenobarbital; tetracycline; and tobacco smoke. [pg. 7] Children are known to be more sensitive than adults to radiation. It is only reasonable to assume that children will be more sensitive than adults to some pesticides. Furthermore, no consideration is given to the fact that diseases that develop slowly, such as cancers, will have longer to develop in exposed children than in exposed adults. Risk assessors assume that children eat the same foods, in the same quantities as adults. This is a false assumption. Children ages one through 5 eat 3 to 4 times more food per unit of body weight than the average American. For example, the average American eats 15 grams (about half an ounce) of food for each kilogram (2.2 pounds) of body weight each day; but a one-year old eats 45 grams of food per kilogram of body weight each day. [pg. 11] In addition, children eat foods that are different from the food eaten by average Americans. One-year-olds eat 69 foods at greater than twice the national average (per unit of body weight) and consume 24 foods at greater than 5 times the national average. [pg. 13] For example, infants less than one year old eat coconut oil at 39 times the national average; apple juice at 15 times the national average; fresh pears at 12 times the national average; fresh peaches at almost 9 times the national average; oats at 8 times the national average; carrots at 8 times the national average; rice at 7 times the national average; milk at nearly 7 times the national average; fresh apples at 6 times the national average. [pg. 13] These are average consumption rates. Naturally, some children will eat above-average amounts, and thus will accumulate pesticide risks at above-average rates. [pg. 14] Risk assessments make no allowances for special populations, such as Native Americans who may consume above- average amounts of, say, fish or strawberries. Risk assessment assumes that government scientists are capable of measuring all of the pesticides presently used on food crops by U.S. farmers. This is false. The FDA [Food and Drug Administration] seriously under-reports pesticide residues in the food supply: from 80 to 100 percent of residue analyses at 5 of 12 FDA regional laboratories were not capable of finding 80 percent of pesticides used in agriculture today. [pg. 2] Some foreign food suppliers are using pesticides that FDA has no way to detect; Risk assessments for pesticides in food assume that individuals are exposed to pesticides in certain foods only. Pesticide exposures from milk and from drinking water are officially not considered. The "inert" ingredients in pesticides may be toxic themselves, but in risk assessments they are ignored. In 1991, EPA released a list of 1820 different chemicals used as "inert" ingredients. Some popular "inert" ingredients are xylene, toluene, vinyl chloride, ethyl benzene, and methylene chloride. [pg. 10] For 1450 of the 1820 chemicals listed (80 percent), EPA has no toxicity information. Exposures to other pesticides that may cause similar effects are ignored; ** Exposures to the same pesticides from other sources (structural, agricultural, or lawn and garden applications) is similarly ignored. [pg. 6] In sum, present techniques for estimating the risk of pesticides-especially the risks to children--are based on false assumptions and false or missing data. Risk assessment is a technique that can be manipulated to reach any conclusion the risk assessor wishes to reach. For this reason, the environmental community was angry and dismayed this week when the Clinton administration announced its plan to kill the Delaney clause and, in its place, substitute risk assessment. The Delaney clause is an existing law that forbids known cancer-causing chemicals in processed foods, such as ketchup and soup. Under Mr. Clinton's new proposal, the zero carcinogen rule would be replaced by a "one-in-a-million" risk standard. In other words, under the administration's proposal, cancer-causing pesticides would be allowed in processed foods (as well as in raw foods) and the amount that's allowed would be decided by using "risk assessment." Environmentalists had hoped the administration's legislative proposal would go the other way, strengthening and expanding Delaney to bring raw foods under its "zero carcinogen" umbrella. A strengthened Delaney clause might also allow zero amounts of pesticides known to harm (in humans or animals) the nervous system, reproductive system, immune system, or endocrine system, or known to cause developmental disorders, liver damage or kidney damage. Instead the administration proposes to do away with Delaney entirely, substituting the use of "risk assessment" in its place. It is a stunning victory for the pesticide/chemical industry. "[The Delaney clause] is really the backbone of our nation's food safety laws," said Al Meyerhoff, a scientist with the Natural Resources Defense Council (NRDC).[2] "The administration promised that, if it abolished [Delaney], it would replace it with something stronger. They failed to keep their promise." Jay Feldman of the National Coalition Against Misuse of pesticides (NCAMP) said, "Any food safety package... that allows cancer-causing pesticides in foods is rotten to the core." "At this point, the entire environmental community is united in opposition to the administration's food safety proposal," said Richard Wiles of the Environmental Working Group in an interview. Observers of the Washington scene note that the administration apparently believes it can afford to alienate the entire environmental community because the environmentalists have nowhere else to place their loyalties, politically. According to this view, Mr. Clinton can count on the environmental community supporting him in 1996 no matter what environmental programs he pursues. Under these circumstances, it makes a kind of cynical sense for Mr. Clinton to kill Delaney and pursue other anti-environmental policies that might attract chemical company money, and Wise Use advocates, to his camp at election time. --Peter Montague ===== [1] Richard Wiles and Christopher Campbell, PESTICIDES IN CHILDREN'S FOOD (Washington, D.C.: Environmental Working Group, 1993). Available for $15.00, plus $3.00 shipping and handling, from: Environmental Working Group, Suite 600, 1718 Connecticut Avenue, N.W., Washington, DC 20009; phone (202) 667-6982; fax: (202) 232-2592. [2] Gary Lee, "Administration Urges Overhaul of Food Safety Laws," WASHINGTON POST September 22, 1993, pgs. A1, A20. Descriptor terms: pesticides; food safety; childhood cancer; diet; environmental working group; fda; agriculture; farming; supermarkets; testing; oranges; apples; cherries; peaches; strawberries; celery; pears; grapes; risk assessment; epa; aspirin; hexachlorobenzene; hexachlorophene; lead; mercury; nitrate; phenobarbital; tetracycline; tobacco smoke; radiation; cancer; milk; native americans; fish; xylene; toluene; vinyl chloride; ethyl benzene; methylene chloride; lawns; delaney clause; nrdc; al meyerhoff; jay feldman; ncamp; richard wiles; pesticides in children's food;	<urn:uuid:a60db62b-f31d-47c8-8d13-24b1af046029>	CC-MAIN-2020-50	http://rachel.org/files/rachel/Rachels_Environment_Health_News_772.pdf	2020-11-27T09:35:45+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00523.warc.gz	80,822,545	2,396	eng_Latn	eng_Latn	0.986783	eng_Latn	0.993109	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 7449, 10938 ]	[ 2.125 ]	1	0
BACCALAURÉAT GÉNÉRAL SESSION 2014 LANGUE VIVANTE I : ANGLAIS Séries L, ES et S - SÉRIES ES et S : Durée de l'épreuve : 3 heures – Coefficient 3 - SÉRIE L - Durée de l'épreuve : 3 heures – Coefficient 4 - SÉRIE L – LVA : Durée de l'épreuve : 3 heures – Coefficient 4 L'usage du dictionnaire et des calculatrices est interdit. Dès que le sujet vous est remis, assurez-vous qu'il est complet. Ce sujet comporte 5 pages numérotées 1/5 à 5/5. Répartition des points Les candidats répondront aux questions de compréhension et d'expression qui correspondent à leur série et enseignement de spécialité. 5 10 15 20 25 Text A One weekend in the vacation, I was invited to meet her family. They lived in Kent, out on the Orpington line, in one of those suburbs which had stopped concreting over nature at the very last minute, and ever since smugly claimed rural status. On the train down from Charing Cross, I worried that my suitcase – the only one I owned – was so large it made me look like a potential burglar. At the station Veronica introduced me to her father, who opened the boot of his car, took the suitcase from my hand, and laughed. 'Looks like you're planning to move in, young man.' He was large, fleshy and red-faced; he struck me as gross. Was that beer on his breath? At this time of day? How could this man have fathered such an elfin daughter? He drove a Humber Super Snipe 1 with a sighing impatience at the folly of others. I sat in the back, alone. Occasionally, he would point things out, presumably to me, though I couldn't tell if I was meant to reply. 'St Michael's brick and flint, much improved by Victorian restorers.' 'Our very own Café Royal – voilà!' 'Note the distinguished off-licence with period half-timbering on your right.' I looked at Veronica's profile for a clue, but received none. They lived in a detached, red-bricked, tile-hung house with a strip of gravel in front of it. Mr Ford opened the front door and shouted to no one in particular, 'The boy's come for a month.' […] Veronica's father seized my case by responding to the distant laws of hospitality and, farcically exaggerating its weight, carried it up to an attic room and threw it on the bed. He pointed to a small plumbed-in basin. 'Pee in there in the night if you want to.' I nodded in reply. I couldn't tell if he was being all matily male, or treating me as lower-class scum. Julian Barnes, The Sense of an Ending, 2011 1 A British car from the 1960s. 5 10 15 20 25 30 35 40 45 Text B Every time I imagine myself and Magnus in front of the altar, hands joined, saying those words to each other in clear, resonant voices, it seems like nothing else matters. But as we approach the house twenty minutes later, my glow of security starts to ebb away. The Tavishes are definitely back. The whole house is lit up and I can hear opera blasting out of the windows. I suddenly remember that time Antony asked me what I thought of Tannhäuser 1 and I said I didn't smoke. Oh God. Why didn't I do a crash course on opera? Magnus swings the front door open, then clicks his tongue. 'Damn. Forgot to call Dr Wheeler. I'll just be a couple of minutes.' I don't believe this. He's bounding up the stairs, towards the study. He can't leave me. 'Magnus.' I try not to sound too panicked. 'Just go through! My parents are in the kitchen.' […] 'Magnus?' comes Wanda's high-pitched, distinctive voice from the kitchen. 'Is that you?' 'No, it's me! Poppy!' My throat is so clenched with nerves I sound like a stranger. 'Poppy! Come on through!' Relax. Be myself. Come on. I grasp the bottle of wine firmly and head into the kitchen, which is warm and smells of Bolognese sauce. 'Hi, how are you?' I say in a nervous rush. 'I brought you some wine. I hope you like it. It's red.' 'Poppy.' Wanda swoops towards me. Her wild hair has been freshly hennaed and she's wearing one of her odd, capacious dresses made out of what looks like parachute silk, together with rubber-soled Mary-Janes. Her skin is as pale and unadorned as ever, although she's put on an inaccurate slash of red lipstick. Her cheek brushes against mine and I catch a whiff of stale perfume. 'The "fi-an-cée"!' She enunciates the word with care bordering on ridicule. 'The "betrothed".' 'The "affianced",' chimes in Antony, rising from his seat at the table. He's wearing the tweed jacket he wears in the photo on the back of his book and surveys me with the same off-putting gimlet-eyed smile. '"The Oriole weds his mottled mate. The Lily's bride o' the bee." Another for your collection, darling?' he adds to Wanda. 'Quite right! I need a pen. Where's a pen?' Wanda starts searching among the papers already littering the counter-top. 'The damage that has been done to the feminist cause by ridiculous, lazy-minded anthropomorphism. "Weds his mottled mate". I ask you, Poppy!' She appeals to me, and I give a rictus smile. I have no idea what they're talking about. None. Why can't they just say, 'Hello, how are you?' like normal people? 'What's your view on the cultural response to anthropomorphism? From a young woman's perspective?' My stomach jumps as I realize Antony is looking my way again. Oh my holy aunt. Is he talking to me? 1 An opera by Wagner. 50 Anthro-what? I feel like if only he would write down his questions and give them to me with five minutes to look over (and maybe a dictionary) I'd have half a chance to come up with something intelligent. I mean, I did go to university. I have written essays with long words in them and a dissertation. My English teacher even once said I had a 'questing mind'. But I don't have five minutes. He's waiting for me to speak. Sophie Kinsella, I've got your Number, 2012 COMPREHENSION Vous traiterez les questions dans l'ordre en indiquant clairement leur numéro sur votre copie. Lorsque la réponse doit être développée, le nombre de mots sera indiqué dans la question. En l'absence d'indications quant au nombre de mots, vous répondrez brièvement (moins de 20 mots sans compter les citations) à la question posée. Il sera précisé si les questions portent sur le texte A seulement, sur le texte B seulement, ou sur les deux. ATTENTION, certaines questions ne sont destinées qu'aux candidats de série L ayant choisi l'enseignement de Langue Vivante Approfondie (LVA). Les candidats des autres séries ou les candidats de série L n'ayant pas suivi cet enseignement ne répondront donc pas à ces questions. POUR TOUS LES CANDIDATS 1- In texts A & B Say where the narrators are and their reasons for being there. Describe their situation in detail. 2- In each text say how the characters are related. 3- a. In text A, between line 12 and line 27, say how the narrator feels. Find three elements in the text to justify your answer. b. In text B, say how the narrator feels. Justify by quoting 3 elements from the text. (30 words) c. In texts A & B, what part do the narrators' partners play? How does this affect the narrators? (40 words) 4- In text A & B, how do the narrators perceive the parents? Justify your answer by using 3 elements from each text (at least 50 words). 5- In texts A & B there are situations where the narrators are not sure how to react. Find one situation in each text and say why they could be considered humourous. (50 words) Les questions suivantes seront traitées EXCLUSIVEMENT par les candidats de série L ayant choisi l'enseignement de LVA. 6- How do the narrators think the parents perceive them? (40 words) 7- a. In text A, how does the description of the setting influence the characterization of the parents? (40 words) b. In text B, how does the description of clothing and physical appearance influence the characterization of the parents? (40 words) EXPRESSION ATTENTION Les candidats de série L LVA répondront en 400 mots, Les autres candida ts (S/ ES / L sans LVA) répondront en 300 mots. Choose ONLY ONE subject. (Subject A OR B) A. In both texts people are judged by their appearance and where they live. In your opinion, do appearances really give a true picture of a person? Discuss and illustrate your arguments with examples. B. At the end of text B Antony is waiting for Poppy to reply to his question (l.43-45). At that moment, Magnus comes back into the room. Continue Poppy's narrative of the scene. You have to include both dialogue and narrative passages in your text.	<urn:uuid:55bdd884-bac1-43bb-ba7d-cb0c7ff6449d>	CC-MAIN-2017-43	http://franglish.fr/bac/ASIE_LESS_juin14.pdf	2017-10-18T13:13:09Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00779.warc.gz	137,930,329	2,147	eng_Latn	eng_Latn	0.76271	eng_Latn	0.997514	[ "fra_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 601, 2475, 5261, 7141, 8396 ]	[ 3.234375 ]	1	2
Child Health Surveillance And Screening Programmes In Detecting Developmental Delay: The Malaysian Model Faridah M.Said Department of Medicine Faculty Of Medicine and Health Science, University Putra Malayisa 43400 Serdang ,Selangor, Malayisa Phone: + (6) 03 89472441,E-mail: firstname.lastname@example.org Jamilah Othman Institute Social Studies, University Putra Malaysia Maimunah Ismail Faculty of Education Studies, University Putra Malaysia Bahaman A.Samah Institute Social Studies, University Putra Malaysia Khairudin Idris Faculty of Education Studies, University Putra Malaysia Abstract Aims: This article describes the model of health surveillance and screening programmes and its application in the detection of childhood developmental disabilities. Content: This review utilised data from various articles and websites confined to surveillance screening programmes for infant, toddler and pre-school children (0-6 years). The Wilson and Jungner's (1968) key concept of surveillance and screening was used as the benchmark. Conclusions: Results show that the current model is congruent with other industrialised countries in the detection of global developmental disability but not the screening and detection of diseases. Key words: surveillance, screening & surveillance, developmental delayed, disability 1. Introduction Developmental delay (DD) or childhood disabilities (CD) are common problems identified during the child health screening and surveillance in child health service. The risk groups are infants, toddlers and preschool children with the prevalence rate estimated at 5-16% globally (Bremberg, 2000,Hall & Elliman 2003,Simeonsson & Sharp, 1992). National Health and Medical Resarch Council (NHMRC) (2002), categorize DD children as those whose developmental growth and achieving skills are not according to the expected time frame as their peer group. The DD is commonly associated with mental or physical disabilities or both, resulting in substantial functional limitation on major life activities (Earl & Hay, 2006; Karoly et al., 2005). Disabilities have many effects on the social lives of those afflicted. These burdens of lifelong impairment include societal attitudes to the child and family, the effect of personal appearance and behavior, and participation of quality of life activities. Developmental delay cover a wide spectrum of disability including behavioural and global developmental delay, cerebral palsy, mental handicap, hearing, vision impairment, Autism, Attention Deficit Hyperactivity Disorder (ADHD) and other problems (Child Health Survelliance Programme Australia , 2005). In relation to DD detection, it is a routine screening or observation in normal child health care using the Developmental Screening Tool (DST). Current detection rates of DD are lower than their actual prevalence (Pinto-Martin et al, 2005). The American Academy Paediatrics (AAP, 2006) highlighted that ineffective screening contribute to missed identification of DD problems. A standardized DST devise with good sensitivity and specificity in measuring the continuum process and complexity of a child‟s growth was recognised as a model in DD detection. A reliable DST serves as the guideline in preventing either over detection or under detection of DD problems (Glascoe, 1996, AAP, 2001). Sensitivity and specificity tools in detecting the DD for young children during the screening and surveillance process is of great importance to the health of the population which is at risk. 2. Early detection and its role Early detection and intervention offers better long term outcome from rehabilitation, educational and vocational interventions (Rose, 1998, Hall & Elliman, 2003 ;Bamford, 1998). Screening of these risks and early treatment or management of them effectively will reduce a huge individual and societal burden especially when it is clear that late treatment is ineffective and often very expensive. It helps to improve the quality of life of the affected children and their family. The following section details the concept of surveillance and screening. 3. Concept of surveillance and screening The surveillance and screening programme is a common concept in public health care system. It is a monitoring and controlling programme that aims to separate the healthy people from the diseased ones or those who perceive that they are at risk by offering a test which is more likely to be help rather than harm (Taber‟s, 2006, and United Kingdom National Screening Committee, 2005). Clear distinctions have been drawn in application surveillance and screening in the detection of childhood disability within the context of this article. Surveillance is a flexible but continuous process of skilled monitoring and observation in recognizing children at the risk of DD during the child health screening. Developmental screening, on the other hand, is a procedure that utilises standardized DST to identify and refine risky children who may need more comprehensive evaluation and the implementation of an early intervention programme. This involves professional knowledge and skills in gathering relevant developmental history, accurate and informative observation and sharing parental concerns, other relevant professions opinions and concern. According to The National Health and Medical Research Council report (NHMRC, 2002): "Given the complex and interrelated nature of child health and development, there is a good case for a system of prevention and early detection that encompasses and goes beyond screening and surveillance for improvement child health outcome. For many early childhood risk factors it may not be possible to have simple screening test or well defined surveillance..." The emphasis is on identification of preclinical conditions of disability as an integral part of routine child health care. Detection of disability is not as simple as it seems. It requires a comprehensive technique and meticulous observation by skilled personnel using the standard criteria. 4. Surveillance and screening model Evidentially, many principles and guidelines were developed and have become the fundamental criteria for evaluating the effectiveness of the best practice. The guiding principles for instituting a screening programme were first produced by Wilson and Jungner (1968). It remains as a landmark contribution to the surveillance and screening literature for over a decade. Table 1 summarises the suggested criteria for a surveillance and screening programme. In reference to Table 1, the disease, test and diagnosis/treatment as the guiding criteria for suitability of surveillance and screening programmes (SSP). The model suggested that a disease must be reasonably important; of known origin, detectable and preventable. Secondly, the test is continuous, reliable, valid and cost effective, user-friendly and finally the importance of availability and acceptability of treatment once abnormality was detected. Diseases In applying the suitability of this model in DD detection, many children are born with genetic, diseases and risk factors, for example congenital HIV syndrome that predisposes them to DD. Test However, to indentify DD is a challenging task in contrast to the screening of a disease using a specify test such as a blood test or medical resonance imaging. Treatment Early therapeutic intervention and treatment is known to prevent irreversible complications and deformities, thus improving the quality of life of the children and their families. 4. Surveillance and screening in the detection of developmental disability: A Malaysian Model The Family Health Development Division (FHDD) is one of the divisions under Public Health Division. It main responsible is for planning, coordinating and monitoring the related health of women of childbearing age, child health and school health services through a comprehensive range of promotive, preventive, maintenance, curative and rehabilitative programmes in maternal and child health clinic (MCHC). It operates in 95 MCHC and 1,927 Community Clinics and 193 Mobile Clinics which are easily accessible to the population within a two tier health care system (Ministry of Health, Malaysia (MOH), 2006). Concerning child health services, the Integrated Management of Childhood Illness (IMCI) and the Development Programme Strategy are performed by trained medical doctors and community health nurses. This comprehensive strategy includes anthropometry monitoring and developmental screening of six (6) developmental domains that include gross motor, fine motor vision , hearing, speech and finally psychosocial development for children up to 6 year‟s old by interview, observation and a test. Screening is carried out at three stages as outlined in Table 2. Children below 1 year old have a regular periodic screening at 6 weeks, 3, 6, 9 and 12 months in conjunction with their immunisation schedule. Toddlers from the age of 1-5 years are given 3 to 6 monthly appointments, in time for their 18 months and pre-school booster immunisation. The model for children aged 1 year and below is similar with the criteria guidelines of other industrialised countries as depicted in Table 2. However, a dissimilarity exists for school entry children because the school going age for Malaysia is 6- 7 years old. Nevertheless, children age 3-5 years old whom completed immunisation is given 6-12 monthly appointment for „deworm‟ treatment. It is a measure to improve the compliance rate for health and DD screening during this critical growing age. 5. The deployment of developmental screening tools Developmental screening tools (DST) are designed to monitor and identify children with potential DD. There are many DST to choose from and each has it strengths and limitations. The best instrument depends on the purpose of the surveillance and screening, has good psychometric properties including sensitivity, specificity, validity and reliability and has standardized criteria on a diverse population (Brothers, Glascoe, & Robertshaw, 2008).A national Child Health Home Based Record (CHHBR) contains examination and screening activities that a child undergoes within the screening programme. It comprises of health surveillance records and screening tests with a minimum of 20 items to be assessed at various ages. CHHBR has a weight graft plot for child‟s weight, Denver II chart growth and developmental boxes comprising 3-4 items of each developmental domain from gross motor, fine motor, hearing, vision, speech and psychosocial. These developmental screening checks are done by the community health nurses. The administration time for the entire assessment is 10 -50 minutes. As regards the effectiveness, the DST is said to be effective and good when sensitivity and specificity reach 70% to 80%, depending on the nature and complexity of measurement (NHMRC 2002). Table 3 outlines the DST incorporated in CHHBR and each has acceptable 43%- 99% sensitivity and specificity properties. 6. Evidence of quality and effectiveness of routine child health surveillance Child health service is one of the maternal and child health programmes that are carried out in urban and rural community health clinics. The routine activities include growth and developmental assessment to monitor the well being of children and early detection for abnormalities. Since 1950s, the provision of these service focuses on morbidity and mortality prevention through health promotion and health maintenance. Children attendance at the health clinic was at an average of 85.9% in 2006. The infant and toddler mortality rates was 5.4 % and 0.2% per 1000 live births respectively. It showed a further reduction of the trend since 1980 to 2006. However, there is no available data on the morbidity trend among children (MOH, 2006). Despite the limitation of the tool and lack of evidence in quality, it has produced an outstanding outcome. Table 4 illustrates types of DD as quality evidence of sensitivity and specificity of screening and surveillance programmes in the early detection of DD. Many DD conditions listed in Table 4 which have a prevalence of 1/1000 were detected in 2006. 7. Does the surveillance and screening programme meet the criteria? Detection of DD is of great importance to avoid irreversible complications due to disability. Does the procedure meet criteria for screening and surveillance? Effectiveness of early detection of DD must meet the surveillance and screening benchmarking. Table 5 demonstrates a summary of the characteristics and criteria of DD screening and surveillance programmes. In summary, the criteria set are possible to prevent a disease or condition in DD detection. Early detection prevents the clinical consequences of an established condition. Moreover, the sensitivity and specificity issue can be overcome by a further confirmatory test for true or false positive result. Finally, there is increasingly good evidence of the effectiveness of early intervention for conditions (Earl & Hay, 2006, Lindstorm & Bremberg, 1997). Therefore, a strong case can be made for the early identification of DD problems. 8. Conclusion Collectively, surveillance and screening programmes are primary, secondary and tertiary approaches in preventing, controlling and monitoring a condition or disease in relation to childhood developmental disability. This programme follows the recommended guidelines of the screening programme for early identification of DD for children with risks. The advantages of early detection of DD are weighed against the possibility of long term irreversible disabilities and complications. By resorting to benchmarking, evidences have been produced which validate and confirm the reliable outcome of the surveillance screening of DD. Table 1: A Model for Surveillance and Screening Programmes Source: Wilson and Jungner (1968) Table 2. Current model of service and comparison with UK and Australia \| \| < 1 years of age \| 1-5 years of age \| \|---\|---\|---\| \| MOH child visit recommended \| 6-8 weeks 3,6,9,12 months \| 3- 6 monthly visit for 1-2 years 6 – 12 monthly visit for 3-5 years \| \| UK Health Check Guideline \| Birth,1 week,6-8 weeks, 2,3,4,8-9 months \| 12-15 months, 3-4 years \| \| Australian Heath Check \| Birth,1 week,6-8 weeks, 2,3,4,8-9 months \| 18 months, 2 ½ -3½ years, 4-5 years \| Sources; MOH (2006) & American Academy of Pediatric Committe on children with Disability Policy Statement, 2006) Table 3. Selected Surveillance and Screening Tools In Used Source: AAP (2006); The APP does not approve/endorse any specific tools for a screening purpose. This list is not exhaustive and other tests may be available. Sensitivity= accuracy of the test for detection of DD. Specificity = accuracy of the test detection of individual with DD: < 69 low, 70-89 moderate and > 90 high. Table 4. Type of Disabled Detected in Screening at Child Health Clinics Source: Ministry of Health Malaysia 2006 Table 5. A Summary of Screening and Surveillance of DD Source: Adaptation from Cochrane & Holland 1971, and Wilson & Jungner 1968) *Y= yes, N=No References Amar-Singh, H. (2005). Preschoolers-Who's baby An Evaluation of the Need for Health Service (Child Health Surveillance)Pre - School Children. Eight National Paediatric Conference , (pp. 1-8). Malaysia. American Academy of Pediatrics Committee on Children With Disabilities. (2001). Developmental Surveillance and Screening of Infants and Young Children. Pediatrics , 108 (1 July), 192-196. American Academy of Pediatric Committe on children with Disability Policy Statement. (2006). Developmental surveillance and screening of infants and young children. Pediatrics, 118 (July), 405-20. Bremberg, S. (2000). Quality of evience for the present Swedish child health surveillance programme. Acta Paediatricals Supplement , 434, 8-11. Brothers, K., Glascoe, F., and Robertshaw, N. (2008). PEDS:Developmental milestone an accurate brief tools for surveillance and screening. Clinical Pediatrics , 47 (3), 271-269. Child Health Surveillance Programme UK. (2005). http://www.patent.co.uk/showdoc/40002281. Retrieved November 2009 Chochrane, A., and Holland, W. (1971). Validation of screening procedure. British Medical Bulletin , 27, 2-8. Earl, M., and Hay, S. (2006). Setting the stage for sucess: implemetation of developmental and behaviour screening and surveillance in primary care practice- the North Carolina Asseesing Better Child Health and Development (ABCD) Project. Pediatrics , 118, 183-185. Glascoe, F. (1996). Developmental screening. In M. Wolraich, Disorders of Development and Learning:A Practical Guide to 20 (2nd ed., pp. 89-128). St Lois MO: Mosby. Hall, D., and Elliman, D. (2003). Health for all children (Fourth Edition ed.). New York: Oxford University Press. Karoly, L., Greenwood, S., Everingham, J., Hoube, M., Kilburn, C., Rydell, M., (2005). Investing in our children:what we know and don't know about the cost and benefits of early interventions. RAND report. Lindstorm, K., & Bremberg, S. (1997). The contribution of developmental surveillance to early detection of cerebral palsy. Acta Paediatrical Supplement , 86, 736-9. Ministry of Health Malaysia (2006). Annual Report. Kuala Lumpur: Division of Family Health Development. Martin, N., Jens, K., Attermeier, S., and Hacker, B. (1991). The Carolina Curriculum for Infant and Toddler with Special Needs. Baltimore: Paul H. Brookes Publishing Co. National Health and Medical Research Counsil. (2002). Child Health Screening and Surveillance: A Critical Review of the Evidence. NHMRC , 1-228. Pinto-Martin, J., Dunkle, M., Earls, M., and Fliedner, D. (2005). Developmental stages of developmental screening:steps to implemention of successful program. Am J Public Health , 95, 1928-1932. Rose, G. (1998). The strategy of preventive medicine. New York: University Press. Rydz, D., Shevell, M., Majnemer, A., and Oskoui, M. (2005). Developmental Screening. J Child Neurol , 20, 4-21. Sand, N., Silverstein, M., Gupta, V., Tonniges, T., and O'Connor, K. (2005). Pediatricians' reported practices regarding developmental screening;do guidelines work? Do they help? pediatrics , 116, 174-179. Simeonsson, R., and Sharp, M. (1992). Developemental delays. In R. Hoekelman, S. Friedman, & H. Siedel, Primary paediatric care (2nd ed ed.). St Louis: Mosby. Taber's Cyclopedic Medical Dictionary. (1997). Philadephia: F.A.Davis Company. Wilson, J., & Jungner, G. (1968). Principle and practice of screening for disease. Geneva: WHO.	<urn:uuid:ccc8c1f6-6b1d-4b44-8fb5-e16ba55085df>	CC-MAIN-2020-50	http://www.ijastnet.com/journals/Vol.1_No.1;_March_2011/4.pdf	2020-11-27T08:17:59+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00527.warc.gz	126,706,852	3,993	eng_Latn	eng_Latn	0.889506	eng_Latn	0.981691	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3736, 8754, 13846, 15025, 18611 ]	[ 1.390625 ]	2	0
Chemistry Density Word Problems Answers When people should go to the books stores, search launch by shop, shelf by shelf, it is in point of fact problematic. This is why we give the book compilations in this website. It will totally ease you to look guide chemistry density word problems answers as you such as. By searching the title, publisher, or authors of guide you in fact want, you can discover them rapidly. In the house, workplace, or perhaps in your method can be every best place within net connections. If you goal to download and install the chemistry density word problems answers, it is utterly simple then, past currently we extend the member to buy and create bargains to download and install chemistry density word problems answers hence simple! Project Gutenberg is one of the largest sources for free books on the web, with over 30,000 downloadable free books available in a wide variety of formats. 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Solving Density Problems - Slinger, WI Chemistry: Density Problems For each problem below, write the equation and show your work. Always use units and box in your final answer. 1. The density of silver (Ag) is 10.5 g/cm3. Find the mass of Ag that occupies 965 cm3 of space. 2. A 2.75 kg sample of a substance occupies a volume of 250.0 cm3. Find its density in g/cm3. 3. Chemistry: Density Problems - FREE Chemistry Materials ... Finally, check to make sure your answer is reasonable. One way to do this is to mentally compare your answer against the density of water (1 gram per cubic centimeter). Light substances would float on water, so their density should be less than that of water. Heavy materials should have density values greater than that of water. Density Test Questions with Answers - ThoughtCo Chemistry Help: Density Word Problem? What is the density of a substance in mg/L, if a sample with a volume of 1.91 cm3 has a mass of 0.00588kg? I'm not sure if my answer is right or not Chemistry Help: Density Word Problem? \| Yahoo Answers Word Problem Exercises: Science - Density Problems: A few, fun density problems for you! General Questions: What is the density of a piece of wood that has a mass of 25.0 grams and a volume of 29.4 cm 3? 1. A piece of wood that measures 3.0 cm by 6.0 cm by 4.0 cm has a mass of 80.0 grams. Word Problem Exercises: Science - Density Problems Density word problem: blimp. Practice: Density word problems. This is the currently selected item. Density word problem: blimp. Our mission is to provide a free, world-class education to anyone, anywhere. Khan Academy is a 501(c)(3) nonprofit organization. Donate or volunteer today! Site Navigation. About. News; Impact; Density word problems (practice) \| Density \| Khan Academy chemistry density word problems answers cassette as the option today. This is a baby book that will take steps you even additional to outdated thing. Chemistry Density Word Problems Answers The letter D represents Density, the letter m represents mass, and the letter V represents volume. The density equation has 3 variables. Chemistry Density Word Problems Answers chemistry density word problems answers cassette as the option today. This is a baby book that will take steps you even additional to outdated thing. Chemistry Density Word Problems Answers The letter D represents Density, the letter m represents mass, and the letter V represents volume. Chemistry Density Word Problems Answers Density Word Problems With Answers Read Book Chemistry Density Word Problems Answers Chemistry Density Word Problems Answers Yeah, reviewing a ebook chemistry density word problems answers could build up your near friends listings. This is just one of the solutions for you to be successful. As understood, carrying out does not recommend that you have astounding points. Chemistry Density Word Problems Answers 1. D =. m. V. The letter D represents Density, the letter m represents mass, and the letter V represents volume. The density equation has 3 variables. That means in a problem where you have to use density, you will be given 2 variables and asked to solve for the 3 rd. Density can have different units like (g/mL) or (g/L) or (kg/L) or (mg/mL) just to name a few. Chem – Density Problem Solving \| Scientific Tutor Density. Download density.pdf. Table of Contents for density.pdf: A. Introduction B. Calculate d C. Calculate m D. Calculate V E. Misc problems F. More complexity? G. Answers Download "Density" (density.pdf) Exploring the chemistry of the earth's crust Practice dealing with elements and the periodic table. Chemistry practice problems Density Problems Worksheet Middle School October 3, 2019 May 19, 2019 Some of the worksheets below are Density Problems Worksheet Middle School, Density calculations worksheet , Density Word Problems, Density Workbook : Definition of density, formula for Volume of a rectangular shaped object/cube and 29 problems about density. Density Problems Worksheet Middle School - DSoftSchools Density Problems Chemistry Worksheet With Answers. ... Answer Key Density Word Problems Worksheet Answers. Physical Science Density Problems Worksheet Answers. Density Worksheet Problems 11 20. Worksheet On Density Problems. Density Problems Worksheet Doc. What Is Density Worksheet Answers. Copyright : thechalkboardtee.com Density Problems Worksheet Met 101 Answers Worksheet ... 21 Posts Related to Density Word Problems Worksheet Answers. Density Word Problems Worksheet Answers Key. ... Chemistry Density Problems Worksheet Answers. Density Practice Problems Worksheet Answers. Density Problems Chemistry Worksheet With Answers. Physical Science Density Problems Worksheet Answers. Age Word Problems Worksheet With Answers Pdf. Density Word Problems Worksheet Answers Worksheet : Resume ... Density Problems Worksheet Middle School October 3, 2019 May 19, 2019 Some of the worksheets below are Density Problems Worksheet Middle School, Density calculations worksheet , Density Word Problems, Density Workbook : Definition of density, formula for Volume of a rectangular shaped object/cube and 29 problems about density. Chemistry Worksheets Archives - Page 2 of 4 - DSoftSchools You will need to get assistance from your school if you are having problems entering the answers into your online assignment. Phone support is available Monday-Friday, 9:00AM-10:00PM ET. You may speak with a member of our customer support team by calling 1-800-876-1799. Mathway \| Chemistry Problem Solver Chemistry Measurement Word Problem Chemistry Help Asap Please. 01/26/18. ... In this word problem the mass of Aluminum is 34.7 so how much is the volume (cm^3) and density ( g/cm^3)? ... Get a free answer to a quick problem. Most questions answered within 4 hours. OR. Newest Chemistry Measurement Word Problem Questions ... The density of aluminum is 2.70 g/cm3. (Answer = 40.5 g) 5. What is the volume of 25 g of ethyl alcohol (density = 0.79 g/mL)? (Answer = 32 mL) 6. The relationship between electric power (P), current (i) and voltage (V) is given by P=iV. i is in amps, V is in volts; therefore P is in amp⋅volts. A more common Copyright code: d41d8cd98f00b204e9800998ecf8427e.	<urn:uuid:19b80528-da27-440c-b154-6b1b9e242063>	CC-MAIN-2020-50	http://thechalkboardtee.com/chemistry_density_word_problems_answers.pdf	2020-11-27T08:14:48+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00526.warc.gz	90,416,756	1,877	eng_Latn	eng_Latn	0.965755	eng_Latn	0.980138	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3259, 6241, 8136 ]	[ 2.703125 ]	1	0
7 ways to support yourmental wellbeing Each day: Help another person in a tangible way. 1. 2. Tell someone what you appreciate about their character. 3. Say a specific thank you to someone. 4. Do a task that you don't like doing. 5. Spend some time outside. 6. Notice something in nature that you have not looked closely at before. 7. Make a note about something positive in your own character.	<urn:uuid:4552a444-f63a-4c78-be50-b63e110b28fc>	CC-MAIN-2020-50	https://www.mhfa.org.au/uploads/files/7%20ways%20to%20support%20your%20mental%20wellbeing.pdf	2020-11-27T08:27:44+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00525.warc.gz	767,090,139	121	eng_Latn	eng_Latn	0.900489	eng_Latn	0.900489	[ "eng_Latn" ]	false	docling	[ 396 ]	[ 2.625 ]	1	0
Resonance Boards Sound in general can be very chaotic, especially to a child with impaired senses. A resonance board provides a way of organising sound out of chaos in a very simple way. These boards are easy and cheap to make. They work particularly well in communal music‐making ‐ several of children (and/or adults) can sit around them. One or two children can lie on them and feel the vibrations ‐ this can be very effective in reducing muscle spasms. The diagram below should give a guide as to how to make a resonance board. On the next page you will find tips about ways in which you can use it. A few tips for working with resonance boards - Let the lying child experience the vibrancy of the board as it is beaten. - Try hooking a bangle or chain around a child's ankle or wrist whilst he/she is lying on the board. This will rattle on the board as the child moves. - Break sounds into little nuggets and hear the silences between. Stopping the sound sharply will highlight the silences. - Make up call and response songs using the board for rhythm. Also very effective without words and in groups. - Try to get away from 'boring' Western rhythm patterns. Don't stick with standard 3 or 4 beat patterns. - You can be really inventive in making musical games around the board. - Below is a very peaceful chant. Tap the board lightly in a sort of heartbeat rhythm and sing: Repeat this over and over, add harmony in a group by singing a third higher, get louder, get softer, etc. This can be very relaxing and makes a good ending to a session.	<urn:uuid:f988a7c4-d3e5-4d53-9bda-d6c654c3783e>	CC-MAIN-2020-50	https://jessiesfund.org.uk/wp-content/uploads/2016/08/Resonance-Boards.pdf	2020-11-27T08:07:35+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00528.warc.gz	362,654,972	614	eng_Latn	eng_Latn	0.999155	eng_Latn	0.999218	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 620, 1588 ]	[ 2.90625 ]	1	0
Farm/Ranch Business Management Education Year 2011 Jerry Tuhy, Instructor Bismarck State College at DREC How are low profit and high profit Beef herds different ? For 2011 year. \| \| Low Profit \| High Profit \| \|---\|---\|---\| \| Value of calf/cow \| $661 \| $713 \| \| Depreciation per cow \| $176 \| -$16 \| \| Direct cost/cow \| $379 \| $303 \| \| Overhead expense/cow \| $155 \| $135 \| \| Cost per cwt (D&Ovhd) \| $118 \| $91 \| More info on these websites www.finbin.umn.edu- sort data by State, region, year. Whole farm, crop or livestock enterprise data available Ifsam.cffm.umn.edu- learn to use financial statements in dayto-day management. understand how to interpret financial statements. www.ndfarmmanagement.com- instructor contacts, regional data, news, resources for farm/ranch managers.	<urn:uuid:7642b355-3b3a-4a26-8479-b39ffff8b91f>	CC-MAIN-2020-50	https://www.ag.ndsu.edu/dickinsonrec/annual-reports-1/2011-annual-report/tuhy_ppt.pdf	2020-11-27T09:05:36+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00526.warc.gz	568,635,684	223	eng_Latn	eng_Latn	0.745852	eng_Latn	0.923795	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 104, 787 ]	[ 1.375 ]	2	1
St Anne's Primary School, Denton Equality Scheme 2019-2022 (1.3) 1. Statement This scheme outlines the commitment of the staff and Governors of St Anne's Primary School to promote equality. We will work to ensure that groups with the protected characteristics of gender, race, disability, age, gender reassignment, religion and belief, pregnancy and maternity, marriage and civil partnership and sexual orientation are free from discrimination and harassment. Our school will tackle the barriers which could lead to unequal outcomes for identified groups, ensuring there is equality of access and that we celebrate and value the diversity within our school community. a) In accordance with our mission statement and school aims we pledge: * to respect the equal human rights of all our pupils * to tackle the barriers which could lead to unequal outcomes for identified groups of pupils * to positively promote equality and diversity * to educate pupils about equality * to respect the equal rights of our staff and other members of the school community. b) We will assess our current school practices ("Equality Impact Assessment") and implement all necessary resulting actions in relation to: * Gender * Disability * Race * Religious belief * Sexual orientation * Age * Socio-economic background and other protected characteristics c) We will promote community cohesion at school, local, national and global levels, comparing our school community to its local and national context and implementing all necessary actions in relation to: * ethnicity, * socio-economic background. * religion or belief, and 2. Statutory requirements The equality objectives in Section 10 below address our duties under current equality legislation, up to and including the Equality Act 2010. They also relate to the Tameside Council procedure for recording incidents involving pupils in schools. The access plan in Section 11 below addresses our duty under the Special Educational Needs and Disability Act (SENDA) 2001. The community cohesion plan in Section 12 below addresses our duty under the Education and Inspections Act 2006. (This can be a separate document)* 3. Community cohesion: a shared contextual statement The following statement outlines both the data and current issues relating to ethnicity, religion/belief and socio-economic factors. In examining the school's context, it relates closely to the beginning of the SEF. It demonstrates the awareness of the governors and their community partners of how the school community compares with the wider community, both locally and nationally. It therefore forms the basis for planning the actions in Section 12 below to promote community cohesion. * Ethnicity/culture context of the school (local and national) 2019 Minority ethnic group figures – School 8.9% * Religion/belief context of the school (local and national) Ongoing consultation to become Voluntary Controlled Church of England Primary School * Socio-economic context of the school (local and national) 2018 Free School Meal figures - School 14.6% 2018 Deprivation Indicator - School 0.2 (Middle 20%) * Current issues affecting cohesion at school, local and national level Very low percentage of children from minority ethnic groups means children have limited opportunities to mix with children from wide range of cultural backgrounds in school situation 4. Responsibilities One named governor, Brenda Moxon (Inclusion Governor), takes the lead, but the governors as a whole are responsible for: * drawing up, publishing and implementing the school's equality objectives * making sure the school Equality Scheme and its procedures are followed * making sure the school complies with the relevant equality legislation; and * monitoring progress towards the equality objectives and reporting annually The head teacher is responsible for: * making sure steps are taken to address the school's stated equality objectives; * producing regular information for staff and governors about the plans and how they are working; * making sure the equality, access and community cohesion plans are readily available and that the governors, staff, pupils, and their parents and carers know about them; * making sure all staff know their responsibilities and receive training and support in carrying these out; and * taking appropriate action in cases of harassment and discrimination, including prejudicerelated incidents. * anticipating and enabling reasonable adjustments to be made, in relation to disability, in regard to students, staff, parents / carers and visitors to the school. All staff are responsible for: * promoting equality and community cohesion in their work; * fostering good relations between groups; and * avoiding unlawful discrimination against anyone; * dealing with prejudice-related incidents; * taking up training and learning opportunities. * being able to recognise and tackle bias and stereotyping; The Headteacher is responsible overall for dealing with reports of prejudice-related incidents. Visitors and contractors are responsible for: * following relevant school policy 5. Staff development This section outlines our process for training and development in relation to equality and cohesion, in terms of professional responsibilities as well as statutory requirements. We have 2 part-time Inclusion co-ordinators. Both completed the National SENCO training award. Safeguarding training for Headteacher updated in September 2017 Safeguarding for Deputy Headteacher updated in June 2017 Headteacher completed Safer Recruitment training course in October 2017 Staff Governor completed Safer Recruitment training in October 2018 Headteacher completed Prevent training February 2019 Whole staff Child Protection training delivered December 2018 Governing Body safeguarding training delivered by Tania Brown November 2017 Whole staff safer handling training January 2019 6. Publication and review This Equality Scheme fulfils statutory requirements under the terms of legislation referred to above. As it is a public document, the school governors publish it by making it available as paper document on request and on the school website and by sending an electronic copy for monitoring purposes to the local authority. The scheme will be kept under regular review in May 2020 and 2021 and then replaced in May 2022. 7. How we report on progress and impact A report on progress with the actions listed below will be published by the governors via the school website at the end of each school year, i.e. July 2019, 2020 and 2021. Evidence will also be kept of the impact of our actions to promote community cohesion, in respect of ethnicity, religion or belief and socio-economic background. 8. How we conduct equality impact assessment This section outlines our process for monitoring the potential impact of school practice in terms of * ethnicity * socio-economic background * religion or belief * gender and gender identity * sexual orientation * disability * age * pregnancy and maternity And other protected characteristics We work hard to ensure the needs of all children are met through whole class, group and one-to-one support. Individual targets are set for all children and progress monitored at least half-termly. Equality objectives identified by this process should be included in the three-year plan in Section 10 below, or in the School Improvement Plan as appropriate. Evidence of this process can be found in the Headteacher's report to Governors. 9. How we chose our equality objectives Our equality objective-setting process has involved gathering evidence as follows: i. from the equality impact assessments listed in Section 8 above, ii. from the following data Children's targets and areas for improvement Monitoring and analysis of ASP data – including Special Educational Needs children and those on Free School Meals/Pupil Premium Ever 6 iii. and from involving relevant people (including disabled people) from the start in the following way: Regular contact with parents and Carers (Headteacher, Deputy Head in her absence, and at least one other member of staff available in the playground every morning) Annual surveys The context of the school and comments from stakeholders were then analysed in order to choose objectives that will: i. promote equality of opportunity for members of identified groups ii. eliminate unlawful discrimination, harassment and victimisation, and iii. foster good relations between different groups in terms of o ethnicity o religion or belief o socio-economic background o gender and gender identity o disability o sexual orientation o age o pregnancy and maternity And other protected characteristics 10. Three-year equality objectives 2019-2022 (to be kept under regular review) Equality objectives (focused on outcomes rather than processes) 1. To continue to raise the achievement of SEN children through additional support and timetabled use of intervention strategies 2. To continue to raise the achievement of FSM/Pupil Premium Ever 6 children through additional support and timetabled use of intervention strategies 3. To widen links with schools with high proportions of ethnic minority children 4. To close the gap in attainment between SEN and FSM/Pupil Premium Ever 6 children 5. To eliminate name calling and harassment to ensure no pupils ever feel isolated 11. Three-year access plan 2019-22 This can relate very closely to the disability elements of the equality objectives in Section 10 above, except that it covers pupils only whereas the equality plan includes all members of the school community. 12. Three-year community cohesion plan 2019-22 The choice of appropriate actions to promote community cohesion is based on the needs identified in the contextual statement in Section 3 above, relating to ethnicity, religion or belief and socio-economic background. For this purpose, the four geographical dimensions of "community" are as follows: * the school community * communities across the UK * local communities * the global dimension \| \| Actions (focused on outcomes rather than processes) \| \|---\|---\| \| i. teaching, learning and the curriculum \| To widen links with other schools with higher percentages of ethnic minority children Continue to develop the PSHCE curriculum within cross curricular topics \| \| ii. equity between groups in school, where appropriate \| To support vulnerable groups to achieve their potential To use Intervention Strategies to close gaps in attainment \| \| iii. engagement with people from different backgrounds, including extended services \| To invite visitors from a wider range of cultural backgrounds into school to support learning To continue to donate funds and resources to school in Gambia and Zambia and fully exploit the learning opportunities To make new links with schools in other countries To achieve ‘Rights Respecting School’ silver status \|	<urn:uuid:11ceba9e-6dca-4309-9de4-72d844471b0c>	CC-MAIN-2020-50	https://st-annes-denton.tameside.sch.uk/wp-content/uploads/2019/05/Single-Equality-Scheme.pdf	2020-11-27T08:53:16+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00528.warc.gz	517,348,023	2,099	eng_Latn	eng_Latn	0.993999	eng_Latn	0.994674	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2158, 4614, 6763, 8682, 9672, 10973 ]	[ 1.671875 ]	2	0
Abingdon Primary Special Educational Needs and Disability (SEND) Policy Statement of Intent At Abingdon we are a family. Our whole team are committed to every child's learning journey, ensuring it is happy and successful. We recognise the importance of working together in partnership to enable our children to flourish as well-rounded individuals. We have high aspirations for our children: as they grow within our 'Abingdon Family', we expect our children to uphold high standards of behaviour and attitudes to learning and embrace challenges readily. Most importantly, we want them to feel valued, supported and encouraged. The core principles at Abingdon are respect, responsibility and resilience, and these values underpin everything we set out to achieve. As a school we strive to address the needs of all of our children to help them reach their full potential, and to achieve this we provide a curriculum and support that is appropriate for all. Contents 1. Aims 2. Objectives 3. Compliance 4. Definition of SEND 5. Areas of SEND 6. Management and coordination of SEND 7. Graduated response 8. Admission arrangements 9. Equality Act 2010 10. Complaints 11. SEND INSET and training 12. Contacts 1.Aims - To ensure that all children experience a broad, balanced, relevant and differentiated curriculum that is matched to their needs. - To make appropriate provision to overcome all barriers to learning for all pupils and ensure individual children receive appropriate support to meet their identified special needs. - To ensure that any child's special educational needs are identified, assessed and provided for as early as possible. - To ensure a high level of staff expertise to meet pupil need and provide continuing professional development - To have clear expectations of all partners in the process of providing high quality special needs provision within the school, and work in co-productive ways to ensure a multi-disciplinary approach - To work in partnership with parents/carers and involve them in all stages of their child's education - To work in partnership with pupils to ensure their wishes are taken into consideration, in line with their age and understanding - To create an inclusive school culture which meets the needs of all pupils - To ensure provision is supporting successful preparation for adulthood 2. Objectives - To ensure early identification and provide for pupils who are identified as having special educational needs and additional needs - To work within the guidance of the Special Educational Needs and Disability code of practice: 0 to 25 years (2014) - To provide support and advice for all staff working with pupils who have special educational need and/or disability - To ensure the Special Educational Needs and Disability Coordinator (SENDCo) works under the guidance of the Headteacher 3. Compliance - This policy complies with the statutory requirements laid out in the 2014 SEND Code of Practice 0-25 and has been written with reference to the following guidance and documents: - Equality Act 2010: advice for schools DfE (Feb 2013) - Children and Families Act (2014) - The Care Act (2014) - Statutory Guidance on supporting pupils at school with medical conditions (April 2014) - Safeguarding Policy - Accessibility Plan 4. Definition of SEND A child of compulsory school age or a young person has a learning difficulty or disability if he or she: - has a significantly greater difficulty in learning than the majority of others of the same age, or - has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions A child under compulsory school age has special educational needs if he or she is likely to fall within the definition in the paragraph above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014). 5. Areas of SEND Abingdon Primary School will make provision for children with the following needs as stated in the Code of Practice 2014: - Communication and interaction – including children with speech, language and communication needs and children with ASC, Asperger's syndrome and Autism - Cognition and learning – including specific learning difficulties including Dyslexia, Dyspraxia, Dyscalculia, moderate learning difficulties, global learning delay - Social, mental and emotional health – including ADHD, ADD, attachment disorder, emotional difficulties, mental health difficulties, self-harming behaviour - Sensory and / or physical – including hearing impaired, visually impaired, motor difficulties or physical impairment 6. Management and Coordination of SEND The Head Teacher is responsible for - The day to day management of the school, including the provision for pupils with SEND - Liaising with/ updating the Governing Body - Liaising with the SENDCO and outside agencies - Ensure that the SENDCO has sufficient time and resources to carry out their functions. - Managing funds and budget allocated to SEND - Monitoring the quality of teaching for pupils identified as SEND, through the school's performance management arrangements. - Storing Child Protection information The SENDCo is responsible for - Undertaking the day to day responsibility for the provision of SEND within the school and the SEND policy, under the leadership of the Head Teacher - Contributing to the strategic development of SEND policy and provision - Working with the school governors and the headteacher to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements. - Being familiar with the Stockport Local Offer - Being familiar with the Stockport Entitlement Framework and ensuring it is embedded into school practice - Overseeing and monitoring a graduated approach to providing provision for children needing SEND support using the criteria in the Code of Practice, including those with Education, Health and Care plans - Keeping a record of all pupil identified as having SEND needs in school and maintaining records - Liaising with the Head teacher regarding delegation of budget and other resources to meet pupil's needs - Supporting teaching staff in identification and ensuring provision matches pupil's needs - Providing guidance to teaching and non-teaching staff and facilitate training as required - Undertaking learning walks and observations - Obtaining pupil voice - Liaising with the parents of the pupils with SEND, developing positive relationships - Liaising with outside agencies e.g. Educational Psychologist, Learning support, health agencies and ensuring advice is acted upon - Supporting transition for pupils with SEND e.g. between year groups, schools, phases - Supporting coproduction of SEN plans and behaviour plans to ensure parent and pupil views are taken into account - Ensuring plans are updated 3 times a year in line with Code of Practice guidance - Supporting staff writing provision maps of additional provision from support teachers and Learning Support Assistants - Arranging Person Centred Reviews for children with Education, Health and Care Plan and those at SEN support - Attending relevant courses and training - Disseminating information to staff and governors as required The class teacher is responsible for - Following the Code Of Practice and guidance - Providing quality first teaching to all pupils in their class, incorporating a range of teaching and learning styles with appropriate differentiation, along with appropriate resources - Identifying pupils who are making little or no progress despite differentiated learning opportunities being provided - Working with SENDCo and parents to determine appropriate next steps and plan a graduated response - Planning, delivering and evaluating individual plans for children identified as SEND in coproduction with parent/carers and pupils 3 times a year - Writing One Page Profiles for SEND pupils in coproduction wit parent/carers and pupils - Liaising with outside agencies under the guidance of the SENDCo - Ensuring their lessons contain no barriers to every pupil achieving - Be aware of and incorporate the Entitlement Framework into their teaching practice The SEND governor is responsible for - Having regard to the Code of Practice and relevant guidance - Liaising with the Headteacher and SENDCo and feeding back to governing body about SEND provision in school - Ensuring that SEND pupils are fully included in school life 7. Graduated Response Identification The class teacher and/or SENDCO, will talk with the parents/carers if a pupil: - Continues to make little or no progress in specific areas over a long period despite QUALITY FIRST TEACHING. - Continues working substantially below that expected of children of a similar age. - Continues to have difficulty in developing literacy and mathematical skills. - Has emotional or behavioural difficulties which substantially and regularly interfere with the child's own learning or that of the class group. - Has sensory or physical needs, and requires specialist equipment or regular advice or visits by a specialist service. - Has an ongoing communication or interaction difficulty that impedes the development of social relationships and cause substantial barriers to learning. - SEN Support Following discussions, if a potential SEND has been identified, school will employ the graduated approach to meeting the pupil's needs and follow the ASSESS, PLAN, DO, REVIEW cycle. - ASSESS – identify area of need, may be through formal and informal testing, observations, progress data, learning outcomes etc. - PLAN – write a SEN support plan/behaviour plan with clear targets, strategies and level of provision - DO – deliver programmes/interventions identified, employing appropriate strategies e.g. reading intervention, reward chart, visual timetables - REVIEW – evaluate the plan against targets and decide on future action A range of strategies are used to support the needs of pupils at School Support, including - Special equipment and resources, including increased access to IT, where relevant - Some small group support targeting specific needs - Support in the Classroom from a TA – small group or 1:1 - Different learning materials or the use of a range of teaching methods - Undertaking staff development and training - Consultation or intervention from an outside agency Education Health and Care Plans (EHCP) If previous intervention and strategies have been unsuccessful or the pupil requires even greater support, the school may request that a statutory assessment of their needs is made. As outlined in the Code of Practice, "Where a request for statutory assessment is made by a school to the LA, the pupil will have demonstrated significant cause for concern." An EHCP may be issued by the LA, outlining long and short term targets. This is a legal document and is reviewed annually, with reports being sent to the Local Authority within 10 working days of the meeting. 8. Admission arrangements Abingdon is an inclusive school, therefore all admission arrangements for children with Special Educational Needs and/or Disabilities are the same as those for pupils without SEND. If a pupil has an identified SEND before being admitted to the school, the parents have opportunities to discuss specific needs with the Head Teacher and SENDCO in advance, in order to ensure a smooth transfer. 9. Equality Act 2010 We welcome everyone, irrespective of race, colour, creed or impairment. Everyone shares in the responsibility to remove barriers to learning for all pupils, including those with a disability. The school aims to set suitable learning challenges, respond to pupils' diverse needs, and overcome potential barriers to learning and assessment for individuals and groups of pupils. 10. Complaints Parents are encouraged to communicate regularly with school staff in order to avoid anxieties, worries or problems and ensure that matters are rectified as early as possible. If however a complaint is made, it will be dealt with following the school's usual complaint procedures. If required, school will meet any request to attend a SEND Tribunal and explain any departure from its duties and obligations under the SEN Code of Practice. 11. SEND INSET and training Staff are involved in SEND INSET training on a regular basis. Staff meeting time is dedicated to SEND issues on a regular basis. Colleagues from outside agencies, such as Speech Therapists and Behaviour Support Service, lead INSET training when requested as the needs of SEND pupils arise. The SENDCo attends the termly Network meetings in Stockport in order to keep abreast of current advice, issues and guidance, which is then cascaded to school staff. There are opportunities for individual Class Teachers and Learning Support Assistants to attend training throughout the school year. 12. Contacts Head teacher – Mrs Sheena Clark SENDCo - Mrs Clare Pearson SEN governor – Mrs Lisa Jones Further information regarding Special Educational Needs can be found in the School SEN Information Report which is on the school website. Policy updated - May 2020 Review date - May 2023	<urn:uuid:7a8e18af-661f-4c2b-acb1-0aec92862f66>	CC-MAIN-2020-50	https://www.abingdon.stockport.sch.uk/serve_file/677569	2020-11-27T09:21:49+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00526.warc.gz	564,134,075	2,569	eng_Latn	eng_Latn	0.995063	eng_Latn	0.995558	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1530, 4168, 7435, 10119, 13185, 13413 ]	[ 1.671875 ]	2	0
Distance learning and disability services for children Updated 11/13/20 COVID-19 is impacting families of children with disabilities in significant ways. Parents are being asked to make decisions that work best for their families. While children continue to use in-home community services through programs such as home care, Personal Care Assistance (PCA), waivers (including consumer-directed community supports or CDCS) and Early Intensive Developmental and Behavioral Intervention (EIDBI), you might have questions about distance learning and disability services for children. Here's a collection of frequently asked questions and links to helpful resources. 1. What are other parents doing during the day or during distance learning? It falls to parents to support children with distance learning. Many parents are using child care during the day to provide supervision when needed for their own work or other activities. To find child care and other resources, check out COVID-19 resources for families from the state of Minnesota. 2. How are special education services provided during distance learning? Work with your child's school case manager or special education director and request an IEP team meeting to develop an education plan that includes supports for distance learning. See this fact sheet from the Minnesota Disability Law Center for more information and steps you can take. If you need additional help to develop a school plan, contact The PACER Center or another family support organization. 3. Can families that have a choice in learning models — such as in-person, hybrid or distance learning — still use home care, PCA or a waiver (including CDCS) or services? Yes. Regardless of the learning model chosen, children can use home care, PCA or a waiver (including CDCS) to support non-educational needs. In addition, children can use EIDBI services. 4. Can my child use home care, PCA or waiver (including CDCS) services to help with distance learning? No. Home care, PCA and waiver programs (including CDCS) can't be used to pay for education-related supports that are covered by schools or vocational services. Help with distance learning, educational needs or home schooling is not considered an allowable activity for these services. Schools are responsible for meeting a child's educational support needs under IDEA and as defined in the child's IEP or 504 plan. 5. Can my child use home and community-based services at home during distance learning school hours or school time? Yes. Regardless of the time of the day or if distance learning is occurring, children can use home care, PCA or waiver services (including CDCS) to support non-educational needs. The allowable activities for these services have not changed due to COVID. * PCA/Home Care- allowable activities may include support with activities of daily living (such as eating, transferring, toileting), assistance with health related tasks, and observation and redirection for behaviors, identified as an assessed need during your child's assessment and identified in the PCA care plan. If you have questions about what is in your child's PCA care plan, you can reach out to your PCA agency's Qualified Professional (QP). * Waiver services– allowable activities may include personal supports, in-home family supports, positive supports or respite and are included in your child's plan. If you have questions about what is in your child's plan, you can reach out to your child's case manager. o CDCS- allowable activities may include services such as personal assistance and are included in your child's plan. If you have questions about what is in your child's plan, you can reach out to your child's case manager. 6. Can EIDBI services be used to support distance learning? EIDBI services may be able to offer assistance with educational readiness behaviors as outlined in the child's EIDBI Individualized Treatment Plan (ITP), including but not limited to, increase attending, teaching fine motor skills to engage in handwriting or typing, or helping to manage interfering behaviors that are prohibiting the child from engaging in educational tasks. For more information on coordinating EIDBI with other services, see EIDBI Policy Manual-Services. 7. Will my child's budget / service hours be increased because my child is not attending school while doing distance learning? If a child is receiving services through: * "Traditional waiver" services: o Traditional waiver services may be increased based on your child's needs and available funding. If your child has unmet needs, contact your child's case manager. * Waiver services through CDCS: o There is no increase to CDCS budgets. CDCS budgets are based on the child's assessment and not on the number of hours a child is at school or home. If your child has unmet needs, contact your child's case manager to review/ look for opportunities to adjust your child's services within their budget or consider other program options. Your child may switch from CDCS to traditional waiver services at any time. You can contact your child's case manager to make this request. * PCA services: o There is no increase in the service hours. Service hours are determined based on the child's assessment and not the number of hours a child is at school or home. If your child's PCA hours are not meeting your child's needs, contact your county or tribal social services intake and ask about waiver service options. 8. Why can't the program rules be changed or more flexible so I could use home care, PCA or waiver services to help my child with distance learning? Program rules that identify allowable activities are established by law and would require a legislative action or law to change. These programs didn't receive additional funding due to COVID-19. 9. If I'm struggling to meet my child's community needs, do I have any options? Contact your child's case manager (if your child is on a waiver) or your local county or tribal social services intake to develop a service plan or explore resources to meet your child's needs. If your child is not receiving services, find out more about Family Support Grant Program and Consumer Support Grant Program options. These are cash grant programs to families of children with disabilities. 10. New! 11/13/20 Can a parent, stepparent or legal guardian be a paid PCA worker for their minor child? Yes! Parents are encouraged to start the process right away! Parents, stepparents and legal guardians can temporarily (from 12/1/20-2/7/20) provide PCA services to their minor child and receive payment for care. If you are interested in becoming a PCA for your child, contact your child's PCA agency. To become a PCA worker for your child, you must follow the same enrollment process and requirements as other PCA workers. A Responsible Party, person who directs your child's care, cannot also be paid as a PCA. If you are your child's responsible party, you can transfer that to another person during the time you would like to be your child's PCA. Work with your PCA agency to initiate that process as well. Pending federal approval—which is expected. For additional resources, visit: * COVID-19: Distance Learning and Special Education Services in Minnesota Public Schools from the Minnesota Disability Law Center * Special Education COVID-19 Resources from the Minnesota Department of Education * Disability services COVID-19 FAQ	<urn:uuid:c913ba42-4db4-4366-a05e-93fab07aa30e>	CC-MAIN-2020-50	https://disabilityhubmn.org/media/1844/distance-learning-and-disability-services-for-children.pdf	2020-11-27T09:03:53+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00528.warc.gz	274,070,275	1,471	eng_Latn	eng_Latn	0.997673	eng_Latn	0.998571	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2955, 6074, 7431 ]	[ 1.71875 ]	2	0
2016 C.L. de Carvalho-Heineken Prize for Cognitive Sciences, awarded to Elizabeth Spelke Presentation speech by Peter Hagoort, Chairperson of the 2016 C.L. de Carvalho-Heineken Prize for Cognitive Sciences Jury Ladies and gentlemen, Understanding the development of the human brain, the most complex organ in the universe, is one of the greatest challenges for science today. After a child is born, its brain sets off for a life full of learning; learning that enables it to adapt to an utterly complex and ever-changing world. How was that baby brain prepared for its journey? When and how does it begin to interact with the world? It is questions like these that Elisabeth Spelke found many new and surprising answers to. Ladies and gentlemen, We cannot ask a baby what it knows or how it is learning. So early in her career, Spelke pioneered in making creative use of methods that had been used to answer much simpler questions before. She found that we really can learn a lot from what babies will look at and how long they focus their attention. How do babies differentiate social beings like parents from toys and teddy bears? How soon do they have any notion of numbers and quantities? And when and how does it begin to understand things like space and time? What Spelke discovered broke new ground. It changed our views of brain development in early infancy. It showed babies to have unsuspected capabilities very early on. Spelke introduced the concept of 'core knowledge': universal knowledge that any baby is born with. Core knowledge helps it explore its surroundings and learn about objects, basic mathematics and other human beings. Spelke showed, for example, that a 4-month-old baby already understands that objects are still there even when they are partly obscured. She showed that 6-month-old babies can distinguish 'large' from 'small' and 'many' from 'few'. She found evidence that babies track their geographical location in much the same way as laboratory rats do. And she learned which cues babies use to decide which other social beings they want to be friendly to. One day such work may tell us about biological origins of war, conflict and discrimination. Taken together, the work of Elisabeth Spelke suggests that humans are born with brain modules very similar to those of other mammals. What sets us apart, is the development of language. Language enables us, humans, to combine the core modules, where in other species they remain apart. That is a groundbreaking and powerful theory. It lets us understand why human brains look so much like those of our evolutionary ancestors but can learn so much more nevertheless. Ladies and gentlemen, The jury sees Elisabeth Spelke as one of the most innovative and impactful cognitive scientists of this day; Her experiments and concepts have cut across many disciplines and have revolutionized what we know about the origins of the human mind; Her work has greatly advanced our insight into what children know, what they must learn, and when and how they will learn it. So please join us in congratulating Elisabeth Spelke, winner of the 2016 Heineken Prize for Cognitive Sciences!	<urn:uuid:2e8a74bc-1bc0-4b9d-a6af-6264eaaa796b>	CC-MAIN-2020-50	https://www.knaw.nl/shared/resources/prijzen/heinekenprizes/laudatio-spelke-engels.pdf	2020-11-27T09:28:45+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00526.warc.gz	744,319,980	647	eng_Latn	eng_Latn	0.998306	eng_Latn	0.998285	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1804, 3188 ]	[ 3.5 ]	1	4
Plastic Blow Molding Training Objective After watching the program and reviewing this printed material, the viewer will gain a knowledge and understanding of the blow molding process and its basic variations. - The basic blow molding process is described. - Continuous and intermittent molding is explained. - The processing of parisons and preforms are detailed. - The biaxial and co-extrusion methods are discussed. Plastic Blow Molding These processes represent the most popular way of producing hollow products such as bottles, drums, and other vessels out of thermoplastic materials. This modern industrial technology has evolved from the ancient art of glass blowing. Among the many types of resins used are: - various densities of polyethylene - polyvinyl chloride - polyethylene terephthalate polypropylene - thermoplastic elastomers - fluoropolymers, and many others - polystyrene The principle process is "extrusion blow molding." Others include injection blow molding, biaxial stretch blow molding, and co-extrusion blow molding. All of which utilize elements of either extrusion or injection, or both. All of the processes share distinct production stages: - plasticizing or the melting of resin - inflation and cooling phases in the mold - parison production which refers to most blow molding operations; or preform production when referring to biaxial stretch blow molding - ejection from the mold A fifth stage required in extrusion blow molding involves trimming the final product. Process Operation The same blowing technique is common to all the process variations and is accomplished through either a blow pin, needle, stuffer, or a core rod. The process begins with applications of heat and pressure to create the "melt." The melt is then processed through a reciprocating screw and ram assembly that pushes the material through a die to produce the "parison." This production of the parison may be continuous or intermittent and is similar to the injection molding process. The reciprocal screw, which heats and moves the resin, has feed, compression, and metering zones. Once the proper amount of melt is available, a ramming action delivers the material to the die and forms the parison. Plastic Blow Molding In the case where very large parisons need to be formed, an accumulator type of machine is used. This is a reservoir system, which allows a melt delivery rate independent of the screw and ramming sequences. In the continuous extrusion form of blow molding. The screw does not reciprocate, but continues turning and thus continuously delivers melt to the head and die assemblies, forming a continuous parison. Most extruder head and die assemblies are known as the "cross head" type which divert the flow of the resin from horizontal to vertical. Crossheads may either be center-feed or side-feed. The center-feed design produces a uniform flow downward around the tip of conical core or mandrel and results in a straight flow all around the mandrel. Side-feed assemblies force the resin around the perimeter of the mandrel and then extruded through the die as a parison with varying wall thickness'. To control the parison's temperature and wall thickness, a programmer is used. While the intermittent extrusion system is able to produce a wide range of products, the continuous system uses several process variations that widen the product range even further. These include the shuttle or reciprocating blow molding system and the rotary wheel blow molding system. The shuttle system uses multiple molds and so requires multiple parisons. To accomplish this a manifold is used to distribute the melt to several dies at once as the parisons arrive at the molds blow position. A cutting device separates the required portion of the continuous parison, a blow pin or needle is inserted in the parison and with a jet of air the product is blown into shape. For high volume production, 20 or more split molds can be mounted on a horizontal turntable or vertical rotary wheel for continuous molding. Injection blow molding utilizes elements of conventional thermoplastic injection molding. This is more economical than the extrusion process and generally is used for large production quantities of smaller containers of less than liter size. Basically, the systems include an injection station, a blow station, and a strip or eject station. Biaxial Stretch & Co-Extrusion Blow Molding These advanced processes have developed in response to market demands and the newer resins available. Biaxial blow molding uses polyethylene terephthalate or PET. and is the second most widely used blow molding process and produces a container by stretching either a preform or parison in both axial and radial directions. This stretching increases the materials strength clarity and barrier properties while reducing material consumption. This method can be used with several resin types and produces the bulk of soft drink containers. The single stage version of the process produces the container within one machine with multiple stations. As a two-stage operation, it is similar to the single stage method except that a preform is produced by a injection molding machine independent of the stretch blow molding machine. Co-extrusion blow molding produces containers with multiple wall layers. These layers can be clear, colored, virgin, or recycled material. The different layers are extruded together and simultaneously in the head and die assembly before their extrusion as a parison. Products produced may have from just two to as many as seven layers. Typical products include fuel tanks, motor oil containers and condiment bottles. Plastic Blow Molding Review Questions 1. Blow molding uses resins that are called: a. thermosets b. PVCs c. thermoplastics d. polymers 2. The basic blow molding process is built upon: a. compression b. extrusion c. drawing d. spinning 3. The function of the "needle" is to: a. inflate the melt b. meter the melt to the die assembly c. control the movement of the screw d. control die cooling 4. After the resin is forced through the die and crosshead assembly, it is called a: a. melt b. parison c. draw d. flow 5. In the continuous mode of extrusion blow molding, the screw: a. automatically reverses direction b. pumps laterally back and forth c. is computer controlled d. rotates in one direction 6. An accumulator system is used to produce parisons that are: a. very small b. very large c. thicker d. thinner 7. Multiple parisons are produced in: a. the injection molding phase b. the "shuttle" variation of the process c. the center feed crosshead d. the intermittent type of blow molding 8. Co-extrusion blow molding is used to produce: a. clear containers b. large containers c. multilayered containers d. heavy wall containers Plastic Blow Molding Answer Key 1. c 2. b 3. a 4. b 5. d 6. b 7. b 8. c	<urn:uuid:e0a045dc-6894-4a2a-bd69-a8ddc7b7d45b>	CC-MAIN-2020-50	https://www.sme.org/globalassets/sme.org/media/training-guides/dv03pub21_study_guide.pdf	2020-11-27T10:05:28+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00528.warc.gz	876,810,137	1,456	eng_Latn	eng_Latn	0.996256	eng_Latn	0.997566	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2222, 5673, 6815, 6897 ]	[ 2.015625 ]	1	2
Romeo And Juliet Literature Guide Answers File Type Amazon.com: Romeo and Juliet SparkNotes Literature Guide ... Romeo and Juliet: FREE LITERATURE SUMMARY / BOOK NOTES by ... Romeo Juliet TG penguin.com Romeo And Juliet Literature Guide Answer Key Romeo and Juliet Study Guide \| Literature Guide \| LitCharts Romeo And Juliet Literature Guide romeo and quiz + juliet guide literature Flashcards and ... Romeo and Juliet: Romeo and Juliet Play Summary & Study ... Romeo and Juliet Significant Allusions - eNotes.com Romeo and Juliet - GCSE English Literature - BBC Bitesize Romeo and Juliet Teacher Guide - Literature Guide for ... Romeo and Juliet Book Review: Literature Guides - A ... Romeo and Juliet Study Guide Worksheet Download Printable ... Romeo and Juliet Study Guide \| GradeSaver Romeo and Juliet: Literature Study Guide – Moosmosis Final Paper Romeo And Juliet English Literature Essay Romeo and Juliet All Study Guide Questions and Answers ... 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The play is based on a fourteenth-century Italian short story, or novella, yet Shakespeare's version of the tale is distinctly different than the source text. Romeo And Juliet Literature Guide Answer Key Romeo's passion for Juliet seems fathomless." The lyrical beauty of this love scene is unsurpassed in literature. The young lovers forget the conflicts of their families and unite in love. Romeo sheds his image as a lovesick and sentimental youth and expresses his devotion to Juliet with simplicity and intensity. Romeo and Juliet Study Guide \| Literature Guide \| LitCharts William Shakespeare's Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play's action is easily understood, the character's motives are clear, and many of the themes are as current today as they were in Shakespeare's time. Romeo And Juliet Literature Guide Welcome to the LitCharts study guide on William Shakespeare's Romeo and Juliet. 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Romeo and Juliet - SparkNotes Document Read Online Romeo And Juliet Literature Guide Answer Key Romeo And Juliet Literature Guide Answer Key - In this site is not the similar as a solution directory you Romeo and Juliet Literature Guide - TeacherVision Romeo and Juliet Study Guide Romeo and Juliet, Shakespeare's most famous tragedy and one of the world's most enduring love stories, derives its plot from several sixteenth century sources. Shakespeare's primary inspiration for the play was Arthur Brooke's Tragical History of Romeus and Juliet (1562), a long and dense poem. 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Public Legal Education and Information Service of New Brunswick (PLEIS-NB) is a non-profit charitable organization. Our mission is to provide plain language law information to people in New Brunswick. PLEIS-NB receives funding and in-kind support from Department of Justice Canada, the New Brunswick Law Foundation and the New Brunswick Office of the Attorney General. Published by: PO Box 6000, Fredericton, NB E3B 5H1 Telephone: (506) 453-5369 Fax: (506) 462-5193 Email: email@example.com Websites: www.legal-info-legale.nb.ca www.familylawnb.ca 2nd Edition, March 2013 ISBN: 978-1-55471-427-8 Aussi disponible en français. Acknowledgements Project funding for the development of the first edition of this booklet was provided by the Child-centred Family Justice Fund, Justice Canada. Public Legal Education and Information Service of New Brunswick wishes to thank the many people and agencies that contributed to the first and second editions of this guide: - Community Legal Education Association of PEI who granted us permission to adapt materials developed for their single parenting guide - Service providers from around the province who participated in discussion groups to identify the content - VON - Healthy Baby and Me and Rock and Talk participants - Turning Points Youth Parent Centre - First Steps Housing Project - Planned Parenthood - Dads Making a Difference - Family Enrichment and Counselling Services - Family Resource Centres around the province - Early Childhood Initiative Program - Public Health - YWCA-Moncton - Moncton Headstart Family Services - Department of Social Development - Oromocto High School Teen Parent Group - Members of the Law Society of New Brunswick - Department of Education and Early Childhood Development - Canada Revenue Agency The second edition was revised thanks to the New Brunswick Department of Justice. Table of Contents Purpose Finding out about your rights when you are going to have a baby is not always easy. Tracking down law information in particular can be time consuming and frustrating, and you may not be sure where to turn to start. The purpose of this guide is to help youth and young parents to understand their rights and responsibilities when facing pregnancy and parenthood. The guide tries to answer some common questions on important topics such as making decisions about health treatment, responsibility to financially support a child, naming a child and so on. Ultimately, the guide is intended to promote responsible parenting by setting out the rights of the child and the rights and responsibilities of both parents when they bring a child into the world. This guide sets out the information in a clear and concise manner. It offers a variety of information that you might now have to search for from numerous different sources. It also explores some common myths about rights and responsibilities of parents. Although you can use the guide on your own, we encourage you to seek help and support when making important decisions and accessing services or information described in the guide. Intended Audience 1 Using the Guide There are eight sections in the guide. Each section deals with a particular subject. The subjects range from "Pregnancy – Legal Rights", to "Splitting Up or Living Separately", to "Leaves and Benefits", to name a few. Each section covers several topics. Review the guide and see what sections you need to read to help you understand your rights and responsibilities. Some subjects or topics may not apply to you. If you are reading the guide on the Public Legal Education and Information Service of New Brunswick website, www.legal-info-legale.nb.ca, you will be able to click on any 'hot links' and they will take you immediately to the appropriate material or service. In each section of the guide, we also include "Special Issues". For example, in the topic on Child Support, you will learn about the rights of the child to be financially supported by both parents. In the Special Issue section you may want to read the topic "Refusal to pay child support". This booklet does not contain a complete statement of the law in the area and changes in the law may occur from time to time. Anyone needing specific advice on his or her own legal position should consult a lawyer. 2 I. PREGNANCY - LEGAL RIGHTS Consenting to Medical Treatment * In New Brunswick, the Medical Consent of Minors Act gives a teenager who is 16 years or older the same right to consent to health care treatment as an adult – a person who has reached the age of majority (19 years). This includes consenting to dental treatment, surgery and any treatment related to the pregnancy. * Once you reach your 16 th birthday, you do not need your parents' permission when making healthcare treatment decisions. * If you have not yet reached your 16 th birthday you may still be able to consent to medical treatment if the attending legally qualified medical doctor, dentist, nurse practitioner or nurse decides that you are capable of understanding the nature and consequences of a medical treatment, and that treatment and the procedure used is in your best interests and continuing health and well-being. * However, if your proposed treatment involves surgery and if you are under the age of 16, your parents must give their consent for the operation. If you are married, you are treated as an adult and can consent to treatment even if you are under 16 years of age. Human Rights Protection During Pregnancy * Are you worried that your employer or landlord may discriminate against you because you are pregnant? Fire you from your job or ask you about being pregnant if you are job hunting? Or, do you worry that the landlord may tell you to move out because you have a new baby? * Discrimination on the basis of sex, which includes pregnancy, is not allowed under the New Brunswick Human Rights Act . This Act protects women and girls from discrimination by an employer, landlord, service provider or school because of pregnancy. For example, if a woman is applying for a job, employers may not ask about whether she is pregnant or planning to become pregnant. They cannot ask whether she has a baby at home or if she is breastfeeding. They may, however, ask whether she is available to travel, if the job requires travel, but they cannot ask about her family life, daycare arrangements and so on. Also, landlords cannot refuse to lease a woman an apartment because she is pregnant or has a newborn baby. * If you think you have been discriminated against on the basis of your pregnancy, or on any other ground, you should contact the Human Rights Commission. They can advise you whether the Human Rights Act was violated. If it has, they can tell you what steps to take to file a complaint. 3 To contact the Human Rights Commission, please call (506) 453-2301 (Fredericton & out-of-province calls) or 1-888-471-2233 (toll-free in N.B.) Check out the Commission's Guideline on Pregnancy Discrimination www.gnb.ca/hrc-cdp/e/g/Guideline-Pregnancy-Discrimination-New-Brunswick.pdf Status of Children Born to Unmarried Parents * Unmarried parents may worry that their child will not have the same rights as children born to married parents. * In New Brunswick, all children have the same legal status and rights. All children are legitimate - including children born to unmarried parents. * Children born to unmarried parents have the same rights as children born to legally married parents. This includes rights such as being supported financially, having contact with both parents, and inheriting property from a parent who dies. For example, a father of a child born outside of marriage has the same legal responsibilities to support his children as a married father. Special Issues Father's Involvement with the Pregnancy * Unmarried parents can decide together about the nature of the father's involvement. They can talk about his participation before and during the birth. * If the mother does not want the father involved in her life during the pregnancy that is her decision to make. * Canadian law does not recognize the unborn child as a legal person possessing rights. As a result, the father does not have any right to be involved with the pregnancy without the consent of the mother. * Things change, however, after the baby is born. Having a baby places legal responsibilities on both parents and it also gives both of them certain rights. In most cases, this would include the right to have contact with the child. 4 Father's responsibility to help with Maternity Expenses * The biological father has a financial obligation, if he has an income, to help pay for the mother's pregnancy expenses such as maternity clothes, vitamins and supplements. * This obligation exists even for an unmarried father of a child even if he has never lived with the mother. * For more information on prenatal benefits that might help with expenses during pregnancy, see the section on Leaves and other Benefits. Did you know… To help parents make decisions about their pregnancy, the Department of Social Development has a Birth Parents Service? They can tell you about all the available options, support and assistance. The service is available for unmarried women and girls who are pregnant or who have given birth, and the birth fathers. 5 II. PARENTHOOD – LEGAL RESPONSIBILITIES Naming the Baby * When your baby is born, you must give him or her a name to register the birth. In New Brunswick, the Vital Statistics Act sets out the rules for naming your baby. * If the father's name is not put on the birth registration, the baby's surname (which means the last name) must be the same as the mother's last name. * If the father's name is put on the registration form, you have several options for naming your baby. You do not have to use the father's surname simply because it is on the registration. Both parents, even if they are not legally married , must jointly request that the birth be registered showing one of the following options: * the mother's last name; * a combination of the mother's and father's names. * the father's last name; * A same-sex partner can be put down as the baby's parent on the birth registration form. If you jointly request, the baby's last name can be the same as your same-sex partner's last name. * You cannot give your baby a surname made up of more than two last names. If you give your baby two surnames, you should indicate on the registration form the order that you want the names to appear. * All the children born to the same parents must have the same surname. The birth registry includes information about the child and the parents For more information: Check out the "Birth Registration Guide " on Vital Statistics webpage at www.snb.ca/e/1000/1000-01/e/namebaby-e.asp For more information: Registrar General Vital Statistics Office, Service New Brunswick, PO Box 1998, Fredericton, NB E3B 5G4 Telephone: 506-453-2385 6 Registering the Birth * Once you name your baby, you must register the birth. Registration must happen within 14 days of the birth of a child. This is usually done in the hospital after the baby is born. * In New Brunswick, the Vital Statistics Act sets out the following legal requirements for registering the birth: * The birth must be registered with the Vital Statistics Office. This is done on a form called the Registration of Birth. It is important that the form is filled out accurately because it creates the legal identity of your child. * If you have more than one baby, you must fill out a registration form for each one. * Both parents have the responsibility to complete and sign the birth registration. * If either parent is unable or unwilling to sign the form, it can be sent with only one signature. * Once the birth is registered, Vital Statistics will send you a free small birth certificate for your baby. When you receive it, you should carefully review the information on your baby's birth certificate. If the information is not what you think it should be, call the Vital Statistics Office. Naming a Guardian * When you have a baby it is a good idea to make a will. In your will you can name a guardian. If something happens to you, the guardian would look after Did you know…in New Brunswick it is an offence to leave children under the age of 12 years for an unreasonable amount of time without a responsible sitter? your child. Be sure to ask the person you would like to have as your guardian if they will do this. Your choice of guardian can be challenged in court by someone else who feels that they should be the guardian. A lawyer can give you advice about this. 7 Providing your child with the proper care * Caring for a child is a big responsibility. All parents have a legal duty to care properly for their children. * You must also provide your child with the necessities of life. These are those things that are necessary to preserve the life and the health of your child. They include food, clothing, shelter, and medical care. * Failing to provide the "necessities of life" for a child under the age of 16 years is a criminal offence under the Criminal Code. If convicted, a person could go to jail. The Criminal Code also includes other offences involving children. * The New Brunswick Family Services Act says parents must make sure their children are not abused or neglected. Child abuse happens when parents or others physically, emotionally, or sexually mistreat a child. Child neglect happens when parents do not meet the basic needs of their children for housing, clothing, health care, affection, education, and discipline. * Under this Act, anyone who suspects a child has been abandoned, deserted, physically or emotionally neglected, physically or sexually ill-treated or otherwise abused must report it to the local Child Protection Branch of the Department of Social Development. Even people that you have a confidential relationship with such as a teacher, doctor, and/or social worker have to report suspicions of child abuse. The only exception is lawyers. Note: There is help When someone calls Child Protection and reports their concern, it does not always lead to an investigation. If they investigate, they would not necessarily remove your child from your home. In fact, it may be a chance for you to get help with parenting your child. If you feel you could harm your child, look for help. You may be able to find programs for anger management, family support, child care and life skills training. Admitting you need help is important for yourself and your child. Call Chimo 1-800-667-5005 or 450-HELP (4357) in Fredericton www.chimohelpline.ca They can provide a listening ear, helpful information, crisis intervention and referrals to thousands of services and programs in N.B. 8 * Someone might report that your child is in danger if: * You are not providing reasonable care or supervision for your child; * Your house is unhealthy or unsafe for your child; * You are not feeding your child adequately; You can call Social Development to ask for help with problems in the home. * You are not giving your child the medical attention he or she needs; * You are having problems with drugs, alcohol or gambling and it affects your child; * our child is being abused physically and/or sexually or is emotionally neglected; * Your child is exposed to family violence; * Your child has been abandoned; * Your child runs away from home and/or withdraws from parental control; * You are not making your child go to school; * If Child Protection decides that your child is at risk, they must start an investigation. If they decide the child's security or development is in danger, the Department may place the child under protective care. If they place your child under protective care, within 5 days they must do one of the following: * Your child is likely to injure himself; * Release the child from protective care; * Enter into an agreement with the parent(s) such as developing a case plan to set things right; * Apply for an order regarding the child. There are different kinds of orders depending on the situation. Some orders are short term and allow the child to remain in the home even though he or she is under protective care. Some orders allow supervised visits and conditions for the parents. Other orders call for the removal of children on a temporary or permanent basis. Or, the order may require the court to remove the offending person from the home instead of the child. Most orders can be extended for a certain period of time. If Child Protection believes your child is in immediate danger, they can use force, if necessary, to remove the child from your home without a court order. For more information: What Parents Should Know About Child Protection www.legal-info-legale.nb.ca/en/index.php?page=parents_child_protection 9 "What's Wrong with Spanking" www.phac-aspc.gc.ca/hp-ps/dca-dea/publications/spankingfessee/index-eng.php Check out this pamphlet by Health Canada and the Department of Justice. It offers useful tips on disciplining without hitting your child Disciplining your Child * Parents are responsible for supervising and controlling their children. Sometimes, you might have to discipline your children. However, physically or emotionally punishing a child is generally not acceptable. Hitting a child on the head and using things like belts and brushes is against the law. Any physical punishment that causes injury to a child is abuse. * Parents should talk to each other and to people who care for their children about how they expect them to handle discipline. * If a person uses force against your child which you feel is too harsh, you may wish to seek advice from Child Protection or a lawyer. * Parents are also responsible for controlling the actions of their young children. You must take reasonable care that your child does not cause harm or damage to others. If you do not take reasonable care and your child does something to harm others, you could be legally responsible. For more information: Who's Minding the Kids? A Parent's Guide www.legal-info-legale.nb.ca/en/minding_ If someone is abusing your child, report it to Child Protection. kids_homecare_guide Special Issues The number is 1-888-992-2873 (ABUSE) Emergency after-hours: 1-800-442-9799 Husband is not the Father * Usually, if a woman is married, her husband's information is put on the birth registration form. However, if he is not the biological father and she does not want his name on the registration she must file a statutory declaration. This can be done at the hospital when the baby is born. If she files a statutory declaration, no information about him will be registered. Then, if the mother and the biological father agree, they can make a request together to register the biological father's information. 10 Father Refuses to Sign the Birth Registration * If the father is unknown, unable, or unwilling to sign his name on the birth registration, the mother's name may be the only name entered on the form. * If you are married, your husband will automatically be registered as the baby's father and he does not have to sign the birth registration (unless you want your baby's last name to be your maiden name). Note: If the father's name is not put on the birth registration, it may be more difficult later on to ask him to pay child support. * If you are unmarried and the father does not sign the birth registration, his information cannot be used. The father's signature must be obtained for his name to be included on the birth registration. * If the father did not sign the registration and wants to do so later, the mother and the father can ask that his information be registered. They have to complete a statutory declaration form together at the Vital Statistics office. If you do this, you may also change the surname of the child, if you wish. Mother does not put Father's Name on Birth Registration * The unmarried mother of a baby, for a variety of reasons, may exclude the name of the father even if it is known. If the father wishes to have his information on the birth registry, he can ask the Court for an order to register his name and particulars. His name would be added once the Court sends a certified copy of the order to the Registrar General. Choosing a Name that Reflects Cultural, Ethnic or Religious Heritage * Sometimes a person's cultural or ethnic background uses names for children that are different than the options permitted by New Brunswick law. In such special situations, the Vital Statistics Act allows parents to choose a name that is different from the options set out in the Act. * With the approval of the Registrar General, you may register your child's name to represent his or her cultural, ethnic or religious heritage. Changing the Child's Surname Later * Sometimes, a parent may wish to change their decision about a child's name that was registered at the time of birth. If a parent wishes to change the name of a child under 19 years of age, he or she must get the consent of the other parent to do so. If the child is 12 or over, he or she must also consent to the change. For more information, see the publication "Changing Your Name in New Brunswick" on Vital Statistics website at www.snb.ca/e/1000/1000-01/e/change-e.asp Paternity Issues and Paternity Testing Identity of the Father * Sometimes the identity of the child's father is an issue. This is called 'paternity'. For example, the mother might believe a certain person is the child's father while her ex-partner might believe that he is the father of the child. Or the person that she believes is the father of the child may deny it. Presuming Paternity * In some cases the law will presume or declare that an individual is the child's father, unless he can prove that he is not. The Family Services Act lists a number of circumstances in which a man will be presumed to be the father of a child. They include: * He is married to the mother of the child at the time of the birth of the child; * He was married to the mother of the child within 300 days before the birth of the child; * He marries the mother after the child is born and acknowledges that he is the natural father; * He was living with the mother of the child at the time of the birth of the child or the child is born within 300 days after they stopped living together; * He and the mother have signed a statutory declaration saying that he is the natural father of the child; * He has signed the birth registration form; or * A court has found him to be the father of the child. You should get legal advice: * If you need to prove the paternity of your baby. * If you believe you are the father of a baby even though the mother believes it is someone else. * If you are uncertain you are the father of a child and wish to establish paternity. 12 * If someone is named as the father of a child in any court application, the responsibility lies with that person to prove he is not the father, whether or not his name is on the birth registration. * If none of the circumstances above apply and he denies being the father, or wants to be declared the father, a judge can decide the issue. A judge can hear evidence to help him or her decide whether the man should be named the father of the child. Some of the evidence that a judge may consider includes blood or DNA testing. Sometimes, a court may order blood and other tests be done to prove paternity. Paternity tests cost between $350-$600. It can take anywhere from a few days to weeks to get the results, depending on where you get your test. Blood and DNA Testing: * If the court orders blood or DNA tests to prove paternity, the person or persons being tested will have to consent to the tests. If the person refuses to consent to the tests, the court may see this as a sign of paternity. If the court decides the man is the father of a child, then he would have the legal rights and responsibilities of any parent. * If the person ordered to have tests is not able to consent, for example, because he or she is too young, the parent(s) or guardian may give consent. * DNA testing, which may be used in court to prove paternity, can be expensive. If the court asks for the tests, it will also decide who will pay for them. For example, the court may order the person denying paternity to pay for the test or a part of it. If the mother is on social assistance, and the tests do not prove that the man is the father, social assistance may reimburse him for the costs. You can settle paternity out of court DNA TESTING The following three labs provide DNA testing throughout New Brunswick: Genetrack BiolabsOrchid Cellmark 1-800-828-1899 Orchid Cellmark 1-800-837-8362 (TEST DNA) RPC Genetics 1-800-563-0844 ext: 365 (Toll Free in North America) Parents can try to settle paternity without going to court. They can arrange for DNA testing without a court order. They will, however, have to pay for the costs of the tests. If you agree to abide by the test results and not go to court with them, you can get a less expensive DNA test at $300-$400. However, you should remember you may not use these tests in court. III. SPLITTING UP OR LIVING SEPARATELY For general information about family law, call the toll-free Family Law Line 1-888-236-2444 or visit the Family Law NB website at www.familylawnb.ca Ending a Marriage * If you are legally married and you decide to split up, this is called "separation". Separation happens when one spouse leaves the marriage relationship with the intention of ending it. * If there is no chance for you to get back together, you may decide to get a divorce. Although the only ground for divorce under the Divorce Act is 'breakdown of marriage', there are different ways to show your marriage has broken down. * The most common way to end a marriage is to live separate and apart for at least one year. For more information about divorce, you should consult a lawyer. You will have to settle all your family law matters including making a parenting plan, support, sharing of special expenses and dividing your material property and debts. If you have settled everything, you may be able to use the Doing Your Own Divorce in New Brunswick guide, available from PLEIS-NB for a small fee. Ending a Common-law Relationship * If you are living together, but are not married, then you are in a 'common-law' relationship. To end a relationship, a common-law couple stops living together. * Some provincial laws recognize a common-law relationship after one year of living together. In other situations, you must live together for three years. Federal laws, employers, insurance plans, and pension plans have different rules for recognizing common-law relationships. You should look at the different laws and policies to see how they define a common-law relationship. No matter what, if you have children together, you are both responsible for supporting that child. You must make a parenting plan. 14 Custody and Access * If you have children and you split up, one of the most important things that you must do is make parenting plans or arrangements for your children. That means you must decide about things like whom the children live with on a day-to-day basis and who will make major decisions about their well being (called custody). * Custody involves having the care and control of a child. It includes the right to have the child live with you, either all of the time or only part of the time, and the right to make decisions for the child. * In most cases, a child and his or her parent without custody have the right to spend time together. You must decide how and when the children will spend time with the non-custodial parent (called access). This is sometimes called visiting rights. The purpose of access is for a child to have a meaningful relationship with both parents. Generally, the court considers it in the best interests of the child for the child to have as much contact as possible with both parents. It is rare for a court not to allow any access. * The parent with access has the right to information (unless the court orders otherwise) about the health, education, and well-being of the child. An access parent normally does not make the major decisions about the child. The court can set out specific guidelines or it can order "reasonable access". Reasonable access leaves it up to the parents to work out the details. A typical schedule involves visits on Sundays or every other weekend, and an extended visit during summer and holidays. Types of Custody Sole custody: One parent has the legal right and responsibility to provide for the day-to-day care of the child. The child lives with that parent at least 60% of the time. A parent with sole custody makes the decisions about the child's education, religion, health care, and general upbringing. Joint custody: Both parents are actively involved making decisions about the child's life. It does not necessarily mean the child lives an equal amount of time with each parent. It gives both parents the right to make the decisions about bringing up the child. Split custody: When each parent has custody of one or more of the children. Shared custody: For the purpose of the Child Support Guidelines, shared custody means that the child spends almost equal amounts of time living with both parents. Making Custody and Access Arrangements There are four ways that parents can create custody and access arrangements: * Parents can agree: You and the other parent can agree on who will get custody and how access will work. You can put the agreement in writing in a Custody Agreement or include it is a Separation Agreement and sign it. This is a legal document and can be enforced. For a separation agreement, you must both get separate legal advice. It is always a good idea to consult a lawyer before signing any agreement. A lawyer will advise you on the legal implications of the agreement. Did you know… Children benefit from the responsible involvement of both their parents? Positive communication between you and the other parent about the custody and access arrangements will greatly benefit your child. * Parents can use mediation: If parents need help to reach an agreement, they may try mediation. A mediator is a trained professional who helps the couple come to an agreement. The mediator does not take sides. * Parents can use a Collaborative Law Process: It is an informal process where each of you has a collaborative law lawyer and the four of you work as a team to come up with the best solution for both of you and your children. Once you reach an agreement, the collaborative lawyers will help you get approval of the court. * Parents can ask the court to decide: Parents who cannot agree can make an application to the court to decide. This is called contested custody or access. The court will make a custody order. The court makes decisions about custody and access in the best interests of the child. The conduct of the parent does not necessarily affect custody or access unless it affects their parenting abilities. How Courts Decide Custody and Access: The best interests of the child may include considering: * The needs of the child (mental, emotional and physical health); * Depending on the age of the child, the views and preferences of the child; * Where the child has been living at the time of the application and the effect a disruption would have on the child; * The love, affection and ties between the child and the parent(s), and, where appropriate, the grandparents; * The need to provide a safe and secure environment for the child; 16 Changing custody and access arrangements * If you decided your parenting arrangements yourself and have a written agreement, both parents can agree to change it. Any changes should be put in writing. Both parents should get advice from separate lawyers before signing the changed agreement. * Custody orders (orders made by the court) are not written in stone. However, it is not easy to change an existing custody order. If you have a custody order, you can apply to the court to change or cancel the order if there has been a significant change in circumstances since the original order. The judge will not re-try the case. He or she will only look at the evidence of the changed circumstances. The judge must be convinced the change will be in the best interests of the child. * If you have a custody order, you and the other parent may also change it without going to court. However, if you just make changes on your own, then they will have no legal effect and may jeopardize further rights. Did you know… It's your responsibility! The average cost to raise a child from birth to 18 is about $166,000? Canadian Council on Social Development, 2004 Even if you have never lived together, if you are the parent of a child, you have a legal obligation to contribute financially to the upbringing of the child. The amount of support is based on the paying parent's annual income and the number of children entitled to support Financial Obligations: Child Support * By law, both parents must contribute to the cost of raising their child, if they are able to do so, until the child turns 19 years old. This is true whether you are married, lived common-law, or never lived together. In some instances, you may have to support a child over 19 for example, if the child is disabled, ill or going to university. * When parents live apart, they must make arrangements to financially support their child (called child support). Child support is usually paid by the parent who does not live with the child. * If you are the parent who has custody of the child, you can apply for child support whenever you and the other parent don't live together. Child support payments are not considered income for the purpose of income tax for the parent receiving them. Child support payments are not an income tax deduction for the parent who pays them. * If the parent who should pay support is not working or still in school, the other parent can wait until he or she does have an income and then apply for child support. Amount of Child Support * The amount of support that you should get if you are the parent who has custody of the children is set out in the Child Support Guidelines. The Guidelines include tables which help parents, judges and lawyers decide the basic amounts of the child support payments. * You may also make a claim for more money for special expenses, like braces, day care and so on. * The Guidelines apply to divorcing, separating or unmarried parents. 18 * In some cases, child support is sent to the Court by the payer. The Court then sends the payment to the parent who has custody of the child. Getting Child Support There are four ways that you can get child support: * Agreements: You and the other parent can agree on the amount of child support and how often it is to be paid. The Child Support Guidelines will help you decide a reasonable amount. To be legal, this agreement must be in writing, signed by both parents and witnessed. Each parent should have a separate lawyer review the agreement before they sign it to make sure it is correct and complete. You can then file the agreement with the court for the purposes of enforcement. You can also sign a voluntary form with Family Court to pay child support. * Mediation: If you need help reaching an agreement, consider using a private mediator. * Collaborative Law: If you and the other parent believe that you can create a solution together, and can be respectful to one another, then think about using collaborative law lawyers to work out an answer together. * Going to Court: If you cannot reach an agreement, and mediation or collaborative law is not possible, or successful, you must apply to the court and a judge will decide. A family law lawyer can make the application to the court for you. When a judge decides on child support, he or she follows the Guidelines. ISO Forms and Guides: If you child's other parent lives outside of New Brunswick, a person can start an application in New Brunswick and an order can be made, or changed, or enforced, where the other person lives. The forms and guides are available on the Family Law NB Website at: www.familylawnb.ca/english/forms_interjurisdictional_support_orders If you are applying to change an order made under Canada's Divorce Act, this is not the application for you. The Divorce Act is a federal law. It has its own rules about making and changing its orders. Changing a Child Support Order * Either parent may apply to court to change the support order whenever there is a significant change in circumstances since the original order that would lead to a different amount of child support under the Child Support Guidelines. This is called a 'variation'. * You can also get a copy of PLEIS-NB's "New Brunswick Child Support Variation Kit" to complete and file the correct forms to vary the support. See the series of Enforcing a Child Support Order * If your child support order is filed with the court and the payor stops making payments, the Family Support Order PLEIS-NB`s booklets explaining the Family Support Orders Service (FSOS) Service (FSOS) will make every effort to enforce the order or agreements filed with them. * Remember, if you are paying support and lose your job or have a large decrease in your income for other reasons, it is important that you apply to the court as soon as possible for a variation of support. The unpaid support continues to add up until you get the order varied. Special Issues No Custody Order Exists * If the child lives with one parent without an agreement or custody order that parent has "de facto" custody or custody in fact. It is possible to get child support without a custody order. However, without a legal document, it may be hard to enforce your rights if the other parent takes the child and doesn't return him or her. * If you are a parent with access and the parent with de facto custody won't let you see the child, you may not be able to enforce your rights. It is always a good idea to have a legal agreement or court order. It would outline the custody arrangement, even where one parent is not involved in the child's life at all. * Since both parents have a right to custody in the absence of a court order or an agreement, either parent can apply for custody or access. * It is very important to have terms of custody and access set out in a legal agreement or court order. 20 Did you know… The payment of child support does not affect a parent's right to see the child. * The custodial parent cannot stop the access parent from seeing the child just because he or she has stopped paying child support. * The parent paying child support cannot stop paying child support because he or she decides not to visit the child or is denied access. * Custody and child support are two separate legal issues. * You must work each out separately if you are having problems. The Access Parent Won't Visit with the Child * You cannot force a parent to become involved in the life of his or her child. However, when a parent does not visit the child for long periods of time, it could affect his or her rights later, especially if the custodial parent seeks to end those rights. * Parents should be aware of the harmful effects that abandonment or rejection can have on their child. The child who visits only once in a while with his or her access parent or has been abandoned may feel rejected. The child may feel that the parent does not love or care for him or her. This can have an effect of his or her self-esteem. If the access parent is not involved in your child's life, reassure the child that it is not his or her fault and that he or she is very much loved. Access Denied * If your access rights are being denied, you can apply to the court for help. Only a court can order the custodial parent to let the access parent see the child. The court may even change the order including giving custody to the access parent. Remember, if you don't have a custody order, you should apply for one immediately. Always keep a certified copy of the custody order with you and give a copy to officials at the school or daycare and other places where you take your children so they are aware of the situation. Father has No Involvement and Then Wants Access * It is not uncommon, for example, when the parents have never lived together, for a father to have no involvement with a newborn child. However, after a few years the father may want to change his mind and get to know his child. * If you cannot agree on how and when the father will visit with the child, then a court will have to decide access. It will make decisions on the basis of the "best interests of the child." Breaking Custody Arrangements * Sometimes one, or both, parents break terms of the custody and access order. For example, the access parent may not return the child to the custodial parent on time. Or the custodial parent may not let the child visit the access parent. * When a custody order exists and either parent is breaking the terms of that order, the other parent may use the family law system to deal with the violations. The parent who is breaking the terms may be found to be in 'contempt of court'. You may have to go back to court to change or enforce the order. Usually, the police does not become involved in enforcing custody arrangements when parents break the rules unless directed to do so by the court. Parental Abduction * There is a difference between breaking conditions in a custody order and taking and hiding the child from the other parent. If a parent removes and hides a child under the age of 14 from the other parent without that parent's consent, it is a criminal offence called 'parental abduction', sometimes called kidnapping Taking a child and hiding that child from the other parent of the child is a crime! Abduction provisions apply whether the abducting parent is the access or custodial parent. * If you think your child has been abducted, you should contact the police and a lawyer immediately. The police may charge the abducting parent and issue a Canada-wide warrant for his or her arrest. This helps the police find and return the child more quickly than by using family court procedures. Although it is always better to have a custody order, the police can lay criminal charges against an abducting parent where there is no custody order. But they must first get the consent of the Attorney General. * It is a defence if the abduction was necessary to protect the child from imminent danger. It is also a defence if the parent or person charged with the offence was escaping immediate danger.It is not a defence that the child consented to going with the other parent. If you think your child has been abducted, contact the police, a lawyer, and the Attorney General and/or Minister of Justice to assist you with your child's return. 22 For more information The following publication is an excellent resource "International Child Abductions – A Manual for Parents" developed by Consular Affairs – Department of Foreign Affairs and International Trade. Click on the following link http://travel.gc.ca/travelling/publications/international-child-abductions International Abductions * The laws and procedures for returning a child who is abducted to another country are different and more complex than if the abduction was to another province or territory within Canada. * If you believe the other parent is planning to abduct the child or has abducted the child, contact the police, RCMP, a lawyer, the Consular Affairs Bureau in Ottawa, and anyone else you think can help you. Listen to your fears. Get advice on how best to proceed. * It is easier to prevent abduction, than it is to get your child back. If you have a custody order, the court can issue an order for the non-custodial parent to turn over his or her passport or other travel documents, or issue a non-removal order. This will help to prevent the other parent from taking the children out of Canada. * Consider contacting the relatives of the abducting parent. They may help you with the return of the child. * While you are waiting for a Custody Hearing, you can call your Passport Office (Foreign Affairs and International Trade Canada). Ask them to put the children's names on a Passport Control List. You should also contact the Consular Affairs Bureau (Foreign Affairs Canada) in Ottawa (1-800-267-6788 or 1-613-944-6788) www.voyage.gc.ca Grandparents' Rights * The arrival of a new baby can sometimes be stressful for parents and for grandparents. Feelings may be mixed and conflict may develop. Two young parents and two sets of grandparents under stress can provide opportunities for disagreements and misunderstandings. It is very important to remember that all of these people may be involved in the child's life for many years. If at all possible, it is in everyone's best interest to work on the things in a way that doesn't make the situation worse and keeps everyone's attention focused on what is best for the child. * Although grandparents do not have an automatic right to custody or access, the Family Services Act gives authority to courts to grant custody or access to third parties such as grandparents. The order is given based on the "best interests of the child". * Courts are reluctant to interfere with parents' decisions about the people that their children can have a relationship with. This is especially so where the parent does not have a good relationship with the grandparent, or where there is no existing relationship between the grandparent and the child. * However, if the court decides that it is in the best interests of the child, they may allow the child to visit with the grandparent. You may to try to come to an agreement with your child's grandparents, perhaps with the help of a mediator. Grandparents can be an important support and influence for you and your child. 24 IV. ADOPTION Making the Decision * Sometimes with unplanned pregnancy, you may want to consider several options, including adoption. Note: Your parents cannot force you to give your child up for adoption. In fact, it is an offence for anybody to bribe you to give your baby up for adoption. * In New Brunswick, adoption law is found in the Family Services Act. Adoption is a legal process that creates new parent-child relationships. The adopted child becomes the legal child of the adoptive parent(s) and is no longer the legal child of his or her birth parents. An adoption does not, however, end or affect any rights the child has to his or her cultural heritage, including aboriginal rights. * There are five types of adoptions in New Brunswick: * Private Adoption; * Adoption by a spouse * Immediate Family * Ministerial Adoption; * Intercountry Adoption For more information Call your local Social Development regional office – Birth Parent Services. They can give you information about your choices and next steps. They will not pressure you to choose adoption. Private Adoption * In a private adoption, the biological parent(s) chooses the adoptive parents and makes the placement. For example, if you are the mother, not even your parents can make contact with possible adoptive parents or influence your choice in any manner. * If you are planning to place your child for adoption outside of your immediate family with persons known to you, then you must notify the Minister of Social Development by registered mail 60 days in advance of the placement. * The person adopting your child must also give notice to the Minister 60 days in advance of placement. Failure to do so is an offence. After receiving notice of the placement the Minister will complete an adoption assessment on the prospective adopting applicant(s). * If you place your child with a member of your immediate family, such as your own mother,sister, brother, neither you or the family member are required to notify the Minister. * A child must live with the adoptive parents for six months before the Court will grant an adoption order. Who can adopt in New Brunswick? * Any person over the age of 19, including a single person. * A married or common-law couple may jointly adopt a child. * A person's new spouse may adopt the other spouse's child. * A same-sex partner may adopt the other partner's child. Either the biological parent(s) or the adopting parent(s) must live in New Brunswick Ministerial Adoption * This is the most common type of adoption. As the birth parent(s), you transfer your parental rights and responsibilities towards the child to the Minister of Social Development under a Guardianship Agreement or Guardianship Order. If you wish, you will be given the opportunity to participate in the selection of the adoptive family for the child Privacy and Confidentiality When you put your child up for a Ministerial adoption, your identity is kept confidential . * You can consent to transfer your parental rights to the Minister anytime after the birth of the child. For example, if you make a plan of adoption through Social Development when you are pregnant, you cannot sign a Guardianship Agreement before the child is 4 days old. You then have 7 days after signing to revoke your consent. * In most cases, if you signed a Guardianship Agreement 4 days after the baby was born, the baby will be placed with the adopting parents on the 7 th day. An adoption social worker is involved during this "placement" period to make sure the child is well cared for and the new family relationships are positive. After the placement period is over there will be a court hearing to finalize the adoption and grant the new parents an Adoption Order. 26 * If you have signed a Guardianship Agreement and the Minister has placed your child with an adoptive family, you cannot terminate the Guardianship Agreement unless you notify the Minister, in writing within 7 days of signing it. If the child has not been placed with an adoptive family and you change your mind, you have 30 days to notify the Minister, in writing, that you wish to end the Agreement. In both cases, if you change your mind after signing the agreement, you should contact a lawyer immediately and get legal advice. Adoption by a Spouse * Sometimes when a couple gets married or becomes a common-law couple, they may wish to have their partner, who is not the biological parent, adopt their child. Note: Before signing a Guardianship Agreement the Department must advise you to see a lawyer. They will ask you to sign a form saying that they told you this. * Generally, when the person adopting is married to or the common-law partner of, the biological parent, the Court can grant an Adoption Order after he or she has lived with the child continuously for 6 months. Special Issues Consent of Both Biological Parents * In a private adoption and in adoption by a spouse, both biological parents, if known, must consent to the adoption. Otherwise, you must get the required consent waived (or put aside) by a court. * With a Guardianship Agreement both parents must consent to the agreement. A Guardianship Agreement cannot be entered into if it is uncertain who the father is. * A teen parent, under the age of 19, may consent to the adoption of his or her child. * In a private adoption, either parent required to give consent can change his or her mind, if she or he puts it in writing, and notifies the Minister within 30 days of signing the adoption consent. Waiving the Consent of a Parent * In some cases, a court may waive a parent's consent (or decide it is not necessary). The court would consider the best interests of the child. For example, if the parent who must consent has abandoned or deserted the child, or cannot be located after all reasonable attempts are made to find him or her, the courts waive consent. Or, if the person is not capable of caring for the child or has not had an ongoing parental relationship with the child and a delay in adopting the child would cause harm to the child, the court would not require consent. Finalizing Adoption * Once the Court makes the Adoption Order, the birth registration papers will be changed and, generally, the biological parents will lose all their legal rights and responsibilities to the child. Normally, the adopting parents will change the surname and first name of the child. * An Adoption Order may be appealed to the New Brunswick Court of Appeal within 30 days of the order. Post-Adoption Disclosure Service The service can find information and/or even possibly contact your adopted child when the child turns 19 or if he or she registers for contact. The service can also provide non-identifying information about the biological and adoptive parents. Non-identifying information may include information such as the physical description of the birth parents, information on the adoptive family (i.e. their religion or education levels) and medical histories. 28 V. LEAVES AND BENEFITS Prenatal Benefits Program * The Prenatal Benefit Program offered by the Department of Social Development provides financial assistance to help expectant mothers have healthier babies. To qualify, the net family income must be less than $29,000. You may be able to get this extra money even if you are on social assistance or living in a household that receives social assistance. The amount you get depends on the net family income. * If you qualify, you will get a monthly cheque until your baby is born. You can get the prenatal benefits as early as the 5 th month of your pregnancy. * Here are the rules for applying for the benefits: * Under 16 years, you must apply with you parents/guardians; * Between 16 to 18 years and live with your parents, you must apply with your parents or with the baby's father if he lives there too; * Between the ages of 16 to 18 years, and you do not live with your parents, you can apply with the baby's father. You can apply on your own if the father is not known, does not live with you, or refuses to apply with you; * Over 18 years, you must apply with the father if he lives with you. Otherwise, you can apply on your own. * You must live in New Brunswick. If you are a student from another province, you may be eligible for benefits for the time you live in New Brunswick. Apply early to the Prenatal Benefits Program to take full advantage of the program. Benefits cannot be backdated so apply before 14 weeks. Pregnant teens under 18 years old who are in care of the Minister are not eligible to get the benefit. Note: First Nations women and girls living on-reserve are not eligible for benefits under this program. Talk to your social worker or the Band Council to find out what help is available. Maternity Leave and Maternity Benefits * Working mothers have the right to take a maternity or pregnancy leave without pay up to 17 weeks. You can choose to start this leave up to 11 weeks before your estimated due date. * If you are working, it is your responsibility to tell your employer at least three months before your expected due date, if possible, that you plan to take maternity leave and when. You must give your employer at least six weeks' notice before you begin your leave, if possible. In certain circumstances, your employer may request that you being your maternity leave at an earlier date than planned. * After maternity leave is complete, your employer must allow you to return to your job or a similar job with no decrease in pay or benefits. * You may also be eligible for Employment Insurance (EI) during your maternity leave if you have a total of 600 insured hours in the last 52 weeks or since the start of your last claim. These are called maternity benefits. If you qualify, you will get up to 55% of your wages. Maternity benefits are paid for a maximum of 15 weeks. You may start collecting maternity benefits either up to 8 weeks before the expected birth date or the week of the actual birth. * If your baby is hospitalized you may be able to delay receiving any remaining benefits you are entitled to until the baby comes home. You may delay up to 52 weeks after the date of his or her birth. * If your pregnancy ends in miscarriage or stillbirth within the first 19 weeks, you may qualify for sickness benefits. If your pregnancy ends by miscarriage or stillbirth in the 20 th week or after, you may be able to get maternity benefits, if you qualify. For more information on maternity, parental and sickness benefits, go in person to your local Human Resource Service Centre or call 1-800-206-7218 or go to their website at www.hrsdc.gc.ca Note: If you work for the federal government, the rules regarding maternity and parental leave are different. Sometimes, unions may have negotiated additional benefits for employees. Private employers may also have additional benefits. 30 Parental Leave & Parental Benefits * Working parents, including adoptive parents, have the right to take unpaid parental leave from their jobs up to 37 weeks. The parental leave for biological mothers must begin immediately after the maternity leave unless the employer agrees otherwise or the child is hospitalized at the end of the maternity leave. * Parental leave for working biological fathers and adoptive parents may begin once the child is born, or from the time the child is placed with you. Leave cannot extend beyond 52 weeks after that date. * If both parents are working, the parental leave may be taken only by one parent or it may be shared between them. You must give four weeks written notice to your employer of the date the leave will begin and the length of the leave. * Biological mothers who qualify may apply for parental benefits up to 35 weeks through Employment Insurance at the same time as applying for maternity benefits. Biological fathers and adoptive parents may also qualify for parental benefits. * Parental benefits can be claimed by one parent only or shared between them. However, to share the benefits both parents must qualify. To qualify you must have worked 600 hours in the last 52 weeks or since your last claim. * If your baby needs to stay in the hospital after birth, you can delay getting the benefits until the baby comes home, up to 104 weeks. You will still only be eligible, however, to receive the benefits for 35 weeks. Canada Child Tax Benefit The Canada Child Tax Benefit is a tax-free monthly payment made to eligible families to help them with the cost of raising children under age 18. The CCTB may include some or all of the following benefits: * Basic Benefit (CCTB) – this benefit is paid monthly to all parents who qualify. You will get $113.91 for each child under 18 years. You may also get extra benefits if you have more than two children. The amount is reduced for families earning more than $41,544.00. * National Child Benefit Supplement (NCBS) – this benefit is paid to low-income families with children. You will receive $176.50 for the first child; $156.08 for the second child; and $148.50 for each additional child. If you earn more than $24,183.00 (net) the total benefit received will be reduced. * Child Disability Benefit (CDB) – this benefit is paid to families with disabled children. If you qualify, you may receive up to $208.66 per month. * New Brunswick Child Tax Benefit (NBCTB) – this non-taxable amount is paid to NB families with children under 18. The monthly amount is $20.83. That amount is reduced for families earning more than $20,000.00. * New Brunswick Working Income Supplement (NBWIS) – this benefit is paid to NB families who work but earn a low income above $3,750.00. The maximum monthly benefit paid is $20.83. * New Brunswick School Supplement Benefit (NBSS) – this benefit is a once a year payment to assist low income New Brunswick families earning $20,000 or less per year with the cost of back-to-school supplies for their school-aged children. Eligible individuals will receive a maximum of $100 per year per child. For more information on CCTB call 1-800-387-1193 or click on www.cra-arc.gc.ca/benefits Did you know… if your situation changes, for example, your child no longer lives with you, be sure to advise the CRA as soon as possible, as this may affect the amount of benefits to which you are entitled. You are eligible to receive the CCTB if: * You live with a child who is under 18. * You are the parent or person primarily responsible for the daily care and upbringing of the child. * You are a resident of Canada. * You or your spouse or common law partner is a Canadian citizen, a permanent resident, a "protected person," or a temporary resident who has lived in Canada for the previous 18 months. You should apply for the CCTB as soon as possible after: * your child is born. You will usually receive an application in the hospital; or * a child starts to live with you. Your application is considered late if it includes a period that started more than 11 months ago. If your application is late, in order to get payments for the entire requested period you must apply for an extension. 32 * You can apply for the CCTB by using the "Apply for Child Benefits" online service on My Account at www.cra.gc.ca/myaccount or you can send a completed CCTB Application, Form RC66. * You must have filed your income tax return for the previous tax year or previous two years depending on your baby's birth date or on your expected due date. If you have not already done so, you should probably file your Income Tax Returns as soon as you know you are pregnant to avoid delays in receiving your CCTB. * You must file your Income Tax Return(s) even if you had no income to declare. * To continue getting the CCTB, you and your spouse or common-law partner each have to file separate income tax and benefit returns every year. Example of benefit period is July 2011 - June 2012. If your baby was born in February 2012, you would need to file your 2010 Income Tax Return. * If you live at home with your parents and your parents receive the CCTB for you, when your baby is born you can apply for the CCTB for your child and if eligible, will receive a separate cheque for your baby in your own name. If you have any questions concerning the program, you may call 1-800-387-1193. New Brunswick Daycare Assistance Program * Financial assistance for daycare costs are available to people on Income Assistance and for others who only need daycare subsidies, if they meet the financial criteria. Daycare benefits are available for employment, education and/or employment training, medical treatment and Early Childhood Initiatives. * You may get the full amount of your daycare costs or only a part of them. The amount of benefits you get may vary depending on what program you are in, so you should ask your caseworker for more details. * If you are over 16 years of age and in high school or in training equivalent, you may be eligible for daycare-only benefits. Your child must be in a licensed daycare. If you are on Income Assistance you may also qualify for daycare assistance. * If you are going to university or college and you are already on Income Assistance, you are probably not eligible for daycare assistance. In limited situations, you may get help, for example, if you are already in classes and waiting for a decision on your student loan. You should ask for childcare in your Student Aid application. A supplemental amount may be available, however, if the amount of Student Aid is not sufficient. Ask your caseworker for more details. * Post-secondary students not currently on Income Assistance may be eligible for daycare assistance provided they meet the financial criteria. * If you have alternative daycare arrangements, such as a babysitter (including family members), you may still be eligible for the childcare subsidy. However, you must be able to show that there is no licensed daycare within a 5 km radius of your home, workplace or training institution, or that it cannot provide supervision of the children during the hours required or for the ages of your children. You must also meet the financial and other criteria. For more information, visit www.gnb.ca (keyword: child care). Canada's Universal Child Care Benefit * The Universal Child Care Benefit provides financial assistance to Canadian families with young children. Parents will receive $100.00 a month – up to $1,200.00 a year – for each child under six. * If you already receive the Canada Child Tax Benefit, or have already applied for it, you do not need to apply for the Universal Child Care Benefit. You will receive it automatically. If not, you will need to apply for the Canada Child Tax Benefit. Application forms are available on the Canada Revenue Agency website at www.cra.gc.ca/uccb or by visiting a Canada Revenue Agency Office or Service Canada Centre. Note: This guide provides an overview of a few of the benefits offered under social assistance. For more information you can read the full Social Assistance policy manual online at the government of New Brunswick's website – www2.gnb.ca/content/gnb/en/departments/ social_development/policy_manual.html or call your local Social Development office. 34 VI. SOCIAL ASSISTANCE Eligibility for Social Assistance * If you cannot provide your basic needs for food, clothing or shelter, or the needs of any children, you have the right to apply for Social Assistance. * Social Assistance, sometimes known as welfare, can help you with these and other expenses such as utilities, household and medical expenses, and daycare benefits. It may also help with any emergency or special expenses. * To be eligible for Social Assistance you must be a resident of New Brunswick. Phone the nearest Department of Social Development office and set up an appointment. You should ask which documents or papers you need to bring to your appointment. For example, you will likely need to take your Social Insurance Number and Medicare card and the Medicare cards and birth certificates of any children. You will also need to bring proof of type of housing or living arrangements including the costs of your accommodations and your 'Record of Earnings', if applicable. * First Nations members living on a reserve are not eligible for assistance from Social Development. You should apply at your Band office. If you live off-reserve, you may be eligible under the provincial plan. Types of benefits available * Depending on your financial need, the following benefits may be available to you: * Basic Income Assistance (Income Assistance and Social Assistance mean almost the same thing); * Health Benefits (includes Optical, Dental, Prescription Drug and other possible benefits ); * Daycare or Alternative Childcare Benefits; * Prenatal and Postnatal Benefits (you may qualify for these benefits even if you don't qualify for basic assistance). * Emergency Benefits (ask your case manager). Did you know… your Child Tax Credit and GST benefit are not considered income for Social Assistance purposes? They will not be deducted from your cheque. Getting Income Assistance * If you are 16 years of age or older, the amount of money you will get will depend on the amount of financial income you receive from other sources. * You may qualify for a different amount if you are: * A single parent; * Disabled; * Leaving an abusive situation; * Live with your parents. * The amount of money you get is subject to change. In 2012, the rate for a single parent with one child is $809.00 monthly. * Once your application is approved, you will get assistance from the date of the application. Income Assistance can take various forms: a monthly cheque, a voucher, electronic deposit or any other means considered appropriate. If you are under 16 you are not eligible for Income Assistance. If you are under 16 years and need financial assistance, contact the Department of Social Development. Someone there will help you. Ask a trusted adult to assist you when dealing with the Department. Child Support and Social Assistance * If you are under the age of 19 you are expected to co-operate with Social Development in applying for support from your own parent(s), even if you are a parent yourself, by signing a Statement of Non-Support. Upon signing the statement, Social Development will seek support from your parent(s). If you refuse to sign the statement, you will not be refused financial support. * If you are a single parent, you are expected to explore all resources including child support from the other parent. If you do not already have an agreement or order for child support, Social Development will try to help negotiate a voluntary support agreement with the other parent, if possible, or make an application to the court on your behalf. * The other parent will send the support payments to the Court and the Court will send them to the Minister of Social Development. You will continue to get regular benefits. When you are no longer getting social assistance, the Court will send the support payments directly to you. * Any child support you do receive will be deducted from your social assistance cheque. 36 Did you know… in most cases, you can earn up to $150 - $250 a month while on Income Assistance without affecting your social assistance cheque? Any amount over this will be deducted dollar for dollar from your monthly cheque. Ask your case manager for more details. Special Rules for Persons Under 21 Years of Age If you are under 21, there are special qualifying rules and rates. Here is what you should know: 16-18 Years Old, Pregnant and Living in Parental Home * If you are pregnant and your parents receive Income Assistance, you will not receive a separate cheque but the amount of assistance the family receives may be increased. * If you are 16-18 years and your parents are not on social assistance, you are not eligible for financial assistance. * After the baby is born, you may be able to receive social assistance under the following circumstances: + If you parents are on Income Assistance and you qualify, you will receive a separate cheque at the transitional rate minus a 25% deduction for shelter. + If your parents are not on Income Assistance but the family gross income is less than $30,000, you may still qualify for the transitional rate minus the 25% deduction for shelter. If there is more than one parenting a child in the home, the family's gross income can be up to $45,000. + In both cases, you will be required to apply for support from the baby's father. 16-18 Years Old and Living Outside of Parental Home * If you leave home when you are 16 to 18 years of age, Social Development must do a Social Assessment before you can complete an application for assistance. To qualify for assistance, the assessment must show that the circumstances of your parental home are unsafe, unfit or otherwise inappropriate for you. There are some exceptions to this policy, for example, if you are legally married. For more information, contact your local Social Development Access and Assessment unit. They can tell you about your options. * The actual amount of financial assistance you receive depends on several factors: whether you live alone or with others and if so, the ages of the other persons, and whether you are a parent. Youth in this category are generally subject to the Youth Policy (see below) which also affects the amount of assistance. Note: If you move from your approved living arrangements, you must contact Social Development to have the new arrangements approved in order to continue receiving support. If you are in a two-parent household you are not subject to the Youth Policy Rates , whether married or not. You will receive the regular rate of assistance. 19-20 years old * If you are 19 years or older, and living in your parental home, you may be able to get Income Assistance after 7 months pregnant. This applies whether your parents are receiving Social Assistance or not. During the remainder of your pregnancy you will qualify for the regular single rate minus 25% reduction. Once your child is born, you qualify as a separate parental unit and get the regular rates minus the 25% shelter reduction. * If you are pregnant and live outside your parental home, you still fall under the Youth Policy. Once your baby is born, you are not affected by the Youth Policy, but rather you will qualify as a separate parental unit and receive the regular rate of assistance. If you are pregnant, the participating rate of social assistance is $333 per month. If you are considered to be "not participating" you are only eligible for $58 assistance. If you are a single parent, the participating rate is $775 unless you are over 19 years, and then you are not covered by the Youth Policy. The non-participating rate for single parents is $333.00. In either case, if you are a single parent you are entitled to the participating rate for the first 6 months after your baby is born. 38 Youth Policy The Youth Policy supports on-going education and training needs of youth. Under the policy, "participating" youths will receive counseling, career advice and financial assistance above the standard rate. What you should know about the Youth Policy You are considered to be "participating" if you: * are attending school or a training institute: * are participating in a rehabilitation or remedial program; * have a medical report stating you cannot participate in training; * are willing to participate but are not capable of doing so or there is no available opportunity to participate. Going to University or College * If you are on Income Assistance and you pursue a post-secondary education, Income Assistance does not pay for your tuition fees or the costs of your education. * You are expected to apply for Student Aid, scholarships and bursaries for financial assistance to pay for expenses such as tuition, student fees, books, transportation, and child care. Any money you receive from these other sources will be considered income. This may affect your eligibility for your regular monthly cheque. * If you want to further your education, you should talk to your case manager. You must get an approved case plan before registering as a student. Your case manager will be able to tell you whether you will be eligible for on-going Income Assistance. * If you are a student and you are not on Income Assistance you may be able to ask for some assistance in limited circumstances. For example, you may get one month of assistance each academic year, if you meet the financial criteria and; - are independent as defined by Student Aid and have no other available resources, or - are dependent as defined by Student Aid, your parents make less than $30,000 and you have no other available resources. * You cannot receive Income assistance to help you out until your student loan arrives. Students in that situation should ask for assistance from the university or a financial institution. * Students may qualify for basic assistance during Intersession (courses held during May-August) provided that the course is required and part of their case plan, and they have pursued all other avenues of financial assistance. For more information on available services: Back to School, Guide for Lone Mothers Seeking to Return to Post-Secondary Studies in NB http://www.acswcccf.nb.ca/media/acsw/files/english/backtoschool.pdf Health Card * If you are on Income Assistance, you may also be eligible for a Health Card. The Card provides limited care for dental and optical needs. Ask your case manager to explain your benefits before making an appointment with your dentist or optometrist. * If you are not eligible for Income Assistance, you may still qualify for as a Health Card Only case in special circumstances. Call your local Social Development office for more information. Special Issues Asking for a Review of a Decision * If you are unhappy with the decision about your circumstance given by Social Development, you have the right to have the decision reviewed. For example, you may have been denied assistance, or cut off. You may also ask for a review if there are delays in responding to your application. * A Social Development staff person called the Area Reviewer will look over your case. Within 15 working days of receiving a Request for Review form, the Area Reviewer will make a decision on your case and will send you a letter letting you know the decision. The Area Reviewer may decide in your favour and overturn the Department's decision, or he or she may agree with the original decision and deny your application again. 40 * In most cases, you can appeal the decision of the Area Reviewer to the Family Income Security Appeal Board if you are still not satisfied. * If you are not satisfied with the decision of the Appeal Board you can seek help from the Ombudsman. (506) 453-2789 or 1-888-465-1100. You should be aware that there are strict timelines that you must follow. For example in most cases you have 30 days after receiving a decision to submit the appropriate form requesting a review. For more information about appeals, contact your local Social Development office or go online: www2.gnb.ca/content/gnb/en/services/services_renderer.200995.html VII. HEALTHY RELATIONSHIPS Effects of Parents' Relationship on Child As a parent-to-be or a new parent, whether you are married, living with your child's other parent, or living separately, you should be aware that the nature of your relationship will influence your child's emotional well-being. Some couples stay together, even when there is yelling and violence, because they think their children need two parents. However, you should consider the following: * Research shows there can have a negative effect on the emotional development of children witnessing conflict between parents; * Children exposed to violence, for example if they see or hear one parent abusing the other, are more likely to have emotional problems or trouble in school. * Children who witness parental violence growing up may model the violent behaviour in their own adult relationships. * Child protection laws in New Brunswick recognize that exposure to family violence may be a reason to remove the children from the home. Healthy relationships are built on love, respect, caring and happiness. They can make you feel good about yourself. When parents can communicate and interact in a respectful and supportive fashion, even if they are separated, it helps to create a secure and nurturing environment for the children. If possible, it is important for you to have a healthy relationship with your child's other parent. Signs the Relationship is Not Healthy Your relationship is not healthy one if you are experience one or more forms of "relationship abuse", which is sometimes called family violence or domestic violence or intimate partner violence. There are many signs that signal you are being abused. Physical abuse may include, for example, pushing, hitting, choking or threatening to harm you with a weapon or actually using a weapon. 42 Because the "victim" may have bruises or black eyes, people tend to think that an unhealthy relationship refers to physical violence. If your partner is harming you or your children, you should call the police. In an emergency, call 911. However, there are many other forms of abuse. Emotional or psychological abuse is one of the most common and frequent forms of abuse; yet may be more difficult to recognize. It can include a broad range of hurtful behaviour ranging from insults, name calling, controlling where you go and who you talk to, isolating you from family and friends, harming your property or pets, and getting extremely jealous. Did you know…sexual abuse can happen even in a marriage or dating relationship? Sexual abuse includes unwanted touching or sexual activity. It may include control over birth control, forced pregnancies or abortions and transmission of STDs. Finally, you should be aware of other abusive tactics such as: forcing you into unwanted sexual activity (sexual abuse); controlling all the money (financial abuse); and mocking your religious beliefs (spiritual abuse) and insisting that you take drugs or alcohol. You should know that these kinds of controlling and bullying behaviour are abusive and unhealthy. Many are against the law. VIII. FINDING HELP AND INFORMATION Whether you are dating, living together or married, you can get more information on how to recognize unhealthy and healthy relationships. There are resources and services available to help people living with abuse. These resources will help you decide where to turn to get help and how to leave safely. Check out these PLEIS-NB publications: Check out these PLEIS-NB publications on our website (see below) or email us for copies at firstname.lastname@example.org: * Teens and Dating * Teen Dating: Are You in a Healthy Relationship? * Am I a Victim of Family Violence? * Before Getting Married…Be Sure Your Home is Loving and Safe * Creating Healthy Personal Relationships: An information Booklet for Aboriginal Women * You can recognize the warning signs that someone is being abused * Leaving Abuse: Tips for Your Safety * Peace Bonds and Restraining Orders * Safety Planning for Aboriginal Women * Someone is Hurting my Mom: My Safety Plan * Information for abused women - Survival Strategies * Ending Abuse In Your Relationship: A woman's roadmap to Empowerment For further information about parenting, family law, your rights and obligations and other helpful resources, check out the following websites: 44 Public Legal Education and Information Service of New Brunswick www.legal-info-legale.nb.ca Family Law NB www.familylawnb.ca Justice Canada – Supporting Families http://www.justice.gc.ca/eng/pi/fcy-fea/index.html NOTES: _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________	<urn:uuid:18823f1c-88f7-4027-80cb-66756756d18d>	CC-MAIN-2020-50	http://leg-horizon.gnb.ca/e-repository/monographs/31000000047600/31000000047600.pdf	2020-11-27T08:42:46+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00526.warc.gz	56,107,234	17,076	eng_Latn	eng_Latn	0.994968	eng_Latn	0.998799	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 1876, 3112, 6806, 9364, 12710, 16937, 21429, 25322, 29545, 33157, 36767, 41061, 44835, 48161, 51870, 55133, 59546, 63711, 67501, 71547, 75444, 77743, 80865, 82322, 83594 ]	[ 2.0625, 1.25 ]	2	0
Post- Abortion Healing Grades 10-12 Theme: We Cannot Separate from God's Mercy Topic: Post-abortion healing Discipline: Religion Overview: Students will learn about the grief and pain following an abortion. They will confront personal testimonies to hear what prompted women to choose abortion and hear from women who regretted their decisions. They will learn about the hope that comes from post abortion healing. Day 2 Student Handout.pdf \| Post Abortion Community Resources Have the students read the handout on Post-Abortion Healing and discuss it with them. Below are additional resources for teachers and students Videos Stories * "The Story of Jessica and Meghan" Heartwarming story of one college girl who helped a friend through a pregnancy. Students for Life of America. 6.5 minutes. * "Abortion Survivor Meets Her Mother" Woman who survived a saline abortion shares her own story of healing and how she eventually met her birth mother. EWTN Pro-Life Weekly. 4.5 minutes. * Debby's Story of how God's forgiveness was waiting for her while she suffered guilt from her abortion, she just had to reach out and accept it. 3 minutes. * Lovette's Story of having two abortions but eventually finding healing in God and her family. 4.5 minutes. * Abby Johnson's Story A former Planned Parenthood clinic director shares her story of her own abortion and the healing she has had since. 2.75 minutes. * What "Choice" Actually Does Abby Johnson's story of the day she watched an abortion on the ultrasound and finally realized what was actually taking place. Non-graphic but compelling testimony. 5.5 minutes. * Imaging Life if I Had Chosen Abortion Darby's story of becoming a 16 year old mom who reflects on what life would be like now had she chosen abortion instead. Positive and powerful. LifeNews. 3 minutes. * "Metamorphosis" This is a powerful video of a young woman who had an abortion in high school (her parents took her to the clinic), suffered from serious post abortion grief/depression, and has come full circle through healing, having a child, and becoming Catholic. There is some alcohol/ drinking and are two seconds of images of blood and verbal description of the abortion. 30 minutes. Short Films * "The Appointment- A Mother's Choice" Short film that highlights the reality of abortion in a creative way. Live Action. 6.5 minutes. * "All Things New" Short film about a woman who experiences the hope God offers after abortion. Live Action 5.5 minutes. Other * "When Does Human Life Begin?" Excellent apologetics video from Catholic Answers explaining when a human life begins. 6.5 minutes. * "This is the Generation that's Going to End It" Chris Stefanick talks about the effects of abortion and the great groundswell of support from today's young people to stop abortion in their lifetimes. 4 minutes. Articles Stories * "Father of Grace" One father's story of post-abortion healing and advice for others to heal. LifeTeen. * "Three Amazing Stories of Post-Abortion Healing" Brief article shares stories of postabortion healing from attendees of the Church's post-abortion healing retreat program, Rachel's Vineyard. National Catholic Register. * "Pro-Life Leaders Who Used to be Pro-Abortion" Inspiring article shares how former pro-abortion advocates experienced conversion and are now passionate, effective pro-life leaders. National Catholic Register. * "From Planned Parenthood to Catholicism" A woman shares her experiences working at Planned Parenthood and how an introduction to the Catholic faith brought about her conversion. National Catholic Register. * "I Know Because I Had an Abortion" Star Tucker shares her story of keeping her abortion a secret and then finally experiencing healing. Made in His Image Blog. * "I'm that girl who chose life" Article by Raquel Kato about choosing life and practical suggestions for ways people can help other women choose life and affirm their choice once they do. Focus. * My Abortion.pdf Downloadable article from New York Magazine offering the abortion stories of 26 women, in their own words. Powerful resource for a mature group of students. Does not reflect Catholic teaching on life issues, but can be an excellent basis for a debate or guided discussion. Pastoral and Apologetic * Rape and Post-Abortion Healing Rape is nearly always argued as a circumstance in which abortion should be allowed unconditionally. This article tackles this myth and explains how healing from an abortion after rape is more difficult than healing from the rape itself. Chastity Project. * Pastoral article for abortion survivors Fr. Frank Pavone shares how healing can be brought about for all different types of people who are affected by abortion. National Catholic Register. * "The Question Every Pro-Lifer Needs to Ask Themselves" Sr. Mary Gabriel shares how reverence for self and the dignity of all human life leads to reverence for others. Focus. * "Bridges of Mercy for Post-Abortion Healing" List of ways that people in different circumstances can help women who have suffered an abortion. USCCB. Websites USCCB Resources for Post-Abortion Healing webpage How to Talk to a Friend Who's Had an Abortion webpage Abortion Changes You Website featuring testimonials written by women who have been through abortion. Personal accounts of their experiences. Know someone making a pregnancy decision? Connect with prolife pregnancy centers and clinics throughout Southern CA for free pregnancy tests, ultrasounds, and counseling. Resources for women and men hurting from a past abortion: By Your Side LA Initiative of the LA Archdiocese to help post-abortive women. And Then There Were None Healing for former abortion industry workers. Rachel's Vineyard Post-abortion healing retreats. Scripture and Church Teaching "A Special Word to Women Who Have Had an Abortion" Beautiful article from the USCCB that demonstrates the healing power of the Catholic Church for women who have had abortions through the lens of Pope John Paul II's encyclical Evangelium Vitae. Prayer Opportunities "Intercessory Prayers: Post-Abortion Healing" Pre-written intercessory prayers from the USCCB for use at Mass. Pray for Former and Current Abortion Workers Join the prayer chain or use pre-written prayers. Spiritual Adoption Spiritually adopt a baby to pray for nine months. Prayers from Project Rachel A variety of prayers, scripture references, and intercessions.	<urn:uuid:3105a302-d35c-4c9d-acd7-c4af2c4eed4d>	CC-MAIN-2020-50	https://lacatholics.org/wp-content/uploads/2020/10/Day-2-Gr-10-to-12-Post-Abortion-Healing-2020.pdf	2020-11-27T08:24:08+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00525.warc.gz	362,215,772	1,371	eng_Latn	eng_Latn	0.98318	eng_Latn	0.99422	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2005, 4278, 6106, 6475 ]	[ 2.34375 ]	1	1
Theme: My Life is in Your Hands Topic: Depression/Addiction/Suicide Discipline: Science Grades: 10 to 12 Overview: Students will learn about depression, addiction, and suicide as life issues, from the perspective of faith. They will explore the understanding that God has a plan for each person, and that our responsibility is to respond with respect for ourselves. These topics are sensitive and will be covered with clarity and compassion. Day 4 Student Handout \| Suicide Prevention Community Resources Scripture & Church Teaching Have the students read the handout on Mental Health, Addiction, and Suicide and discuss it with them as a class. Below are additional resources for teachers, parents and students. Current perspective with the COVID-19 crisis: For Older People, Despair, as Well as COVID-19, Is Costing Lives Videos Stories * "The Meaning of Suffering" Fr. Mike Schmitz shares the wisdom of the saints and martyrs in regards to suffering. 6 minutes. * "Racing for Recovery" Todd Crandell shares his story of overcoming addiction by training for Ironman competitions. 4 minutes. * Francesca's Story of Overcoming Suicide The love of Jesus and the power of the confessional overcomes the horrible reality of suicide. Hear Francesca share from Ireland her experience of planning, plotting, and eventually confessing her suicide at age 15. 6.5 minutes. Pastoral and Catechetical * From Catholic Answers: o "Overcoming Pornography Addiction" Matt Fradd explains how pornography addiction functions much in the same way as drug addiction. 8 minutes. o "I've Confessed This 1000 Times!" Matt Fradd talks about going to Confession even when you know you will probably look at pornography again. 4.5 minutes. o "Overcoming Drug Addiction" How attending Daily Mass, a life of prayer, and gratitude can help with overcoming addictions. 5 minutes. o Relationships Involving Addiction A woman shares her concern about staying in a relationship with a man with addictions and the influence it is having on her faith. 5 minutes. o "Church Teaching on Suicide" 5.5 minutes. o "Are people who commit suicide condemned to hell?" 5 minutes. * "Talking About Suicide" Fr. Mike Schmitz explains Church teaching on suicide and talks about hope being the best remedy for suicidal thoughts. 8.5 minutes. * "Hope in the Face of Suicide" Fr. Mike Schmitz explains the Church's sanctity of life ethic and how important it is that we treat all life as sacred, even when people feel that life is not worth living. 7.5 minutes. * "How to Quit Porn" Fr. Mike Schmitz discusses how to quit porn, and how porn use is often a sign of deeper need. 8.5 minutes. * "Where Are You Going?" Chris Stefanick invites us to think about where we are going and where we will end up. Great as the beginning of a discussion about why this life is not all there is. 3 minutes. * "Why Does God Let Us Suffer?" This is the reason so many people lose faith and hope in God at their darkest moments. Chris Stefanick shares insights that help put suffering into perspective of our faith and the example of Christ. 5 minutes. * "Faces of Meth" photos of people before and after addiction to meth. Tough to look at, but good to know. 2 minutes. * Fight the New Drug 3 minute video and website provides facts on the devastating effects of porn on individuals and society, resources for overcoming addiction, and ways to get involved to change culture. * Videos from former addicts on addiction from a wide variety of drugs. Each video is approx. 8-9 minutes. Highlight prescription drug use and marijuana. * "Addiction" Fr. Rob Galea discusses overcoming addiction from a Catholic perspective. 5.5 minutes. * "Looking after Your Body" Fr. Rob Galea highlights the importance of taking care of our bodies, but also of maintaining perspective and making sure that we do not idolize doing so. 3 minutes. Articles Stories * Yaritza and Marcos share stories of growing up in LA and getting involved with drugs. Their lives were changed when they met Prevencion y Rescate who brought them to retreats and introduced them to the healing mercy of God. Pastoral * "What You or Your Friends Need to Know About Suicidal Thoughts" Leah Darrow's inspiring story and insightful advice for people experiencing suicidal thoughts or their friends. * "Close Your Eyes: Porn and the Sixth Commandment" LifeTeen's Mark Hart explains why pornography is a violation of the sixth commandment and offers advice for overcoming an addiction. * "Thinking About Drinking" Mark Hart walks through Biblical objections to drunkenness. * "To Party or Not to Party" Mark Hart explains how choosing not to go to a party where alcohol will be present can be a powerful witness. * Tackling Alcoholism and Suicidal Thoughts Together Articles explains how alcoholism and suicidal thoughts fuel each other and how to combat both problems. * "Depression and Suicide- A Catholic Perspective" A Catholic take on depression and suicide through the story of Robin Williams. * "Every Suicide is Tragic" USCCB article shares how assisted suicide raises overall suicide rates. * Hope and Healing After Abuse. Catholic wisdom from young women who have suffered abuse, to help with the healing. Blog on Made in His Image website. * LifeTeen articles to help with overcoming pornography. o For girls: - "Good Girl, Bad Girl: My Struggle With Porn" - "My Secret Sickness: Breaking the Silence of Girls Who Struggle with Porn" o For guys: - "Broken Chains: Freedom from Porn is Possible" - "Breaking the Silence: 5 Tips for Confessing Porn" Websites The Victory App LifeTeen-created app to help win the fight with pornography. Features prayer requests, calendar tracker, daily check-in, journal, and is password protected. Victory book of daily inspiration can be purchased in-app for $1.99. NDA website for teens with facts on common drugs. National Suicide Prevention Lifeline offers a hotline and online guidance for anyone suffering from depression or having thoughts of suicide. Scripture and Church Teaching Scripture Story of Overcoming Suicide from the book of Tobit. Prayer Opportunities Prayer of Intercession for Those Contemplating Suicide Service Opportunities At School * The USCCB publishes brochures to raise awareness for respect life issues. These can be downloaded and distributed to students for their own use or to help them raise awareness amongst their community, family, and friends. o "Pornography and Our Call to Love" * The USCCB has pre-made images and suggested social media posts on their webpage. Students can use these to raise awareness using the social media platforms they already have, or the images can be used for any creative awareness activity! o "Every Suicide is Tragic" For Parents and Teachers FOR TEACHERS AND PARENTS: Helpguide.org information on Teen Depression and Suicide. Good resource for parents and educators to understand symptoms and warning signs and know how to help. FOR TEACHERS AND PARENTS: "Ministering to People Who Suffer" Interview with Catholic psychologist Dr. Greg Bottaro. Discusses how to appropriately distinguish the need for professional or spiritual help, how to integrate the two, and meet a person's needs. Very insightful. FOR TEACHERS AND PARENTS: "The Heartbreaking Rise of Suicide Among Young People" Helpful information on reasons for increases in suicide. 13 Reasons Why This spring, many students may have watched 13 Reasons Why on Netflix which brings up many topics including suicide, substance abuse, sexual assault, bullying, and others. Unfortunately the show portrays suicide as the fault of suicide survivors, while in reality the vast majority of suicides are committed by people with mental illness. The show does rightly point out that we all have a role to play in preventing suicide, however it is important that those who are struggling with suicidal thoughts receive the proper help that they need. Here are some resources to help students who have already watched the show or who may be interested in doing so discuss its content from an educated and Catholic perspective. * "Before You Watch 13 Reasons Why" Article from Life Teen. * "What '13 Reasons Why' Gets Wrong" Video response from Life Teen. 4 minutes. * "Catholic leaders urge extreme caution for new Netflix series" Response of Catholic leaders to 13 Reasons Why. * Also see the Fr. Mike Schmitz video above: "Talking about Suicide."	<urn:uuid:163a3d6f-1fd9-4a36-bd3d-9dc236611a7b>	CC-MAIN-2020-50	https://lacatholics.org/wp-content/uploads/2020/10/Day-4-Gr-10-to-12-Mental-Health-2020.pdf	2020-11-27T08:09:47+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00525.warc.gz	362,309,804	1,830	eng_Latn	eng_Latn	0.990391	eng_Latn	0.995364	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1438, 3917, 6042, 8149, 8472 ]	[ 3.125 ]	1	0
Ave Maria, & Mathematics by Marcio Luis Ferreira Nascimento Music critics have compared some classical music like that from Bach to the precision of mathematics. Mathematicians disagree on a precise definition, but a fractal is typically described as exhibiting self-similarity, which means identical (or nearly identical) patterns appear, whether the shape is viewed from up close or far away. That is, the part looks like the whole, and the whole looks like a part. However, identifying fractals in music requires a different approach than seeing them in an image. The purpose of this short note is to suggest that Ave Maria of Bach/Gounod could be related to mathematics, at least in part (or just viewed), as a sound example of Mandelbrot's fractal geometry, due to its simple self-similarity on melody. As you know, music can be used to express human feelings and emotions. Unlike most places in the world, at 18:00 there is a beautiful time for listening to the radios in the city of San Salvador, Bahia, Brazil. It is possible to hear the beautiful 'Ave Maria' (Gounod, 1871) one of the world's most famous compositions, recorded on the Latin text of the prayer with the same name. The piece was developed in 1853 from a melody of romantic French composer Charles Gounod (1818–1893) (Fig. 1), inspired and specially designed to be superimposed on Prelude No. 1 in C major, BWV 846, from Book I of 'The Well-Tempered Clavier' (in German, Das Wohltemperierte Klavier) (Bach, 1722). In fact, Gounod had published its composition under the title: 'Meditation sur le Premier Prélude de Piano de S. Bach' (something like 'Meditation on the First Piano Prelude of S. Bach'). The composer of such a magnificent masterpiece that inspired Gounod was none other than the incomparable German composer Johann Sebastian Bach (1685–1750) (Fig. 1). Bach was above all a universal genius: singer, harpsichordist (pianist), conductor, organist, teacher, violinist and violist. This work is considered one of the landmarks in the history of European music, one of the most important musical works of the Occident, with large-scale, depth, diversity, fine aesthetics and enormous complexity. He gave the title to a book of preludes and fugues in all 24 major and minor keys, composed 'for the profit and use of musical youth desirous of learning, and especially for the pastime of those already skilled in this study'. 'Ave Maria', also called the 'Angelical Salutation', has an interesting musical structure. His main theme (or core) is recurrently repeated, repeated and repeated, but not 22-23-Nascimento-Ave Maria.indd 22 the same way for a common listener. Such a structure shaped sound has similarities with diagrams and visual schemes that mathematicians call fractals. The term comes from Latin 'fractus' and means broken, Johann Sebastian Bach (1685–1750) Fig. 1The composers Gounod and Bach irregular, discontinuous. It was defined by the French mathematician Benoît B. Mandelbrot (1924–2010) in his amazing book 'The Fractal Geometry of Nature' in 1982 (Mandelbrot, 1982). One of the most beautiful and simple fractals can be easily done using paper and pencil. It is based on an equilateral triangle (i.e. three equal sides), and first described by Polish mathematician Waclaw Franciszek Sierpinski (1882–1969) in a scientific paper in 1916 (Sierpinski, 1916), which is obtained as the limit of a recursive process. To begin, we start from a simple triangle (Fig. 2, stage 0). Thereafter joining the midpoints of each edge of the triangle into four new smaller triangles (Fig. 2, stage 1). Disregard the lower and central triangle, just consider only three of the remaining triangles. This recursion is repeated, over and over for each new design obtained. Notice that the resulting object, known as the Sierpinski Triangle, looks exactly like any one of the three subtriangles that comprise it, except for scaling. It also looks exactly like any one of the nine filled-in sub-subtriangles at the next stage, and so on. The construction guarantees this self-similarity because the process of replacement is identical for each sub-triangle, as it was for the whole triangle. Another way, or if you want another recipe ('algorithm'), to create this same fractal is called the 'collage method'. Again consider an initial triangle (Fig. 2, stage 0), draw a similar one and make three smaller copies, each half 05/11/2015 15:21 as tall and half as wide as the original, (Fig. 2, stage 1). Repeat the process for each of the three copies, again reducing by half the size for each new operation. This is one of the most important properties of the fractal: selfsimilarity, which basically means a similarity at any scale, which means that some part may represent a portion of the whole. Another interesting property involves a fractional dimension, which is obtained through the number of copies and the scale factor. and other classical music, but they are a bit far beyond the scope of this text (Hsu, 1990; Su and Wu, 2006; Ornes, 2014; Voss and Clarke 1975). But what is the Sierpinski Triangle dimension? A straight line is 1-dimensional. A filled-in triangle is 2-dimensional. Somehow we intuitively know these facts. A solid cube is 3-dimensional. Thus, for integer number of dimensions d, when doubling a side of an object, 2 d copies of it are created, i.e. 2 copies for 1-dimensional object, 4 copies for 2-dimensional object and 8 copies for 3-dimensional object. Notice that three copies of the Sierpinski Triangle can be assembled to create a larger version and that the larger version is twice the size of the original one (the scaling factor in this case is 2). Thus, the dimension d of the Sierpinski Triangle is the number such that 2 d = 3. We can work out this dimension using a calculator by computing d = (ln 3)/(ln 2) ≅ (0.47714)/ (0.30103) ≅ 1.58496... So, we see that the dimension of this fractal is greater than 1 but smaller than 2 (Burger and Starbird, 2009). With these interesting properties, fractals may form figures with a virtually infinite amount of details. Returning to music, there are several different instrumental arrangements for 'Ave Maria', including for violin and guitar, string quartet, harpsichord (obviously, due to the origin of the song), solo piano, cello, trombones and even a cavaquinho (a Brazilian small string instrument of the European guitar family) version. Over the centuries, the Bach Ave Maria Gounod has been sung in many different styles and languages, including by Céline Dion, Beyoncé, Alessandro Moreschi, Maria Callas, Luciano Pavarotti, Sarah Brightman, Jose Carreras, Helene Fischer, Nina Hagen, Andrea Bocelli, Karen Carpenter, Leona Lewis, Sandi Patty and Arielle Dombasle. Curiously, it is the repetition of a particular theme throughout all the song that mathematicians understand by self-similarity, repeating, repeating and repeating ... like a kind of fractal sound. It is important to note that there are other fractal aspects for 'Ave Maria' 22-23-Nascimento-Ave Maria.indd 23 The most curious result is that fractals can describe the world as it is. As said in the introduction to Mandelbrot's brilliant book: 'clouds are not spheres, mountains are not cones, coastlines are not circles, and bark is not smooth, nor does lightning travel in a straight line'. Whirlpools, the dripping of a tap, the heartbeat when we love, the heavenly bodies dance, the branching of blood vessels, changes in the weather or financial markets, even the 'Ave Maria' song... can be seen as fractal representations, the true geometry of nature. Amen. References Bach, J. S. 1722 The Well Tempered Clavier (German: Das Wohltemperierte Klavier), BWV 846–893. Burger, E. B. and Starbird, M. 2009 The Heart of Mathematics: An Invitation to Effective Thinking, Wiley, 3rd edition. Gounod, C. 1871 Ave Maria / Méditation sur le Premier Prélude de J. S. Bach par Ch. Gounod; transcription pour piano seul par J. Schad; à Mademoiselle Juliette de Ferrussac. Hsu, K. J. and Hsu, A. J. 1990 'Fractal Geometry of Music (Physics of Melody)'. Proc. Nat. Acad. Sci. USA, 87, pp. 938–941. Mandelbrot, B. B. 1982 The Fractal Geometry of Nature, Freeman, New York. Sierpinski, W. F. 1916 'Sur un Courbe dont tout Point est un Point de Ramification', Comp. R. Heb. S. Ac. Sc., 160, pp. 302–305. Ornes, S. 2014 'Science and Culture: Hunting Fractals in the Music of J. S. Bach', Proc. Nat. Acad. Sci. USA, 111, p. 10393. Su, Z.-Y. and Wu, T. 2006 'Multifractal Analyses of Music Sequences'. Physica D, 221, pp. 188–194. , Voss, R. F. and Clarke, J. 1975 '1/f Noise in Music and Speech', Nature 258, pp. 317–318. Keywords: Ave Maria; Music; Fractal; Bach; Gounod. Author Marcio Luis Ferreira Nascimento, Department of Chemical Engineering, Polytechnic School, Federal University of Bahia, Rua Aristides Novis 2, Federação, 40210-630 Salvador, Bahia, Brazil. e-mail: firstname.lastname@example.org 05/11/2015 15:21	<urn:uuid:afcbaf24-f4ea-4b9e-8f67-c9c9f2a3d077>	CC-MAIN-2020-50	https://repositorio.ufba.br/ri/bitstream/ri/18289/1/22-23-Nascimento-Ave%20Maria.pdf	2020-11-27T08:12:25+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00525.warc.gz	456,363,670	2,280	eng_Latn	eng_Latn	0.979618	eng_Latn	0.990168	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4438, 8979 ]	[ 2.046875 ]	1	3
ICSSR-Research Scholar Department of Education Bangalore University Bangalore-560056, India. International Journal of Applied Research 2016; 2(6): 704-706 ISSN Print: 2394-7500 ISSN Online: 2394-5869 Impact Factor: 5.2 IJAR 2016; 2(6): 704-706 www.allresearchjournal.com Received: 21-04-2016 Accepted: 22-05-2016 Vinita Verma Dr. MS Talawar Prof. & Dean, Department of Education Bangalore University Bangalore-560056, India. Correspondence Vinita Verma ICSSR-Research Scholar Department of Education Bangalore University Bangalore-560056, India. Value pattern among adolescents: Trends and possibilities Vinita Verma and Dr. MS Talawar Abstract India is a nation where the population of youth is the highest compare to other countries in the world. Being china the first in the total population, India is having more youth population in the world. India consists of 356 million of youth (10-24 years) i.e. 28% of total population of India. Among that the population of adolescent is 253 million (10-19 years) i.e. 21% of total population of India. Why this age group is very important? Adolescence is a journey from childhood to adulthood. This journey has many ups and downs in an individual's life. It is a transitional period, in which an individual undergoes many changes like biological, psychological, social, cultural, cognitive, emotional etc. This is a period where the child should be surrounded by the positive thoughts and positive energy. Are we able to give this positivity to the child in today's world? Every day when we open the newspaper or watch the television we see many people are killed by other people and terrorists, brazenly shoot, women and girls raped. The moral deterioration of young generation is at present a blazing issue. What is the role of parents, school and society in developing positive attitude and beliefs in youngsters of today's society? The present paper is focused on the present trends of values present in adolescents. A sample of 150 secondary school students was selected by using simple random technique. The findings of study show that the adolescents are giving least priority to health value, which is an alarming sign. Researcher tried to find out the gaps and tried to suggest some possible measures to fill these gaps in context to inculcate the values in adolescents. Keywords: Adolescents, Value Pattern Introduction Current Population of India: India is a second most populous country with 1.29 million people, while china is the first with 1.40 billion people. The growth rate of Indian population is 1.58% so, India is predicted to have approximately 1.53 billion people by 2030. In India more than 50% of population is below the age of 25 and over 65% below the age of 35. India is having more youth population in the world. India consists of 356 million of youth (10-24 years) i.e. 28% of total population of India. Among that the population of adolescent is 253 million (10-19 years) i.e. 21% of total population of India. Adolescents: Adolescence is a word derived from a Latin word which means "to grow up". Adolescence is a journey from childhood to adulthood. This journey has many ups and downs in an individual's life. It is a transitional period, in which an individual undergoes many changes like biological, psychological, social, cultural, cognitive, emotional etc. Values "Civilization is not built with brick and mortar, steel and machinery, It is built with men and women, their spiritual quality and moral character" What are values? In words of Albert Einstein "not everything that can be counted counts, and not everything that counts can be counted". The word value is derived from the Latin word "Valerie" which means to be strong or worth. According to R.K. Mukerjee (1949) [6] (a pioneer Indian sociologist who initiated the study of social values), "values are socially approved desires and goals that are internalized through the process of conditioning, learning or socialization and that become subjective preferences, standards and aspirations". Values can be classified in various types as personal values, social values, behavioural values, religious values, moral values etc. each has its own significance in the life of an individual. All are equally important for the development of balanced personality. Lack of any one also influence the development of individual's personality. Sources of value During one's life time an individual is surrounded by different people, different environment, face many situations, which leaves an impressive remark on the individual. Each and every remark has its own significance, some are positive and some are negative. The values can be acquired through many sources like: 1. Home 2. School 3. Peer group 4. Neighbourhood 5. Community 6. Religious organization Social learning theory of Albert Bandura (1977) [3] states that behaviour is learned from the environment through the process of observational learning. Children observe the people around them behaving in various ways. Individuals that are observed are called models. In society, children are surrounded by many influential models, such as parents within the family, characters on children's TV, friends within their peer group and teachers at school. Children pay attention to some of these people (models) and encode their behaviour. At a later time they may imitate (i.e. copy) the behaviour they have observed. Value pattern in adolescents According to a report by Hindustan times, Mumbai on 17th august 2014, Juvenile criminals between 16 and 18 years accounted for more than 60% of the crimes in India last year. According to NCRB statistics in 2013, the rise in crimes against women committed by juveniles was highest in cases where the modesty of a woman was outraged (132.3%) followed by word, gesture or act intended to insult the modesty of a woman (70.5%) and rape (60.3%). Juvenile crime in urban areas in India rose by 40% between 2001-10, says a new report. Morals and ethics are going down, which can be seen in every walk of life. Youngsters are least bother about their health. Taking drinks, tobacco, drugs has become a fashion. Junk food has become preference of youngsters. In today's world values are degraded in youth. There can be many reasons for these problems like mass media influence on young generation, attraction towards a colourful life, independency in early stage of life, desire to show-off, comparison with their peer group in terms of money and status etc. Young generation is more attracted towards modern things, doing cyber crimes, and wants to earn more money by easy means to fulfil their desires. This all shows the steady deterioration of values among Indian youths. The education is important to them and expected to be sources of enlightenment, enrichment and protecting ability for the good values, but unfortunately education does not perform so well in this regard. Therefore, the present study tries to find out the values among young generation. Objectives of the study 1. To determine the value pattern of adolescents 2. To find out the significant difference in value pattern of adolescents boys and girls. Hypothesis of the study There is no significant difference in value pattern of adolescent boys and girls. Sample of the study 150 secondary school students studying in state and CBSE schools in Bangalore involved in the study by using simple random sampling. Tool used for the data collection Personal value inventory (PVI) constructed and standardized by the researcher. It is based on 6 dimensions of personal value i.e. self, democratic, socio-religious, education, family, and health. Statistical technique used 1. Mean, 2. standard deviation 3. t-test Analysis and interpretation of data The responses of secondary school students to personal value inventory (PVI) have been constituted raw data for the present study. This data was subjected to scoring, analysis and application of suitable statistical techniques to arrive for logical conclusions. Table 1: Value Pattern of Adolescents \| Values \| Mean \| \|---\|---\| \| Self \| 35.8 \| \| Democratic \| 32.61 \| \| Socio-Religious \| 50.31 \| \| Education \| 33.15 \| \| Family \| 40.8 \| \| Health \| 27.09 \| Table 1 shows mean scores of adolescence on six dimensions of personal values. The table reveal that adolescents gave first preference to socio-religious value. The second preference for them is family. The mean scores of other dimensions are almost same i.e. democratic, self and education. While there is a large difference in mean score of health value i.e. the least preferred value of the adolescents. Table 2: Value Pattern among Adolescent Boys and Girls \| Values \| Boys (Mean) \| Girls (Mean) \| t-value \| \|---\|---\|---\|---\| \| Self \| 36.2 \| 35.42 \| 1.11 \| \| Democratic \| 32.85 \| 32.42 \| 0.73 \| \| Socio-religious \| 50 \| 50.62 \| -0.67 \| \| Education \| 33.59 \| 32.74 \| 1.24 \| \| Family \| 40.82 \| 40.77 \| 0.06 \| \| Health \| 28.63 \| 25.62 \| 4.27 \| Significant at 0.05 level Table 2 reveals that the obtained t-value (4.27) with regard to health value is more than the tabled value (1.96) at 148 degree of freedom, at 0.05 level of significance. Thus the null hypothesis that there is a no significant difference in mean scores of boys and girls with respect to health value is rejected and can be concluded that boys and girls significantly differ in their health values. While in case of other i.e. self, democratic, socio-religious, education and family the t-value is lesser than the tabled value (1.96) at 148 degree of freedom, at 0.05 level of significance. Thus the null hypothesis that there is a no significant difference in mean scores of boys and girls with respect to self, democratic, socio-religious, education and family is accepted and can be concluded that boys and girls do not differ significantly in above mentioned values. Figure shows the difference in mean values of boys and girls with respect to personal values Results and Discussion The results of the study reveal that the children in modern time are giving preference to social values with a mean of 50.31 more than any other value. The other values except than the health value are almost having the nearby mean value. The health value is having the least mean (27.09) and is on the last place of the personal value continuum. cleanliness and other health related practices. Introduction of age appropriate sex education at schools, colleges and also in the community will bridge the knowledge gap in adolescent. What exactly it shows? It clearly shows that the adolescents are not giving importance to the health. Adolescent is an age when the boys and girls should be maximum aware about their health. It is an age when many physical changes takes place and if the monitoring and care for the physical body will not be taken, it can lead to harm and can be big issues in the future. Again if we go further and see the difference in the mean values of boys and girls again on health value differ significantly. Boys have higher mean than girls. That again is an alarming sign. In adolescent stage many physiological changes occur in girl's body. If girls are not aware about their health and hygiene then again it can cause severe health problems in their future. Educational Implications - The study found out an alarming finding that health value has been regarded as least preferred value. WHO repeatedly brought out through its several publications that large percentage of adolescents in the world affected by severe health problems like HIV/AIDS, tobacco use, drug addiction and other diseases. This clearly shows that health value is not a top in the value preferences of present youth. Therefore, school, colleges need to arrange for experts talk on health issues, tips for healthy practices like maintenance of healthy food habits, - The study found out that social values are preferred by the present younger generation. It clearly shows that societal concern is a prime preference to the adolescence. This is definitely a healthy sign that should be tapped for positive results for promoting healthy social environment. A series of programmes like social service, NSS and NCC activities, work experience programmes like SUPW, Health camp, literacy camp etc. shall be given priority in the selection of social activities. - Educate parents and adolescents about the nutritional requirements and to adapt nutritional diet according to the requirements. Parents should realise that they have a larger responsibility to make aware their wards about the health issues and should follow healthy practices at home. - Schools can arrange a group talk on health practices and there can be an individual counseling program for boys and girls about their hygiene, changes taking place in the body, so they will able to cope up with their physical changes and will adopt it as a natural procedure. They should know how the unhealthy practices in present can have an irreversible bad effect on their health and can spoil their future. - There is an urgent need of prohibiting sale of tobacco, alcohol and other substance to minors. Thus it can be concluded that there is an urgent need to have a planned and coordinated efforts of bringing all the youth on good and right healthy practices as it is well said sound mind stays in a sound body. References 1. Culprits of 66% juvenile crimes in India last year were over 16. Hindustan Times, 2014. Retrieved from www.hindustantimes.com. 2. Sivagurunathan C, Umadevi R, Rama R, Gopalakrishnan S. Adolescent Health: Present Status and Its Related Programmes in India. Are We in the Right Direction? Journal of Clinical and Diagnostic Research : JCDR. 2015; 9(3):LE01-LE06. 3. McLeod SA. Bandura - Social Learning Theory, 2016. Retrieved from www.simplypsychology.org 4. India online Pages. India's Population 2014- Population of India 2014- Current Population of India in 2014. 5. www.who.int 6. http://www.yourarticlelibrary.com	<urn:uuid:ee01dde6-4f9f-4f64-bcfa-d00606e5143f>	CC-MAIN-2020-50	https://www.allresearchjournal.com/archives/2016/vol2issue6/PartK/2-5-145-935.pdf	2020-11-27T07:49:03+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00527.warc.gz	574,467,151	3,049	eng_Latn	eng_Latn	0.997594	eng_Latn	0.997899	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4058, 9616, 14020 ]	[ 2.375 ]	2	1
STUDY ON BLUE GROWTH AND MARITIME POLICY WITHIN THE EU NORTH SEA REGION AND THE ENGLISH CHANNEL CLIENT: DG MARITIME AFFAIRS AND FISHERIES FWC MARE/2012/06 – SC E1/2012/01 ANNEX II D- 2 PAGE COUNTRY SUMMARY N ORWAY Background The length of the coastline in Norway is 100,915 km, the coastal area makes up about 20% of the total coastal area of the EU-22 MS 1 . All counties in Norway except Hedmark and Oppland have access to the sea. In all, 92 per cent of the inhabitants in Norway live in "maritime areas", which can be identified as the sum up of maritime NUTS 3 areas. Maritime economic activities The main maritime economic sector in Norway is offshore oil and gas, which had a value creation on €63 billion in 2010 2 . This sector constitutes about 80 per cent of all activity in Norway's maritime sector. Other important sectors are deep-sea shipping with a value creation on €5 billion in 2010 and shipbuilding, which had a value creation of about 3 billion in the same year (Menon, 2013). 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No text of specified style in document..1 Listing the 7 largest, fastest growing and most promising maritime economic activities in Norway at NUTS-0 level \| \| \| \| Largest maritime economic \| \| Fastest growing maritime \| \| Most promising maritime \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Rank \| \| \| \| \| \| \| \| \| \| \| activities \| \| activities \| \| activities \| \| 1. \| \| \| Offshore oil and gas \| \| Marine aquatic products \| \| Offshore oil and gas \| \| 2. \| \| \| Deep-sea shipping \| \| Catching fish for animal feeding \| \| Deep-sea shipping \| \| 3. \| \| \| Shipbuilding (excl. leisure \| \| \| \| \| \| \| \| \| \| \| Cruise tourism \| \| Aquaculture \| \| \| \| \| boats) and ship repair \| \| \| \| \| \| 4. \| \| Marine aquatic products \| \| Environmental monitoring \| \| Catching fish \| \| \| 5. \| \| Coastal tourism \| \| Short-sea shipping \| \| \| Shipbuilding \| \| 6. \| \| Catching fish for human consumption \| \| \| Shipbuilding (excl. leisure boats) \| Coastal tourism \| \| \| \| \| \| \| \| and ship repair \| \| \| \| 7. \| \| Short-sea shipping \| \| Yachting and marinas \| \| Passenger ferry services \| \| Note: Cells in colour represent maritime economic activities which are prominent in more than one category. Regional level activities Overall, the western and southern parts of Norway, consisting of Agder and Rogaland and Vestlandet, have the most dominant position within the maritime economies. These regions have a strong position within offshore oil and gas, deep-sea shipping, shipbuilding as well as aquaculture. Overall, the region of Agder and Rogaland is the largest in terms of GVA. This is due to its strong position within offshore oil and gas, with large companies such as Statoil, BP and Conoco Phillips registered in the region. However, activities in these companies are spread all over Norway with large agglomerations in Vestlandet and Østlandet. Activity from oil and gas is however growing fastest in Northern Norway, as the area is considered to have potential for several large fields. 1 According to the Norwegian Mapping Authority (2012). This includes the islands of Svalbard and Jan Mayen. 2 Menon, 2013 With regard to deep-sea shipping, activities are mostly concentrated within the region of Vestlandet with close to half of total GVA. A substantial part of deep-sea shipping is related to oil and gas and to specialized transport. Shipbuilding is also a quite large sector with a total GVA of about €2 billion 3 . In this segment, Vestlandet is dominating with close to half of all activities in this sector. Vestlandet is also an important region for aquaculture which is seen to be dominating to the same extent as shipbuilding both with regard to total GVA and distribution. Clusters Three main clusters were identified in the country all focusing on different maritime industries. The cluster of Stavanger is a centre for offshore oil and gas activities and is a global leader in terms of industry expertise in deep sea and subsea production. While its strong competitiveness and connections to all parts of the world is its main strength, the cluster is also solely reliant on this one industry which makes it vulnerable to market shifts and limits its ability to open up to other maritime economic activities. Western Norway hosts aquaculture clusters which build especially on salmon production and have strong research potential for the inclusion of new species. The sectors` continuous growth is sparked by strong demand growth in BRIC-countries. Industries linked to aquaculture however, face challenges with regard to high fluctuations in fish prices on the global market as well as diseases and other environmental issues. The third main cluster in Norway is the shipping cluster located on the west coast of Norway, which is linked closely to the oil and gas sector and as such it is highly dependent on the willingness by oil and gas companies to continue search and production. National strategies and policies There are four main maritime policies in Norway. Separate strategies apply to the oil and gas, shipping, tourism and aquaculture industries. Additionally, improving access to finance for high risk and high potential projects, cluster support and university-enterprise cooperation are all horizontal elements of Norwegian policy for strengthening growth among enterprises in all sectors of the Norwegian economy. Though the strategies are quite new, the policy for the different industries has been remarkably stable, not least in the oil and gas, fishing and aquaculture and tourism sectors. Policy for oil and gas has for a long time promoted research and innovation in combination with a stable business environment. The policy has undoubtedly contributed to both increased value creation and global knowledge leadership in both the oil and gas sector and the supply industry, which consists of both shipbuilding and deep-sea shipping, amongst others. With regard to the shipping industry, Menon (2012) has shown that both value creation and employment would have been substantially lower without the shift in policy that came with the “Stø kurs”-strategy. 3 Menon Business Economics,(2010)	<urn:uuid:12687ffe-dd88-482c-999d-8a32c58087f6>	CC-MAIN-2020-50	https://webgate.ec.europa.eu/maritimeforum/sites/maritimeforum/files/Annex%20II%20D%20-%20Norway%202%20page%20country%20summary.pdf	2020-11-27T08:51:01+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00525.warc.gz	547,274,988	1,424	eng_Latn	eng_Latn	0.838734	eng_Latn	0.997666	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 218, 3175, 6205 ]	[ 1.3515625 ]	1	0
God Calls Us to Forgive One Another as He Forgives Us A Lesson on Forgiveness and God's Love Grades 1-3 Goal: Help the children discover how God calls us to forgive one another, no matter what others do to hurt us, as he has forgiven us, no matter what we may have done to offend him. Lesson: Watch: Story of the Prodigal Son Animated video of the great Bible story of forgiveness. 26 minutes. Shorter version: Prodigal Son video. 2.5 minutes Questions: Why did the younger son want his father to give him money? (long version) How did the father feel—what did he tell his son? Did the son spend the money wisely? What did he do? How did the son feel when he had no more money? What did the son decide to do? How did the son apologize? How did the father answer him? How did the older son feel about his brother when he returned? (long version) What did the father tell the older son? (long version) Were both sons wrong? Why? (long version) Was the son wrong? Why? (short version) Did the father forgive both sons? (long version) Did the father forgive his son? (short version) Activity: Help the Prodigal Son find his way home maze. Have the students print and cutout the Prodigal Son story sequencing exercise, have them staple it into a book, or label each drawing in the order that it goes in the story. Have the students print the Coloring page for Prodigal son and color Discussion: Ask students to recall experiences of making up with friends or family. They can recall times when differences were settled with an apology, a handshake, a hug, etc. Jesus explains the theme for us so that we understand the need to be sorry when we have done wrong and, in turn, celebrate God's forgiveness. This theme helps us to live as followers of Jesus by forgiving those who have hurt us. Discuss the many different ways to say "I'm sorry." Say this prayer with the students about saying sorry and forgiveness Prayer: To say that I'm sorry Is sometimes hard to do. So sometimes I like to say it By things I do for you. To make up isn't easy It hurts sometimes inside. But after I have done it, I'm glad that I have tried.	<urn:uuid:a05da305-c6f7-4381-8999-a011b4261509>	CC-MAIN-2020-50	https://lacatholics.org/wp-content/uploads/2020/10/Day-1-grades-1-to-3-forgiveness-and-mercy-2020-pdf.pdf	2020-11-27T08:00:51+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00528.warc.gz	379,813,616	493	eng_Latn	eng_Latn	0.999093	eng_Latn	0.999022	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1931, 2146 ]	[ 3.921875 ]	1	0
QUESTION The life-time of a type of electric bulb can be assumed to have an exponential distribution with mean 1 λ . 8 such bulbs are tested. In each of the cases below write down the likelihood function and hence estimate λ by the method of maximum likelihood. (i) the bulbs fail at times 1.1, 1.3, 1.5, 1.7, 1.9, 2.1, 2.3, 2.5 thousand hours; (ii) the ﬁrst ﬁve bulbs to fail do so at times 1.1, 1.3, 1.5, 1.7, 1.9 thousand hours, the remainder are still working after 2.0 thousand hours; (iii) three bulbs fail between 1.0 and 1.6 thousand hours, three between 1.6 and t.t thousand hours and two between 2.2 and 2.8 thousand hours. ANSWER (ii) L ( λ ) = λe − 1 . 1 λ λe − 1 . 3 λ λe − 1 . 5 λ λe − 1 . 7 λ λe − 1 . 9 λ ( e − 2 . 0 λ ) 3 = λ 5 e 1 3 . 5 λ from above ˆ λ = 5 13,5 = 0 . 370	<urn:uuid:0079d1fb-e64a-475d-bea1-70544f885479>	CC-MAIN-2020-50	http://edshare.soton.ac.uk/2220/4/MA641_ex5_3.pdf	2020-11-27T08:53:38+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00529.warc.gz	30,361,316	302	eng_Latn	eng_Latn	0.983228	eng_Latn	0.983228	[ "eng_Latn" ]	false	docling	[ 794 ]	[ 2.6875 ]	1	1
Archeology Program What If I Find an Artifact? What Is an Archeological Artifact? "Artifacts" are the things that past peoples made, changed, and left behind where they lived and worked. Archeology is the scientific study of past human cultures. Archeologists excavate artifacts from archeological sites. Leave It Be Artifacts are not souvenirs! Leave the artifact where you found it. Please don't pick it up, move it, throw it, put it in your pocket or your bag, or bury it. Document the Location Note where you are. Snap a picture of the artifact where you found it. Step back and photograph the artifact with a landmark. Please don't post them on social media. Alert a Park Ranger Show a park ranger your pictures and the location of the artifact. If you cannot find a ranger, use the "Contact Us" form on the park's website to email the information. Taking Artifacts Is Illegal Federal law protects archeological sites and artifacts on federal lands. You may not dig, collect artifacts, use metal detectors, or deface rock images in national park units. Violations may result in jail time or fines, as well as con fiscation of equipment. See the Archaeological Resources Protection Act (ARPA) at 16 USC 470 § aa-mm and the as sociated regulations at 43 CFR 7. Besides, collecting artifacts is not the right thing to do. By leaving artifacts in place, you help to preserve the condi tion of archeological sites. Keeping sites intact enables archeologists to study the past and share its stories with you. The NPS needs your help to preserve and protect archeological resources for everyone to appreciate. If You See Something Wrong Please notify a ranger immediately if you observe some one removing artifacts, damaging sites or rock images, or using metal detecting equipment on park land. Learn More and Get Involved Visit our websites to learn more about archeology (www. nps.gov/archeology) and ways to volunteer, intern, and work in parks (www.nps.gov/getinvolved/index.htm).	<urn:uuid:e70614ae-13af-4801-8ba0-622c1d5dfb0f>	CC-MAIN-2020-50	https://www.nps.gov/Archeology/npsGuide/outreach/RackArtifactsVisitors_final.pdf	2020-11-27T09:42:10+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00527.warc.gz	793,139,309	444	eng_Latn	eng_Latn	0.995544	eng_Latn	0.996203	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 863, 2005 ]	[ 2.859375 ]	3	0
UP Panchayat Raj Exam Pattern \| S.No \| Name of the Subjects \| \|---\|---\| \| 1 \| General Awareness \| \| 2 \| General Knowledge \| \| 3 \| Reasoning \| \| 4 \| General Aptitude \| \| 5 \| English \| \| 6 \| Mathematics \| UP Panchayat Raj Syllabus - Topic Wise General Knowledge - Constitution of India. - Indian History and culture, with particular reference to UP. - General and Economic Geography of India, with particular reference to UP. - Current events - Everyday science and such matters of everyday observation. General Awareness - Famous Places in India. - Science and innovations. - New inventions. - Scientific observations. - History of India. - Geography of India. - Political Science. - Countries and Capitals. - National and international current affairs. - Indian Culture. - International issues. - National News (current). - Economic issues in India. - World organizations. - About India and it's neighbouring countries. General English - English grammar, - vocabulary, - spelling, - synonyms, - antonyms, - power to understand and comprehend the English language and ability to. - Discriminate between correct and incorrect usage. Rural Development and Panchayat Raj Knowledge - Constitution Amendment to Article 73 and 74. - History of UP Panchayat Raj. - Constitution of Grama Panchayats, Powers, and Duties of Grama Panchayat Adhyaksha and Upadhyaksha. - Duties of Gram Panchayat. - Financial Resources of Gram Panchayat. - The staff of Grama Panchayats and duties. - National Rural Employment Guarantee Act and Scheme. - Total Sanitation Campaign. - Government Housing Schemes (Ashraya, Ambedkar, Indira Avas Yojana). Reasoning Syllabus Verbal Reasoning - Analogy - Series Completion - Verification of truth of the Statement - Situation Reaction Test - Direction Sense Test - Classification - Data Sufficiency - Alpha-Numeric Sequence Puzzle - Puzzle Test - Blood Relations - Coding-Decoding - Assertion and Reasoning - Arithmetical Reasoning - Operations of Mathematics - Venn Diagrams - Word Sequence - Missing Characters - Sequential Output training - Directions - Test on Alphabets - Eligibility Test Non-Verbal Reasoning - Dot Situation - Identical figure groupings - Forming figures and analysis - Construction of Squares and Triangles - Series - Analytical Reasoning - Paper Folding - Paper Cutting - Cubes and Dice - Water Images - Mirror Images - Figure Matrix - Completion Incomplete Pattern - Spotting embedded figures - Classification - Rules Detection General Aptitude Syllabus - Time and Distance - Problems on Trains - Time and Work Partnership - Ratio and Proportion - Boats and Streams - Simple Interest - Areas - Averages - Issues on L.C.M and H.C.F - Pipes and Cisterns - Issues on Numbers - Compound Interest - Volumes - Profit and Loss - Odd Man Out - Races and Games - Numbers and Ages - Mixtures and Allegations - Percentages - Simple Equations - Quadratic Equations - Indices and Surds - Mensuration - Permutations and Combinations - Probability - Simplification and Approximation UP Panchayat Raj JE Syllabus – Civil - Civil Engineering Materials and Construction. - Solid Mechanics, Structural Analysis. - Concrete Technology. - Reinforced Concrete Structures. - Steel Structures. - PSC Structures. - Fluid Mechanics. - Hydrology & Water Resources Engineering. - Hydraulic Structures. - Soil Mechanics and Foundation Engineering. - Transportation Engineering. - Environmental Engineering. - Surveying. - Bridge Engineering. - Estimation, Costing, and Specifications. - Construction and Project Management. - Environmental Studies etc. General Intelligence Syllabus - Space Visualization. - Problem Solving. - Decision Making. - Similarities and Differences. - Relationship Concepts. - Non-Verbal Series. - Arithmetical Computation. - Analysis. - Visual Memory. - Analytical Functions. - Figure Classification. - Number Series. Mathematics Syllabus Unit I: - Whole number up to one crore, - Place Value, - Comparison, - Fundamental mathematical operations: Addition, Subtraction, Multiplication, and Division; - Indian Currency. Unit II: - The concept of the fraction, - proper fractions, - comparison of the paper fraction of the same denominator, - mixed fraction, - comparison of appropriate fractions of unequal denominators, - Addition and Substation of portions, - Prime and composite number, - Prime factors, - Lowest Common Multiple (LCM) - Highest Common Factor (HCF) Unit III: - University Law, - Average, - Profit-Loss, - Simple interest. Unit IV: - Place and curved surfaces, plane and solid geometrical figures, properties of plane geometrical figures; pint, line, grey, line segment; Angle and their types. - Length, Weight, Capacity, Time, measurement f area and their standard units and relation between them; Area and perimeter of plane surfaces of square and rectangular objects. Unit-V: - Nature of Mathematics/Logical thinking. - Place of Mathematics in Curriculum. - Language of Mathematics. - Community Mathematics. Unit-VI: - Evaluation through formal and informal methods. - Problems of Teaching. - Error analysis and related aspects of learning and teaching - Diagnostic and Remedial Teaching	<urn:uuid:96922a2d-aa8c-4671-8d5f-e2c50116ad7c>	CC-MAIN-2020-50	https://recruitmentindia.in/wp-content/uploads/2017/11/UP-Panchayat-Raj-Syllabus-Exam-Pattern.pdf	2020-11-27T07:42:00+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00526.warc.gz	454,288,294	1,183	eng_Latn	eng_Latn	0.802461	eng_Latn	0.829707	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 976, 2146, 3030, 4086, 5187 ]	[ 2.734375 ]	1	0
Equation of Motion We want to describe the location of an object as a function of time. d = distance of the object from the origin. Assume the object starts at the origin at time=0 (if t=0 then d=0) Problem 1: An object starts at rest and accelerates at 2 m/s 2 . How far will it move in 8 s? Problem 1: An object starts at rest and accelerates at 2 m/s 2 . How far will it move in 8 s? What is the plan? How do I do this? Rather than doing each step with numbers, let us substitute equations into each other and get one grand equation which has everything included. d equals vit plus half a t squared. d equals vit plus half a t squared. d equals vit plus half a t squared; and don't leave out units, you'll incur the wrath! Time is the only scalar here. A, V, and D are vectors. Solo: Distance and time, your secrets we've shared. D equals vit plus half a t squared. Yes, d is vit plus half a t squared, and I never make the leftoutunits gaffe! Time is the only scalar here. A,V, and d are vectors. All: d equals vt plus half a t squared, and please don't forget to check the math! How far will a freely falling object move in 4.2 seconds? (Take the acceleration of gravity to be 9.81 m/s 2 An astronaut drops a feather from 1.2 m above the surface of the moon. If the acceleration due to gravty on the moon is 1.62 m/s 2 downward, how long does it take the feather to hit the moon's surface? A police motorcycle at rest is passed by a driver moving at a constant 88 ft/s (which is 60 mi/hr). At the instant the car passes the motorcycle, the officer begins to accelerate at 10 ft/s 2 . How long will it take for the motorcycle to overtake the car?	<urn:uuid:8903a5fa-8bed-46ca-b992-596853f87da5>	CC-MAIN-2017-43	http://ionaphysics.org/classroom/lessons/Equation%20of%20motion.pdf	2017-10-18T12:57:21Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00779.warc.gz	179,656,888	708	eng_Latn	eng_Latn	0.995633	eng_Latn	0.998141	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 203, 298, 432, 577, 1109, 1219, 1423, 1682 ]	[ 3.078125 ]	2	4
Training Objective After watching the program and reviewing this printed material, the viewer will learn and become aware of the many elements to be considered in the design of composite tools. * The steps for composite tooling design are outlined * Types of composite tooling are shown * Tooling materials are discussed * Composite tool support structuring is explored Composite Manufacturing The manufacture of fiber-reinforced thermosetting polymer, or composite, parts requires strict quality control in every step of the production. This begins with the use of CAD software for design of the composite tooling, a working knowledge of the materials involved, and an understanding of the various methods used to process composites, including: * Wet layup * Spray-up * Prepreg layup * Vacuum resin infusion * Resin transfer molding * Compression & matched press molding * Pultrusion * Filament winding * Automated fiber placement * Secondary processes, such as drilling, sawing, & milling Composite Tooling There are many different types of tools required to support composite manufacturing: * Ply & core kit-cutting templates used to support pre-layup operations. * Ply & core locator templates, which supports layup of composite material in either a mold or mandrel. These templates often have machined, color-coded 'eyebrow' cutouts along the ply or core locations to facilitate marking these locations on the laminate during layup. * Layup molds/mandrels, which provide the basic shape of the composite part to be produced. They can range from being a simple flat plate to a complex configuration. Hollow parts will have cores that collapse or dissolve to facilitate part removal. * Trim jigs & fixtures – most parts require trimming of excess material. There may be a knife flange incorporated into the tool design or a more complex trim fixture or jig can be used that locates and holds the part in position for processing. Tooling Materials Choice of a tooling material may be determined by two factors: production requirements with respect to the life of the tool and maximum service temperatures that the tool will be subjected to. Service temperature is a concern because of material expansion when heated. The value given to a material indicating how it reacts during a change in temperature is referred to as the coefficient of thermal expansion or 'CTE' value. The higher the CTE value, the more a tool expands. Materials typically used in composite tool creation include: * Glass reinforced polyester or vinyl-ester laminate – very low temperature capability and used for roomtemperature molding. * Carbon fiber reinforced epoxy or bismaleimide laminate – can endure severe temperatures up to 350° F/177°C, has a very low CTE value, and is light weight. * Glass fiber epoxy or bismaleimide laminate – tools made of these materials are heavier and less rigid than carbon tools. Thus they require three times the laminate thickness to match the stiffness of carbon tooling. * Invar – A nickel and iron alloy used in very high temperature molds and mandrels because it has a low CTE value. This material is very heavy and requires more time and energy to heat and cool. Invar tooling can be created by forming, machining, and welding. * Invar coated carbon fiber – a relatively new tooling material, which is lightweight with a low CTE value. Its principal advantage is in its long tool life. * Steel – A useful material with a fairly high CTE value. The stainless variety is preferred for molding and resisting oxidation, but is also very expensive. Tooling Design Primary design considerations are to provide for the layup, the compaction, and the curing of parts all within the tool itself. All designs should include sufficient draft angle to facilitate part removal. With complex geometries, multi-piece tooling might be required. Additionally, tension and part shrinkage can contribute to a condition known as 'spring-in' with cured parts, requiring an angular compensation in the tool design. Hand Layup Tooling used for hand layup with no vacuum bag or at high temperatures can be made of a wide range of materials using part surface quality as the primary requirement. In contrast, molds designed for vacuum bagging at high temperatures require careful material selection and perhaps dimensional offsets to mitigate the effects of thermal expansion. Vacuum Infusion Single-sided molds designed for vacuum infusion processing, or 'VIP', and vacuum assisted resin transfer molding, or 'VARTM', utilize a flexible vacuum bag. These molds commonly require additional flange area outside of the part area to support placement of the vacuum seals and/or resin injection plumbing. Some molds may be of two-piece designs with one half being a solid outer part and a flexible inner half with silicon rubber seals. Resin Transfer Molding Many resin transfer molding, or 'RTM', molds are similar to matching die sets and are used with a platen press to control internal pressures. Such tools can be made of composite materials but are normally made from selected metals, which can more readily be made to accommodate integral heating and cooling systems. Automated Fiber Placement/Tape Laying Tooling and mandrels for automated fiber placement and tape-laying processes typically are designed to provide the appropriate inner-most-loft or outer-most-loft surface. Tools and mandrels of this type may be designed to index on an automated trunnion or machine-bed platform for use with automated fiber placement or tape-laying equipment. Pultrusion Pultrusion machines are designed to collimate pre-tensioned fibers, stitched mat and/or continuous filament mat, introduce resin to saturate and impregnate the materials, and process or cure these materials into a constant cross-section through a highly specialized die set and machine-molding process. Pultrusion dies may be single or multi-piece and are commonly made of special mold steel. Heating and cooling systems along with a cut-off saw to cut finished pieces to specific lengths are also utilized. Composite Tool Laminates When molding a composite tool laminate, a master or part model is required that is the opposite gender than that of the final mold. This model must include all of the various part features, flanges, and indexes that must be molded in the final laminated tool. In an effort to minimize the effect of thermal expansion when molding the tool laminate from the model, designers tend to select materials that can be cured at low temperatures and then post-cured to perform at higher temperatures in service. The design goal in the manufacture of composite tool laminates is a high fiber-to-resin ratio along with a very low void volume of less than one half percent (0.5%). Additionally, the tool surface should be resin rich to avoid fiber print transfer to the parts. Many chop-spray-glass-mat reinforced polyester and vinyl-ester tools with heavily gel-coated surfaces almost always exhibit cracking in the gel coat after a few runs. This must be repaired by removing the cracks and bubbles in the damaged areas and repairing them with a mixture of milled fiberglass and gel coat. Composite Tool Structuring Composite tool design must also incorporate a strong, torsion-resistant substructure or frame that will be a rigid platform for the tool laminate during processing. For elevated temperature service, substructures are usually made from the same material as the parent tool, but also can be made from dissimilar materials such as steel, Invar, or aluminum. When a tool is not going to be subjected to elevated temperature, then dissimilar materials such as steel tubing can be used to produce a cradle or substructure to reinforce the tool laminate. Often with very large tools these structures can be adapted to a trunnion to allow the mold or fixture to be rotated into the best working position. In addition to tooling support, transportation and handling features also must be considered part of the tool design. Tool lift lugs should be positioned in such a manner so as not to allow the lifting straps or chains to load or damage the tool. For large tools, forklift provisions should be designed so as not to allow the forklift's tines or rails to contact or damage the primary tool body or laminate. Review Questions 1. An 'eyebrow' is: a. a flaw in a mold b. the end part of a mandrel c. a color-coded cutout d. a template 2. Layup molds with cores that collapse or dissolve are used to create: a. hollow parts b. parts made on a mandrel c. templates d. round or spherical parts 3. To facilitate trimming, tools may incorporate: a. ear hooks b. knife flanges c. reverse flanges d. trim tabs 4. 'CTE' value refers to: a. hardness of the composite material b. surface density c. tool shrinkage d. thermal expansion of the tool 5. Carbon fiber reinforced epoxy or bismaleimide laminates can endure temperatures up to: b. 550 o F/288 o C a. 750 o F/399 o C c. 350 o F/177 o C d. 150 o F/66 o C 6. Many resin transfer molding molds resemble: a. matching die sets b. inflatable vacuum bags c. elongated mandrels d. layup molds 7. Pultrusion dies are commonly made of: a. composite material b. silicon rubber c. Invar d. mold steel 8. The targeted goal in designing laminate tools is: a. void volume of less than 0.5% b. high Brinell hardness c. maximum stiffness d. ease of assembly 9. A tool substructure is often needed to: a. facilitate trimming b. aid in part removal c. resist torsional movements d. provide for tool transportation	<urn:uuid:a5e1e6d6-a342-4493-86e2-8a5809c66f2a>	CC-MAIN-2020-50	https://www.sme.org/globalassets/sme.org/media/training-guides/dv08pub4_study_guide.pdf	2020-11-27T10:02:32+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00526.warc.gz	862,394,399	2,013	eng_Latn	eng_Latn	0.970542	eng_Latn	0.99708	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2436, 5567, 8334, 9569 ]	[ 1.484375 ]	2	2
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Page 3/3	<urn:uuid:ea565404-01e3-4bfd-b74f-370f33f892a2>	CC-MAIN-2020-50	http://stationaryfuelcells.org/good_thesis_paper_topics.pdf	2020-11-27T09:25:54+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00527.warc.gz	89,295,655	1,539	eng_Latn	eng_Latn	0.763617	eng_Latn	0.9965	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3798, 7594, 7692 ]	[ 1.5546875 ]	1	0
uindew's Skill-Based Pedagogy A Research Project on Academic Literacy Quindew.com - firstname.lastname@example.org - Copyright 2020 Abstract This research project is designed to assist secondary teachers in the explicit teaching of deep reading comprehension skills. The research was inspired by the need for a more deliberate approach to the teaching of academic reading instruction in middle and high school. One of the methods of this project is to detail the expectations colleges and universities have for incoming freshman and oﬀer a sampling of studies and projects that have contributed to the conversation on adolescent literacy. Although there has been much discussion about adolescent literacy, high school graduates continue to enter colleges and universities unprepared for post-secondary reading tasks. The majority of scholarly work contributing to academic literacy remains in the form of a discussion, yielding valuable conversations on methodology and pedagogy but producing few online curricular resources that are built on research and rooted in explicit, skill-based literacy instruction. It is this lack of resources that creates a space for this project. The gap that exists between the skills and abilities of high school graduates and what colleges and universities expect from their incoming freshman, combined with the general need for literacy instruction in secondary education, signals a need for more research that informs teachers and schools on how to best prepare secondary students for reading tasks in rigorous, academic environments. The purpose of this document is to identify academic competencies and expectations in order to better understand what secondary teachers can do to help prepare students for post-secondary reading demands. It is also the purpose of this document to investigate what scholars and organizations in the field have said about adolescent literacy and to see what has been done to bridge the gap between what high school students are learning and what colleges and universities expect them to know and do. This document includes a review of three comprehensive research studies that focus on adolescent, academic literacy: the first, a study conducted by the Intersegmental Committee of the Academic Senate, outlines academic competencies and expectations for reading, writing, and thinking for incoming freshman entering California's colleges and universities; the second, a study sponsored by the California Writing Project, details how a group of teachers in the Santa Ana Unified School District implemented a cognitive strategies approach that improved the development of academic literacy for thousands of English Language Learners; and the third, a report by the Center on Instruction, identifies the need to address literacy earlier in a student's education and provides various recommendations to help prepare students for rigorous reading assignments. As a result of these three studies, educators are becoming more aware of what needs to be done in order to improve adolescent literacy. This growing awareness has spurred a rich conversation in and around middle and high schools and has produced three central questions: 1) What does it mean to be a competent reader of texts?; 3) Who should be responsible for teaching academic deep reading comprehension? 2) What is the most eﬀective way to teach students how to read complex texts?; and Study 1 In 2002, the Intersegmental Committee of the Academic Senate (ICAS) published a study entitled Academic Literacy: A Statement of Competencies Expected of Students Entering California's Public Colleges and Universities. This comprehensive document designed to aid in the research and development of critical reading, writing, and thinking, seeks to identify "skills and attitudes" that competent, successful college students' exhibit. Since the Intersegmental Committee of the Academic Senate recognizes that all incoming freshman must be competent in reading, writing, and thinking in order to be successful in any academic field, the ICAS wanted to include in this research project as many voices in as many disciplines as possible. The two consultants for this project—Dr. Robert Doly, a professor at the University of California, Irvine and Dr. Jerry Rudmann, an instructor at Coastline Community College—coordinated a massive online survey where faculty from California's community colleges, state colleges, and universities were invited to participate in this study. In the section titled "Habits of Mind," the ICAS suggests that critical reading, writing, listening and thinking "depend upon students' ability to postpone judgment and tolerate ambiguity…" and that getting in a habit of "rethinking, rereading and rewriting" will lead to high levels of academic success. Based on what colleges and universities value as "intellectual habits of mind," the study concludes that incoming freshman are not generally equipped with the attitudes and habits necessary to do well in their first two years of college. According to the study, "Only 1/3 of entering students are suﬀiciently prepared for the two most frequently assigned writing tasks: analyzing information or arguments and synthesizing information from several sources" (17). Even though this statistic focuses on students' writing ability, the type of writing that is being assessed here begins with a reading assignment. And, since students are being asked to analyze authors' arguments and synthesize information from a variety of texts, it is reasonable to conclude that the problem is not the individual student's ability to write; on the contrary, the issue is more fundamental; and it begins with his/her ability to competently read challenging texts. The study goes on to say that only 49% of students are able to give brief summaries of texts that they read and 83% of faculty involved in the study report that "students' lack of analytical reading skills contributes to students' lack of success in a [college] course (17). These percentages are alarming and instructive. If we hope to have aspiring students graduate with a college degree, we must teach students how to read with deeper meaning and purpose. In the first section, the committee members contend that "we must teach our students to be active makers of meaning and teach them the strategies all good readers employ: to think critically, to analyze arguments, to compare, to identify evidence and central ideas, and to make connections (12). They argue that "true academic competence depends upon a set of perceptions and behaviors acquired while preparing for more advanced academic work" (12). To better prepare students for college level reading tasks, they recommend that middle and high school teachers help students develop the following skills. Reading and Reading to Write Competencies * Make predictions based on the title * Make predictions while reading * Withhold judgment while reading a text" * Approach texts with a variety or reading strategies * Predict the author's purpose using textual clues * Successfully read challenging texts without instruction or support * Diﬀerentiate between main and subordinate ideas in texts * Clarify challenging material through rereading strategies * Comprehend and connect ideas presented in a variety of texts * Challenge what a text says * Develop questions while reading and seek to find answers * Apply prior knowledge to new ideas and information * Identify central ideas and detailsas it relates to the topic * Use context clues to understand unfamiliar words * Identify key claims and evidence as it relates to the argument Even though the Intersegmental Committee of the Academic Senate published their report back in 2002, their recommendations in 2002, and now in 2015-2016, continue to inform teachers, schools, and districts about the need for a more deliberate approach to teaching adolescent literacy. In 2007, ACT Inc. released their 2005-2006 National Curriculum Survey Results that focused on the gap between post-secondary expectations and high school practice. In a press release by an ACT spokesperson, we are reminded of the "gap between what U.S. high schools are teaching in their core college preparatory courses and what colleges want incoming students to know in order for them to succeed in first-year courses" ("New Study Points to Gap," par. 1). The National Survey reports that "colleges generally want all incoming students to attain in-depth understanding of a selected number of fundamental skills and knowledge in their high school courses, while high schools tend to provide less in-depth instruction of a broader range of skills and topics" ("New Study Points to Gap," par. 2). The survey conducted by the ACT not only reiterates what the ICAS reports, it extends the ICAS's claim that high school academic standards are not aligned with post-secondary expectations for reading and writing, leaving incoming freshman ill-equipped to handle the rigors of post-secondary work. Moreover, ELL students ought to be a major concern for any teacher who teaches in California. According to the ICAS, English Language Learners make up close to 40% of all K-12 students in California, and based on their report, this population is also not prepared for college-level reading tasks. Many students who are non-native speakers of English possess the determination and commitment that the ICAS suggests is the key to success in academic settings. However, despite their eﬀorts, ELL students struggle through many reading and writing assignments; they have the heart and the motivation to make it to college, but many ELL or ESL students lack the English language development needed to succeed, especially if they have only been in America for a short period of time. This is perhaps where we see the clearest case of what has been called "misplaced confidence." Students whether they are ELL or native speakers of English move through high school with excellent grades and soaring GPAs. The students see their grades as a reflection of their abilities and their preparedness for college; however, their grades are not necessarily a good determiner of how well they can read and write. Many ELL students wander onto college campuses unaware of the academic demands that await them. For this reason, individuals who are interested in helping students make the transition from high school to college must confront the reality that a fair number of students in our classrooms are ELL and that these students need to develop academic competencies if we hope to increase the number of under-represented students going to and succeeding in college. But, the questions still remains: How can we support the development of academic competencies for our English Language Learners? This is where studies like the Pathway Project can be most helpful. Study 2 In February 2007, the California Writing Project in conjunction with the Santa Ana Unified School District—a low socioeconomic district struggling to serve their 93% ESL population—published a study that focused on improving academic literacy for English Language Learners. In the opening pages of their report, A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School, we learn that the Pathway Project spanned over an eight year period and included the participation of fifty-five secondary teachers (grades 6-12). In the section entitled "Conceptual Framework: A Cognitive Strategies Approach," the cognitive strategies approach to teaching academic literacy is defined as an intervention developed by the California Writing Project. This intervention was born from their extensive research on how experienced readers and writers interact with texts. From their research, they found that "experienced readers and writers purposefully select and orchestrate cognitive strategies that are appropriate for the literacy task at hand" (273). They also found that "teachers need to provide systematic and explicit instruction in strategies used by mature readers and writers and help students develop declarative, procedural, and conditional knowledge of these cognitive strategies, thereby building students' metacognitive control of specific strategies" (274). They contend that the responsibility rests with the teacher to "make visible" the thought process and decisions good readers and writers make and "to provide enough sustained, guided practice that students can internalize these strategies and perform complex tasks independently" (274). In other words, the cognitive strategies approach relies on teachers to teach students a variety of diﬀerent strategies, how to use the strategies, when to use the strategies, and why one strategy may be more appropriate than another. As students learn how to use reading strategies, they will develop the flexibility needed to approach a variety of challenging texts. This is not a simple task, however. In Teaching and Researching Reading, William Grabe and Fredricka L. Stoller comment on the challenges behind developing students into strategic readers of text. In their third chapter, "Dilemmas for L2 reading research and instruction," Grabe and Stoller state that a considerable amount of time must be spent on teaching students how to become strategic readers; time, they say, that most teachers do not have or are unwilling to invest (82). They also caution that "using strategies eﬀectively does not typically involve conscious decisions on the part of the fluent reader. Strategic readers are able to verbalize consciously the strategies that they use when asked to reflect, but they usually do not think consciously of these strategic choices because they have used them eﬀectively so often" (82). Teaching a strategy to students, having them practice the strategy and learning when to use the strategy is an important step in developing strategic readers, but great investment of time must be spent on repetition. As Grabe and Stoller explain, mature readers do not consciously select strategies as they read; instead, they fluidly move from one strategy to another, making "strategic choices" based on the reading situation. Grabe and Stoller Quindew.com contend, to truly develop into a strategic reader, students must move away from the deliberate selection of strategies and into a process that is more instinctive or automatic. In the following table, there is a condensed list of the cognitive reading strategies that are outlined in the Pathway Project study. The list below identifies strategies that would best assist students in meeting the competencies outlined in the study conducted by the Intersegmental Committee of the Academic Senate. These reading strategies suggest that there is a high correlation between an individual's ability to think, question, and summarize text while reading and his/ her ability to competently read and understand ideas presented in text. Therefore, teachers should teach and rehearse with students how to ask questions of a text, make connections in and around a text, and how to infer meaning and make predictions from a text. The cognitive strategies approach makes clear that the teaching of strategies or skills is not enough to help students develop into competent readers and writers. Instead, students need to learn how to think about each strategy and have ample opportunities to practice the strategy. Through repetition and exposure to a variety of challenging texts, the skills that are acquired will become transparent and transferable. Through this process, students eventually take ownership of the strategy, independently making decisions about how to approach and interact with diﬀicult reading material. From the Pathway Project we can infer three eﬀective teaching practices that will improve literacy instruction: 1) teachers must participate in continuous professional development; 2) teachers must purposefully select texts for pedagogical purposes; and 3) teachers must dedicate class time to the modeling and scaﬀolding of cognitive strategies. Eﬀective Reading Strategies * Make predictions based on the title * Approach texts with a variety or reading strategies * Predict the author's purpose using textual clues * Successfully read challenging texts without instruction or support * Diﬀerentiate between main and subordinate ideas in texts * Clarify challenging material through rereading strategies * Comprehend ideas presented in a variety of texts and be able to see connections among them * Make predictions while reading * Challenge what a text says * Withhold judgment while reading a text" * Apply prior knowledge to new ideas and information * Identify central ideas and detailsas it relates to the topic * Develop questions while reading and seek to find answers * Identify key claims and evidence as it relates to the argument * Use context clues to understand unfamiliar words Before moving to the third and final study, let's review some key points from the previous two studies. The first study by the Intersegmental Committee of the Academic Senate reports that high school graduates are not prepared for the academic rigor that is expected of them in the colleges and universities. The study recommends that high school teachers need to spend more time explicitly teaching critical reading and writing strategies to their students. It also states that students must develop the "attitudes and habits" that mature readers possess and learn how to approach texts openly, suspending judgment until the text is fully understood. They suggest that junior and senior classes should assign writing assignments where students are asked to summarize and synthesize information from a variety of texts and spend more time teaching students how to analyze arguments that are presented in texts. We are left to believe from their recommendations, even though they oﬀer recommendations for reading, writing, thinking, and speaking alike, that the ability to competently read academic texts is the most essential skill that high school student should learn in order to increase their chances of success in an academic environment. In the second study, by the California Writing Project, we learn that a cognitive strategies approach to teaching English Language Learners academic competencies proves to be quite successful. This study concludes that "deep knowledge" of reading strategies, and the explicit teaching of declarative, procedural, and conditional knowledge of strategies is central to developing competent readers of academic texts. Study 3 The third and final research study focuses on students who have fallen behind in grade-level reading standards. Primarily concerned with grades 3-12, this study adds to the conversation by reporting on the damaging aﬀects falling behind in grade level reading has on a student's overall academic performance. The study suggests ways teachers can prepare students for challenging reading assignments earlier in their education and recommends ways for teachers to keep students reading at grade level. The Center on Instruction, one of five content centers serving as resources for the 16 regional U.S. Departments of Education Comprehensive Centers, published a report in 2007 entitled Academic Literacy Instruction For Adolescents: A Guidance Document from the Center on Instruction which oﬀers a synthesis and summary of twelve comprehensive documents produced by scholars and organizations who are actively involved in the researching of academic literacy. Placed within this document are descriptions of each research project the Center on Instruction consulted. The purpose of this document is to assist states, districts, and schools in their eﬀorts to improve literacy instruction. Divided into three parts—Improving Academic Literacy, Advice from the Experts, and Examples of State Activities—this document oﬀers ways to improve literacy, ways to Quindew.com support students reading below grade level, ways to support literacy development in English Language Learners, and ways the state and local governments can support schools in their pursuit to improve adolescent literacy. In the opening pages of the study, the Center on Instruction outlines three goals for improving academic literacy: the first, increase all students' overall grade-level reading ability in order to prepare them for post-secondary and workplace reading demands; the second, ensure students continue to gain one grade-level in reading competency with each year they move through elementary, middle, and high school so that they continue to grow with the increasing demands; and the third, support students who are reading below grade-level standards and help them improve their reading proficiency. The document suggests that literacy instruction should focus on six elements: 1) reading fluency; 3) domain-specific and domain-general content knowledge; 2) vocabulary knowledge; 4) higher-level reasoning and thinking skills; 6) motivation and engagement. 5) cognitive reading strategies; and It is important to remember that the three goals for improving academic literacy and the six elements of literacy instruction that are listed above come from the examination of nearly a dozen research projects on academic literacy instruction. The value in this report, then, rests in the wide body of research that went into the creation of this document. The recommendations and suggestions here are not one person's idea of how secondary educators should approach literacy; instead, this document provides a comprehensive look at what research has found to be most useful and productive in the teaching of adolescent literacy. Even though their research document is divided into three sections, this document will focus on the first section, "Improving Academic Literacy Instruction for Students in Grades 4-12." Although Parts 2 and 3 prove to be valuable resources to those interested in academic literacy, Part 1 applies more directly to helping students become more proficient readers and writers. In Part 1, the Center on Instruction provide 5 recommendations: 1) Discuss reading strategies with students. 3) Increase opportunites for students to discuss what they are reading. 2) Give adequate time to practice reading strategies. 4) Engage students with high interest texts, reading goals, and choice. 5) Implement predictable learning routines. Summary This research project began with one simple question: What can teachers do to better prepare students for college level reading and writing assignments? After a bit of research, the one question became three: 1) What does it mean to be a competent reader of texts?; 3) Who should be responsible for teaching academic literacy? 2) What is the most eﬀective way to teach students how to read, write, and think with sophistication and maturity; and Even though the three studies provided here represent a modicum of the total scholarship on adolescent and academic literacy, they do oﬀer a diverse sampling of the research and represent ideas from the larger conversation. The three questions above driving this research project establish a solid foundation to help teachers, schools, and education companies better understand how to improve the achievement gap as it relates to academic reading. It's also important to note that the scholarship included here has contributed to the development of Quindew's skill-based pedagogy and the components of Quindew's rigorous and adaptive reading program. This research document identifies key elements of successful literacy instruction and oﬀers guidelines to help programs like Quindew develop sound reading experiences for students at all levels of reading ability.	<urn:uuid:ce01d328-3a7e-4098-8553-e3c77ad1bbfb>	CC-MAIN-2020-50	https://quindew.com/fact-sheets/quindew-skill-based-pedagogy.pdf	2020-11-27T08:18:44+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00527.warc.gz	449,917,469	4,430	eng_Latn	eng_Latn	0.964639	eng_Latn	0.998305	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 125, 1568, 4500, 7651, 10884, 14273, 16983, 20022, 22498, 23822 ]	[ 2.828125, 3.203125 ]	1	0
Volume 1, No 1 (2018) Date of publication: 23-06-2018 DOI: http://doi.org/10.7577/hrer.2495 ISSN 2535-5406 BOOK AND MEDIA REVIEWS Whose Rights Are They? Social Justice, HRE Discourse, and the Politics of Knowledge Osler, A. (2016). Human rights and schooling: An ethical framework for teaching for social justice. New York, NY: Teachers College Press. 177 pp., US$39.95 (paperback) ISBN-13: 978-0-8077-5676-8; US$ 88.00 (hardcover) ISBN: 9780807756775; $40.95 (ebook) ISBN: 9780807773925. Coysh, J. (2017). Human rights education and the politics of knowledge. New York, NY: Routledge. 201 pp., US$145.00 (Hardback) ISBN-13: 978-1138779112; US$ 49.46 (ebook) ISBN-10: 978-1315769493. Reviewed by Matthew J. Hayden, Drake University, USA. Petra Lange, Valley High School, USA. BOOK AND MEDIA REVIEWS Whose Rights Are They? Social Justice, HRE Discourse, and the Politics of Knowledge DOI: http://doi.org/10.7577/hrer.2495 ISSN 2535-5406 Osler, A. (2016). Human rights and schooling: An ethical framework for teaching for social justice. New York, NY: Teachers College Press. 177 pp., US$39.95 (paperback) ISBN-13: 978-0-8077-5676-8; US$ 88.00 (hardcover) ISBN: 9780807756775; $40.95 (ebook) ISBN: 9780807773925. Coysh, J. (2017). Human rights education and the politics of knowledge. New York, NY: Routledge. 201 pp., US$145.00 (Hardback) ISBN-13: 978-1138779112; US$ 49.46 (ebook) ISBN-10: 978-1315769493. Reviewed by Matthew J. Hayden Drake University, USA. email@example.com Petra Lange Valley High School, USA. firstname.lastname@example.org Whether you peg the inception of Human Rights Education (HRE) with the Universal Declaration of Human Rights in 1948, the UNESCO Associated Schools Program in 1953, or the beginning of the UN Decade for Human Rights Education in 1995, as a formalized construct HRE is not very old. It is, however, old enough to have a history and inheritance of ideas that can be transformed or critiqued. Audrey Osler has attempted the former and Joanne Coysh the latter in recent books that offer teachers, teacher-educators, and scholars new ways to think about HRE and its practices. Osler rethinks the practice of HRE for social justice within contemporary conceptions of human rights and cosmopolitan citizenship, while Coysh asks us to critically reexamine what we think we know about HRE and the dominant discourse that produces it. The authors share a concern about the ways in which HRE is conceived and delivered and, although they have different lenses, they share the same ultimate goal: a world in which human rights are realized and distributed globally. Audrey Osler's Human rights and schooling: An ethical framework for teaching for social justice blends human rights education and social justice pedagogy, with the aim of supporting teacher educators and secondary instructors interested in framing their work around equity and inclusion. Osler provides educators with resources, instructional strategies, and reflective tools; these can be used to supplement the curriculum by linking its content to human rights. Alternately, her framework could be used to entirely restructure a course, making it possible for human rights to become the backbone of coursework. Throughout the text, she communicates the urgency of examining human rights as they pertain to education, in an effort to bridge the chasm that often exists when comparing local and global rights issues. By illustrating the connection between civil rights and human rights, using the Universal Declaration of Human Rights (UDHR) and the UN Convention on the Rights of the Child (CRC) as her foundations, Osler demonstrates how a cosmopolitan perspective strengthens local social justice work in education. Osler frequently asserts that schools have a responsibility to educate teachers and students about human rights, using examples from Iraq, Norway, China, England, South Korea, and the United States. The stories from each of these countries demonstrate how marginalized people, even in respectively prosperous nations, still struggle for education rights. Osler explains that a focus on human rights in education is not only a matter of equal access to education for all students. She also emphasizes the importance of teaching about human rights so that students can advocate them for themselves, their communities, and others in countries they have not yet visited. Osler is consistent about the need for HRE to also include education through and for human rights, but HRE about human rights seems to take a more primary role, or at least it is a prerequisite for the others. This emphasis can leave one hoping for more ideas about how to build advocacy skills. To provide a vision for this work in the classroom, Osler illustrates a pedagogical pathway to connect individual students to local civil rights issues, and then to global human rights issues. For example, she suggests that students connect the analysis of narratives from people who suffer human rights violations in other countries with their own, personal written narratives. This will aid students to identify the significance of the rights they might already enjoy, and also help them to understand how important it is to support the rights of others. Osler claims that writing narratives enables students to make connections between their daily lived experiences and a more idealized vision of human rights. This connection between local and global analyses of rights serves as a lesson in living in an interconnected world and provides the opportunity to uncover rights violations that might exist in local neighborhoods. The juxtaposition of stories originating from different examples of injustice around the world illuminates the vital relationship between education and action and motivates students to examine steps to respond to acts of discrimination and bigotry. While Osler uses several relevant instructional strategies to illustrate the paramount work of human rights education, the instructional approach where students 'examined ethical dilemmas and imperfect solutions faced by historical figures struggling for justice, allowing them to consider the (unintended) consequences of decision making' (p. 47) creates the opportunity to study social justice content while also exploring and evaluating the responsibility to participate in social justice movements. However, this example also raises a problem often cited in research into moral education: on the one hand, classroom dilemmas can help us understand our own thinking and what the stakes are, but, on the other hand, it is not always possible to know when we are actually faced with a dilemma in our lived lives; many of them are just a part of our day. Perhaps a first step would be to help students develop the skills to recognize those dilemmas when they arise. Osler connects global issues to local problems. This approach opens up opportunities for students, teachers, or administrators to reflect on their own practices, and workshop-ready checklists and appendices are provided. For instance, Osler's inclusion of Tomasevski's 'The 4 As of the Right to Education' provides a lens through which schools can be evaluated on their success in providing adequate opportunities for education. Her survey, 'Does Your School Environment Give Everyone a Chance to Enjoy their Rights?' may help to pinpoint areas that need attention in order to overcome violations of students' and teachers' rights, and directly connects these rights to the articles in the UN Convention on the Rights of the Child. These resources are not definitively diagnostic, but may help teachers discover points of entry for dialogue with their students in relation to their students' local circumstances. While this book is useful for educators in the field of social sciences and history, literature and language arts instructors could find her work insightful, too, particularly in the analysis of the power structures that are embedded in human rights accords. These are documents that serve not only the disenfranchised but also nation-states that advance their own agendas. Her emphasis on the analysis of rhetoric to examine the positions of both speaker and audience lends itself to the critical thinking necessary in social justice education. Osler's arguments would have been strengthened had these power structures been examined in more detail, and they could have served as an example for educators of International Baccalaureate Middle Years or Diploma Programmes who might benefit from using this text as a starting place for interdisciplinary work, or even as content in a Theory of Knowledge course. The multifarious applications of this text are what make it a valuable contribution to the field of social justice education. Osler's work situates HRE around local and national social justice movements that can be strengthened with the international support of human rights, but through its cosmopolitan framework such HRE also creates opportunities to empower students to advocate for the rights of friends, family, and strangers. In Joanne Coysh's critique of human rights education, Human rights education and the politics of knowledge, the primary institutions (i.e. the United Nations, UNESCO) and distributors (NGOs) of HRE are accused of producing and distributing a narrowly constructed hegemonic discourse that serves to reproduce its knowledge through predetermined facts of human rights that are then consumed by target populations in a way that preserves the discourse and the knowledge it contains. This narrow construction ensures the survival of HRE knowledge creators and distributors, but does not always benefit the consumers of HRE. Coysh devotes the first half of the text to a survey of contemporary HRE as instantiated by both global institutions and HRE practitioners, focusing primarily on the dominant discourses therein. Coysh then devotes the second half of her book to explicating the role that discourse plays in real-world contexts. Coysh's critique is decidedly postmodern and follows Foucault's critique that institutions control discourses to regulate and control society, not only through words and text, but in social practice and interaction. As a result, in HRE the focus is on the practices and conditions of HRE instead of institutions and theories that produce it. Additional theoretical support is drawn from Gramsci and Freire (among others) and applied to HRE in relatively familiar ways: international institutions such as the United Nations and human rights NGOs define and determine HRE knowledge and practices and apply them to target populations (usually poor and marginalized) that fit the parameters of funder priorities; these target populations are required to engage in HRE by utilizing relevant local contexts that can be understood through the use of the institutionally-determined HRE language. The book provides a number of examples of this process; for example, a targeted population's local, contextual knowledge and understandings of human rights will be replaced by the prevailing definitions and knowledge of the dominant HRE discourse. Coysh then offers a framework by and through which to view the field of HRE. This has four distinct orientations: technical, interpretive, critical, and counterhegemonic. After describing the characteristics and manifestations of each, Coysh shows how the technical orientation, and the specific discourse it maintains, dominates HRE. The primary characteristics of the technical orientation are not too dissimilar from those of positivist perspectives: knowledge is objective and neutral and thus transcends social realities; knowledge is limited to pre-existing concepts and facts that can be operationalized to retain their meanings in application; and this knowledge is grounded by its universality. A consequence of this orientation is that human rights are understood and presented as facts, facts presumed to be true, and as such, are ready-made for what Coysh calls 'HRE as transmission'. Readers familiar with Freire and the 'banking' model of education, especially educators working from a constructivist perspective, will quickly apprehend Coysh's thrust here and can anticipate the problems to be found in an education of transmission. Coysh argues that local participants in HRE are not able to construct their human rights knowledge, but are instead asked to internalize the definitions and meanings imparted to them, and then they must translate their contexts into that language, thus undermining their own knowledge and narrowly constraining the possibilities of their education for human rights. Coysh highlights three problems with the global model of HRE: human rights are presented as self-evident, relevant, and applicable; institutional knowledge of human rights is positioned as neutral, universal, and non-hegemonic; and HRE is disconnected from history, culture, or community and presented as factual truth. As a result, HRE discourses reproduce social structures and hierarchies instead of reconstructing social relations. For instance, Coysh states that common debates about universalism v. culture are a distraction from dealing with issues of how power produces knowledge and how knowledge produces power. Coysh's strongest critique is directed towards the technical orientation, and she analyses this dominant (technical) discourse in HRE, as found in international texts, language, practice, and mechanisms of human rights. All of these flow from the human rights definitions and standards that are articulated in UN documents and communicated through NGOs. HRE is distributed by these NGOs through a process Coysh calls 'cultural translation', wherein HRE is framed through an interpretive set of core ideas of HR, adapted to the local structures in the local context; the target population is redefined in terms of that reconstructed context. While we found this argument persuasive, we were disappointed that the critique was not more consistently extended to the other three orientations. Given the intuitive and familiar forms of the argument against the technical orientation, greater reference to the other orientations would have offered both a better balance and a more robust, comprehensive critique. For instance, we found ourselve paging back to the explanantions of the critical orientation while reading the final chapters, since many of the characteristics of that orientation find expression in Coysh's transformative praxis. More explicit attention to the critical orientation would have better prepared the reader for the key role it plays in her conception of transformative praxis. Coysh analyzes the production, distribution, and consumption of HRE and concludes that while HRE has been viewed as a means to empowerment, it usually involves bringing people into the HRE context as 'subjects' and framing local contexts in terms of the dominant discourse. This reinforces the technical orientation of HRE, reproducing its 'relevance' in ongoing and future contexts. For example, the populations most frequently targeted for HRE are often poor and rural, lacking access to basic services, and strongly adhering to cultural traditions and beliefs. The assumption is that these people do not know their human rights and need HRE. The knowledge of ordinary local people is discounted 'until…it is translated into the language of human rights' (p. 155). Thus, the language of empowerment through HRE merely becomes a way to relocate disadvantaged persons within the predominant hierarchies and social order in which they live. Coysh argues that a more critical approach to HRE is required in order to engage with the poor and marginalized as equal knowledge-holders instead of as beneficiaries. Coysh does recognize that for many targeted populations, being able to reference UN documents as sources of legitimacy for specific human rights can offer both a quicker path to justification and a 'validated authority' for it. However, we believe Coysh gives this perspective too little credit as an option for marginalized populations. The extent to which a marginalized population must 'play the game' of the hegemonic power is arguable and it is not clear in Coysh's argument whether such realities 'on the ground' are ever justification enough for co-opting the dominant global HRE discourse in legitimate and substantive service of local concerns. Coysh concludes the book with suggestions for the future development of HRE; namely, that HRE be conceived as transformative praxis wherein HRE discourse is reframed to involve dialogue without agenda or purpose in order to understand the meaning of what others say, rather than to advance or win an argument. Such a form of discourse would, Coysh argues, allow people to reassert local forms of knowledge and reclaim their right to define their rights. Coysh's critique finds fertile purchase as a companion text to Osler's. Osler provides a rich, comprehensive, and ambitious plan for social justice through HRE, one thoroughly embedded in and anchored to the dominant HRE discourse that is the concern of Coysh. For example, when Osler connects civil rights and human rights by referring to the UDHR and the CRC , she draws a straight line from those international governing institutions and practices to HRE development and distribution. That Osler uses HRE (and its attendant dominant discourse) to then situate social justice education underscores Coysh's point that local contexts are required to translate themselves into the dominant discourse rather than vice versa. Coysh's postmodern critique and Osler's cosmopolitan philosophical grounding provide an instant and identifiable opposition: their theoretical positions stand in stark contrast, though their aims are similar. More significantly, Osler's cosmopolitan perspective situates the individual as a cosmopolitan citizen on a planet of nation-states. She outlines the key concepts of the UDHR as she describes the cosmopolitan citizen, and universality plays a significant role. For Osler, a cosmopolitan citizen is a producer, distributor, and consumer of human rights for all, and a shared conception of human rights is required to educate that citizen. Her path is clear: unite all under a shared conception in order for that conception to become the reality that is sought. While it is unclear whether or not Coysh would attempt to block Osler's vision, she would most certainly problematize the conception of a 'shared conception' as flawed, incomplete, and (probably) irrelevant in many specific locations and contexts. Instead, à la Freire, Coysh would most likely support a global network of rights interlocutors or facilitators, engaging local populations in dialogue with each other, defining and contextualizing their needs and desires in their languages and words vis-à-vis generative themes, and operationalizing them for their contexts. The primary challenge for the reader of these two books is to decide whose recommendations make the most sense for their purposes or contexts. Both provide a prescription of sorts: Osler through HRE for human rights and Coysh through transformative praxis; and both recognize that this process is political. For example, Osler suggests using contemporary examples of educational disparities or flows of stateless or displaced persons to help students come to understand the role their actions or inactions play in supporting or abridging the rights of others. Coysh envisions a rich, local dialog among freely acting persons deliberating together to propose solutions to problems in their lives that they would then enact. The former uses existing conceptions of human rights and the means and levers to achieve them, while the latter uses local knowledge and experiences to decide which rights are needed and how to achieve them. This difference illuminates each author's preferred mechanisms as well as their (desired) sources of HRE knowledge. In many ways the choice can also come down to one's philosophical position on the possibility of globally-realized human rights for all. Should one use the pre-existing and centralized conceptions of HRE as the dominant discourse in order to effect change, however limited, in the systems we have? Or is it time to reject that dominant discourse, in order to create more organic means to the same end?	<urn:uuid:9d5a64a1-fe02-44f5-96af-cebedfdca58c>	CC-MAIN-2020-50	https://humanrer.org/index.php/human/article/download/2495/2763/	2020-11-27T08:49:00+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00526.warc.gz	329,927,147	4,049	eng_Latn	eng_Latn	0.905368	eng_Latn	0.997094	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 783, 3599, 7758, 11171, 14709, 18996, 20446 ]	[ 2.015625, 0.9453125 ]	1	0
Arizona Domestic Well Owner's Workshop A three-hour workshop will be held at your local County Extension office 101 E. Beale Street, Kingman, AZ 86401 at April 22, 2017 1:00pm-4:00pm In Arizona, the number of new domestic wells can exceed 3,000 each year, with an estimated 130,000+ wells across the State. These private wells provide water supply to an estimated 120,000 households, or about 5-7% of the state's population. Your County has many domestic wells that provide water to homes. It is important that well owners are knowledgeable on how to care and maintain their well and have a basic understanding of issues that come with owning a well. The information will help the owner to provide safe drinking water and protect their investment. Speakers: - Janick Artiola, Ph.D.: University of Arizona Cooperative Extension Water Quality Specialist. email@example.com - Gary Hix, RG: Past President of the Arizona Water Well Association. The workshop will cover water sources, regulations, domestic well maintenance and water treatments topics, including: * Basic domestic well facts * Introduction to Arizona Geology and aquifers * Regulations, Well registration, County Issues * Naturally occurring contaminants * Routine well operation and maintenance * Aquifer vulnerability * When to sample and what to sample for * Well head and source water protection * Home water Treatment options for your well water The information presented at the workshop comes in from a booklet titled: "Arizona Well Owner's Guide to Water supply. University of Arizona Cooperative Extension publication #AZ1485." Hard copies will be given to all attendees. In addition, a USB thumb drive will be given to all attendees with electronic versions (pdf file) of the Well Owner's Guide and the Arizona Know your Water booklets, the Well Owners Video Series and many other water-related Extension publications. These publications can also be obtained from the Arizona Cooperative Extension publications Office: http://extension.arizona.edu/pubs/ Please RSVP as space is limited. Contact Andrew Brischke at firstname.lastname@example.org or Christine Murphy at email@example.com. You can also call the Extension office at 928-753-3788. Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Jeffrey C. Silvertooth, Associate Dean & Director, Extension & Economic Development, College of Agriculture Life Sciences, The University of Arizona. The University of Arizona is an equal opportunity, affirmative action institution. The University does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity, or genetic information in its programs and activities. "Persons with a disability may request reasonable accommodation, such as a sign language interpreter, by contacting Christine Murphy, at (928) 7533788. Requests should be made as early as possible to allow time to arrange the accommodation."	<urn:uuid:876d8a3e-c626-4f9d-a6b4-7a6019d40c65>	CC-MAIN-2017-43	https://highdesertdirt.com/wp-content/uploads/2017/03/2017-4-WellWorkshopFlyer.pdf	2017-10-18T13:10:25Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00779.warc.gz	723,471,214	641	eng_Latn	eng_Latn	0.990254	eng_Latn	0.990254	[ "eng_Latn" ]	false	docling	[ 3090 ]	[ 1.3515625 ]	1	0
NEWS AND COMMENTS CREATION IN THE PUBLIC SCHOOLS Although the case for evolution was supposedly won by the famous lawyer Clarence Darrow at the Scopes ("Monkey'') Trial in 1925, it has been well documented that in the succeeding years evolution was downgraded or removed from high-school biology textbooks. While the decades following the Scopes Trial were quiet, renewed interest in the issue of evolution and creation resurged in the 60s and 70s, especially in California, Texas, and Tennessee, where numerous battles over textbooks have been waged regarding the inclusion of creation in the public-school science curriculum. Evolutionists believed themselves to have won a decided victory after the 1981 Arkansas trial when U.S. District Judge William R. Overton issued a firm decision stating that it is unconstitutional to require that creation be taught in public-school science classes. It is too early to evaluate the impact of this decision, and in Louisiana a trial is pending concerning a modification of Arkansas Act 590. Yet some trends are already becoming evident. Some evolutionists have expressed concern that in consequence of efforts to win legal battles, the public has been made to realize that some creditable scientists do not believe in evolution. Furthermore, evolution is being downgraded in the elementary and secondary textbooks, not because the authors desire these changes, but because of a strongly competitive market. A textbook that does not emphasize evolution sells to more school districts than one that does, and the economics of the textbook industry have probably done more to reduce the thrust of evolution in the public schools than any other single factor. A 1982 Gallup Poll has shown that the naturalistic evolution presented in science textbooks is not widely accepted. Of 1518 adults queried, only 9% believed that man has developed without God's aid over millions of years from less advanced forms of life. Thirty-eight percent believed that man developed from less advanced forms of life with God's aid, while 44% believed that God created man within the past 10,000 years, and 9% did not know. With such beliefs at the popular level, the considerable objection to teaching only evolution in the public schools is not surprising. When family religious beliefs are attacked through required public-school classes, some negative reaction is inevitable. Whether this is contributing to the increase in private-school attendance is a matter of conjecture. 99 During the past three years evolutionists have reacted with an unprecedented series of publications against creation, including three symposium volumes and at least half a dozen books. The American Geological Institute has published a pamphlet entitled "Why Scientists Believe in Evolution" (it should probably be more accurately entitled "Why Some Scientists Believe in Evolution"), and the National Academy of Sciences has likewise published a well-written and attractively illustrated brochure entitled Science and Creationism — A View from the National Academy of Sciences. To read much of these materials is a sobering experience. Some of the errors made by creationists are well depicted, while the errors of evolutionists are minimized. Likewise there is unbelievable ignorance, misunderstanding, and misrepresentation of the arguments for creation. Most of the arguments used against creation are not new, and there is considerable duplication of thought and authors. In the three symposium volumes already mentioned above, five authors appear at least twice. Slightly different is the new symposium volume entitled Is God a Creationist? He isn't! ... at least not according to the authors who put little stock into the authenticity of the biblical record. Overall the stage has changed dramatically. In the past, evolutionists largely dismissed creation as a nonthreatening myth held by a minority. Apparently this is no longer the case, and the defense of evolution is taking on an apologetic fervor. Katherine Ching	<urn:uuid:519ae048-58bf-45cb-9a85-8cfff3c2fce5>	CC-MAIN-2017-43	http://www.grisda.org/origins/11099.pdf	2017-10-18T12:43:54Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00779.warc.gz	473,126,256	755	eng_Latn	eng_Latn	0.998855	eng_Latn	0.999143	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2507, 4038 ]	[ 1.6328125 ]	1	4
A DIFFERENT WAY TO LOOK AT THE TERRIBLE TWOS Solution Focused Psychology specializes in the assessment and treatment of children. By Amanda Laﬀerty, Registered Psychologist. "Is 'no' your favorite word?" That is a question I jokingly ask my two-yearold, who frequently answers "nnno!" As parents, we often dread the terrible twos, and it often evokes shame (I'm a bad parent) in us when our children throw a tantrum in public or in situations where we feel our parenting is being judged. We live in a society that demands perfection and instant gratiﬁcation. The terrible twos bring many struggles, as children often present as grandiose, omnipotent, with a strong sense of entitlement ("You must attend to my needs, but I do not need to listen to you"), and have magical thinking. Sandy Hotchkiss, LCSW, states that every child is psychologically hardwired to become a narcissist. How does this look in the real world? A toddler darts off bravely on a solo journey in a store, hitting or ﬂying into a rage when their way is not accepted. This behaviour demands a parenting response to help move out of this stage. How we respond to these early moments is important to the development of the child's sense of self and their ability to be compassionate, respectful adults. 1 2 "NNNNO!!!! A different way at looking at the terrible twos By Amanda Laﬀerty, Registered Psychologist So, why are children so enraged when they hear the word "no"? As babies, their survival is determined by their primary caretaker caregiving. Tantrums are a survival skill. The child sees the mother as an extension of him or herself – a means of getting needs met. Around the age of two, the child is capable of more independence but can still remember the good old days. Really, wouldn't it be great to be the center of attention, with everyone catering to your needs at the drop of a hat? Unfortunately, life does not work that way, and self-centeredness is a barrier to meaningful connection in our adult lives. Therefore, as parents, we need to go through these tough moments with our children and help them develop a separate sense self ("I am me, and you are you") and healthy boundaries ("There is a space between us"). A child's brain needs practice in learning how to manage his or her own feelings, toning down distressing and intense feelings without assistance from others. Each time a child has a tantrum is a learning opportunity. An attuned caregiver will help tone down a distressed child, but also know when to permit the extra bit of tension that allows the child to work through the feeling, thereby developing more emotional tolerance. Compassion is needed towards the child; as the child's brain is learning how to handle really big feelings without acting on them or having someone else calm them down. Parenting is an imperfect process. In these tough moments with our little ones, we need to not give in to their rages or, alternatively, provide shaming messages (bad girl) to control them. Developing a healthy sense of self is knowing your needs, but realizing they are no more important than anybody else's. The choices we make and how we use our bodies and words are important lessons at this stage – hands are not for hitting, and words are not for hurting! Our society provides unrealistic expectations of who we are supposed to be and how we are supposed to live. I believe that we often neglect to teach our children that suffering and imperfection are a part of the shared human experience. This lesson begins at the terrible twos. Remember, children are our most valuable resource. I will leave you with some of my favorite lines from Brené Brown's "Wholehearted Parenting Manifesto": Together we will cry and face fear and grief. I will want to take away your pain, but instead I will sit with you and teach you how to feel it. . . . I will not teach or love or show you anything perfectly, but I will let you see me, and I will always hold the sacred gift of seeing you. Truly, deeply seeing you.	<urn:uuid:a3bdbbf5-a638-434d-b9f1-f44a2f338309>	CC-MAIN-2017-43	http://solfocpsy.ca/No_Article.pdf	2017-10-18T12:50:47Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00782.warc.gz	303,712,608	868	eng_Latn	eng_Latn	0.998199	eng_Latn	0.998421	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1278, 4025 ]	[ 2.328125 ]	1	0
WEED BIOMASS EVALUATION IN AN INTENSIVE APPLE ORCHARD BY REMOTE SENSING INSTRUMENTS Riczu Péter, Nagy Attila, Fórián Tünde, Bozsik Éva, Gálya Bernadett, Lehoczky Éva, Tamás János * University of Debrecen, Institute of Water and Environmental Management, Böszörményi st., no. 138, 4032, Debrecen, Hungary, e-mail: email@example.com ** Hungarian Academy of Sciences, Institute for Soil Science and Agricultural Chemistry, Herman Ottó st., no. 15, 1022, Budapest, Hungary Abstract Weeds compete with the cultivated plant for the nutrient and water, thus weed coverage could a great influence on the profitability of fruit production. Some traditional and modern methods are available to detect weed patches. Remote sensing is an effective tool to survey the ground coverage on a fruit plantation. The investigation was carried out of in an intensive apple orchard at the Study and Regional Research Farm of the University of Debrecen near the town of Pallag. Weed coverage map was created in different software environment to evaluate the spatial distribution of weeds. Weed mapping and imaging surveys were executed and compared with the two instruments, where a middle correlation (r=0.691) was detected between the two techniques. The results could contribute to precision weed detection and it could help in pesticide saving farming system. Key words: Weed detection, apple orchard, remote sensing, NDVI, GreenSeeker 505, Tetracam ADC. INTRODUCTION Growing weeds have some harmful effects, which influence develop of cultivated plants. One of the most common competitions is for available growth factors, such as water, nutrient, light, etc. (Lipecki, 2006), and indirectly, weeds could cause various diseases (Meziere et al., 2013) in an agricultural field or a horticultural plantation. Distribution of weeds could be excessively heterogeneous (Nagy, 2004). The spatial distribution of weeds is important to know for appropriate weed management. Traditional weed-scouting techniques were time-consuming, difficult and not so effective (Wiles et al., 1993). Farmers used practically homogenous pesticide application to decrease the amount of weeds on a field by conventional weed control techniques (Clay S.A., Johnson, 1999; Nagy, 2004). However, development of weed detection techniques, variable rate application was widespread (Wells, Dollarhide, 1998; Mohammadzamani, Rashidi, 2009). Presently, some effective, quick, time-consuming methods are available to investigate real time weed coverage on an agricultural field or a horticultural plantation. Active and passive remote sensing methods acquire information about objects or areas at the Earth's surface without being in direct physical contact with the object or area. The basis of remote sensing is incoming electromagnetic radiation (EI) to the object. When the radiation incident upon the object's surface, it is reflected (ER) by that surface, transmitted (ET) into the surface or absorbed (EA) by the surface. Thus, it could be established that the reflection, absorption and transmission are equal to the total incoming radiation on a given wavelength (Aggarwal, 2004). Most remote sensing systems are designed to collect reflected radiation (Short, 2011). Remote sensing is an effective tool for monitoring biomass production. By using certain reflectance values of adequate spectral bands vegetation indices can be calculated, which correlate well with the biomass. The plants reflect the visible (VIS) band in a small compass, but in the near infrared (NIR) band, the reflectance increases depend on the chlorophyll content of leaves and changes proportionally to produced biomass (Tucker, 1979). Using the reflection of the RED (630-690 nm) and the NIR bands (760-900 nm), a plant's green mass may be determined by the following equation: NDVI = (NIR-RED)/(NIR+RED). The aims of this study are, to investigate the spatial variation of weed coverage on an intensive apple orchard and compare both NDVI sensor systems. MATERIAL AND METHOD The active and passive remote weed scouting were carried out at the Study and Regional Research Farm of the University of Debrecen, near the town of Pallag. The study area was an intensive apple orchard with a drip irrigation system, protected with a hail net. There are six rows of apple trees on the pilot area. Weed scouting was worked out only in the five row spacing. The date of ground cover measurements were before the fall of leaves at 01.10.2013. To investigate the spectral characteristics of the whole study area's ground, GreenSeeker 505 vegetation indexmeter was used. The instrument uses red band (656 nm) and near infrared band (774 nm) of the electromagnetic spectrum to calculate NDVI values. Data collecting was carried out 60-80 cm from the foliage. As an interface of GreenSeeker 505 was working, an AgGPS FmX integrated display by Trimble, which collected the coordinate data beside the NDVI values. The acquired data was stored in the hardware of the job computer each second. Both the AgGPS FmX and the Greenseeker 505 were mounted on a tractor. Uniform data collection was provided by the continuous speed of a tractor. For processing of data, Surfer 11 software was used. To evaluate the data, an NDVI map was created using a spatial interpolation technique (Kriging method). To investigate the active ground cover on the pilot area, other spectral instrument was used. Tetracam ADC, broadband multispectral passive remote sensing camera surveys the test site. Resolution of the camera is 1280x1024 pixel. The camera creates spectral reflectance images in three bands (green – 520-600 nm, red – 650-750 nm and infrared – 750-950 nm). Based on the reflectance values, vegetation indices could be created in appropriate software environment (PixelWrench2). RESULTS AND DISCUSSION The active ground cover of the investigated apple orchard was carried out by GreenSeeker 505 active remote sensing instrument. Special software environment was used to create and evaluate of the weed coverage map (Figure 1). Higher active ground cover is indicated by higher NDVI values. The average NDVI values of the whole study area were 0.353 in various distributions. Based on the NDVI values, it could be classified the total area in other software environment. The histogram of the investigated area was created in IDRISI Taiga pixel based software, where 0.001 class widths were used (Figure 2). The pixel resolution of the interpolated map was 1 arc degree. The histogram shows, that the most pixels were in the lower NDVI classes. Then the investigated area was reclassified to evaluate the weed coverage. New class width was 0.2, thus five classes where created. Weed patches with 0.2-0.4 NDVI values covered the largest area (67.68%) of the investigated orchard floor. On the larges reclassified area (NDVI=0.8-1) was not extremely dense vegetation (Figure 2). The spatial distribution of patches is also important for site-specific weed management. The reclassified NDVI map shows the Figure 2. In order to investigate the weed coverage, an imaging multispectral camera was used. We used 25 camera stations to survey the whole area. In the row spacing, from 5 locations were taken the images, which surveyed about a 10 m long section. Multispectral images contained pixels (canopy of trees, hail protection net, sky, etc.), which could be caused errors during the evaluation. Thus, the processing was carried out only a swath (track of tractor, between wheels), which similar with GreenSeeker data collection zone. Based on the multispectral data, canopy coverage were determined (average canopy coverage was 24.42%) in the PixelWrench2, which is the own software of Tetracam ADC. The canopy coverage data was compared with the GreenSeeker-NDVI values and a middle correlation (r=0.69) was detected. Without selecting of swaths, due to the error pixels, weak correlation could be obtained (r=0.32). CONCLUSIONS In our research, weed distribution investigations were carried out by two remote sensing instruments in an intensive apple plantation. Based on the spectral features of weeds, a weed coverage map was created. By combination of software solutions, the NDVI vigor map was reclassified. The GreenSeeker proved an effective and fast technique to scouting for weeds. The results could help for site specific weed control. Further investigations are needed to examine the context of NDVI map and herbicide application. Imaging systems could be useful for determine weed coverage of the study area, from which could be concluded to the amount of transpirated water by weeds. The camera could provide the species level identification of weeds, which is an effective tool to know a more accurate water usage of plants. Acknowledgments This research was realized in the frames of TÁMOP 4.2.4. A/2-11-1-2012-0001 „National Excellence Program – Elaborating and operating an inland student and researcher personal support system". The project was subsidized by the European Union and cofinanced by the European Social Fund. This publication was supported by the OTKA project K 105789. REFERENCES 1. Aggarwal S., 2004, Principles of Remote Sensing. [In. Sivakumar M.V.K., Roy P.S., Harsen K., Saha S.K. (eds.): Satellite Remote Sensing and GIS Applications in Agricultural Meteorology.], World Meteorological Organisation, Geneva. pp. 23-38. 2. Clay S.A., Johnson G., 1999, Scouting for Weeds. Site-Specific Management Guidelines, SSMG-15. Potash and Phosphate Institute, Norcross, Georgia, pp. 1-4. 3. Lipecki J., 2006, Weeds in orchards – Pros and contras, Journal of Fruit and Ornamental Plant Research, 14, 3, pp. 13-18. 4. Meziere D., Lucas P., Granger S., Colbach N., 2013, Does Integrated Weed Management affect the risk of crop diseases? A simulation case study with blackgrass weed and take-all disease, European Journal of Agronomy, 47, pp. 3343. 5. Mohammadzamani D., Rashidi M., 2009, Generating a digital management map for variable rate herbicide application using the global positioning system, ARPN Journal of Agricultural and Biological Science, 4, 3, pp. 1-6. 6. Nagy S., 2004, Development of weed survey methods to planning precision weed control, Ph.D thesis, Mosonmagyaróvár, Hungary, p. 222. 7. Short N.M., 2011, The Remote Sensing Tutorial, Available at: http://rst.gsfc.nasa. gov 8. Tucker C.J., 1979, Red and Photographic Infrared Linear Combinations for Monitoring Vegetation, Remote Sensing of the Environment, 8, pp. 127-150. 9. Wells K.L., Dollarhide J.E., 1998, Precision Agriculture: The Effect of Variable Rate Fertilizer Application On Soil Test Values, Soil Science News & Viewes, 19, 6, pp. 1-9. 10. Wiles L.J., Gold H.J., Wilkerson G.G., 1993, Modeling the uncertainty of weed density estimates to improve post-emergence herbicide control decisions, Weed Research, 33, pp. 241-252.	<urn:uuid:619aa9a7-2e44-4ece-b688-553894095ad9>	CC-MAIN-2017-43	http://protmed.uoradea.ro/facultate/anale/protectia_mediului/2013B/hort/07.%20Riczu.pdf	2017-10-18T12:42:56Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00780.warc.gz	261,446,889	2,471	eng_Latn	eng_Latn	0.95397	eng_Latn	0.986804	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3243, 5335, 6508, 8252, 10878 ]	[ 1.4140625 ]	1	6
Fax +331 42 08 50 85 Measure for Measure According to a person's actions in this world, he causes a corresponding response in Heaven, measure for measure. If someone is usually forbearing and exhibits kindness and patience in dealing with people, he thereby awakens Divine mercy above. The Holy One, blessed be He, will show mercy to others because of him, and he will also be shown mercy and patience concerning his sins, as the Sages have said: "Whoever reigns in his natural tendencies, strict judgments against his sins are reigned in." However if someone never lets anything pass and fails to demonstrates mercy to others, he increases the power of strict justice against them and against himself. Hence all of his deeds will be scrutinized by Heaven, for in the same way that a person deals with others, Heaven will deal with him. This is why the Holy One, blessed be He, is uncompromising when it comes to Lashon Harah. One who awakens the attribute of justice by speaking ill of others also awakens an accusation in Heaven against the Jewish people, thereby strengthening the Satan's ability to accuse Jews. – The Chafetz Chaim FAITH CANNOT EXIST WITHOUT A LOVE FOR OTHERS (by Rabbi David Hanania Pinto shlita) It is written, "These are the offspring of Noah – Noah was a righteous man, perfect in his generations" (Genesis 6:9). Here Rashi cites a discussion of the Sages: "Some of our Sages interpret it favorably: How much more if he had lived in a generation of righteous people, he would have been even more righteous. Others interpret it derogatorily: In comparison to his generation he was righteous, but if he had been in Abraham's generation, he would not have been considered of any importance." We need to understand why our Sages disagreed as to whether Noah's righteousness was complete or not, since everyone acknowledged that he did not sin, and in his own generation he was a tzaddik. Even if we say that he was not as righteous as Abraham, could we ever imagine that his righteousness was not genuine, since the Torah testifies that he was a tzaddik? It states that Noah found grace in Hashem's eyes, for He said to him: "It is you that I have seen to be righteous before Me" (Genesis 7:1), and it was by Noah's merit that the world returned to normal after the flood. Can we even say in our time that the righteousness of a certain tzaddik is not perfect if it does not resemble that of another tzaddik? Each tzaddik has his portion in the World to Come according to his deeds in this world, and it is impossible to diminish the righteousness of one tzaddik due to the righteousness of another. The Midrash states, "These are the offspring of Noah – Noah….' Surely Scripture should have written, 'These are the offspring of Noah – Shem…' " (Bereshith Rabba 30:5). We may say that this doublet led some of our Sages to view it as a criticism of Noah, for they understood the name Noah as signifying rest (menucha). That being the case, it seems that Noah wanted to relax at home and occupy himself with Torah and mitzvot all by himself. He did want to participate in public life, either to reprimand people or bring them closer to Torah and good deeds, as Abraham did in his time. Thus the Sages said, "Abraham converted the men and Sarah the women" (ibid. 39:14). Sforno (6:8) explains this to mean that Noah did not teach the people of his generation to know G-d and walk in His ways, even though he was righteous in thought and deed. inhabitants of Sodom, as we read: "Far be it from You to do a thing such as this, to put to death the righteous with the wicked, so that the righteous would be like the wicked. Far be it from You! Will the Judge of the entire earth not perform justice?" (v.25). By saying this, Abraham received the reward of all the generations, even Noah's generation, for had Abraham lived in that time he would have encouraged them to repent. In fact the Gemara states, " 'Noah with his sons…went into the ark because of the waters of the flood' [Genesis 7:7]. Rabbi Yochanan said, 'He lacked faith: Had the water not reached his ankles, he would not have entered the ark' " (Bereshith Rabba 32:6). Abraham's faith, however, was strong, and of him it is said: "He believed in the L-RD, and He counted it to him for righteousness" (Genesis 15:6). Such was not the case with Noah, for nowhere is it written that Noah believed in Hashem, since his faith was lacking. In fact by reprimanding the people of his generation, bringing them closer to the Shechinah, and praying for the inhabitants of Sodom, Abraham clearly demonstrated the power of his faith. Consequently, some of our Sages viewed this was a criticism, since it was shameful for a tzaddik to study Torah alone and not leave his home in order to reprimand others and encourage them to repent of their evil deeds. Since the text states, "Noah – Noah…" (Genesis 6:9), we learn that he wanted to rest and not confront his generation. Therefore had Noah lived in the generation of Abraham, he would not have been important, for Abraham was the one who confronted his generation and brought people under the wings of the Shechinah. The Mishnah tells us, "There were ten generations from Adam to Noah…. There were ten generations from Noah to Abraham, to indicate how great His patience is, for all those generations repeatedly angered Him, until Abraham our father came and received the reward of them all" (Pirkei Avoth 5:2). We need to understand the difference between Noah and Abraham, especially why Noah, although he was a tzaddik, did not receive the reward of all these generations, contrary to Abraham. We may explain this by what we said earlier, namely that Noah had no desire to reprimand the people of his generation. Not only that, but when Hashem said to him, "Come into the ark, you and all your household, for it is you that I have seen to be righteous before Me in this generation" (Genesis 7:1), Noah did not pray for his generation, but simply began preparing his sons and family members to enter the ark. Yet what did Abraham do when Hashem said to him, "Because the outcry of Sodom and Gomorrah has become great, and because their sin has been very grave, I will descend and see whether they act according to its outcry, which has come to Me" (ibid. 18:20-21)? Before going to save his nephew Lot, Abraham began to pray for the We must perceive the great principle in this: Whoever possesses complete faith in Hashem, this faith will lead him to love others and want to establish peace among them. He will definitely not covet their possessions or try to take their money, for a person with faith realizes that his entire sustenance is determined by Hashem. Hence he will not want other people's money, for this money has not been destined to him. It does not belong to him in any way, and he will never possess anything that is not meant for him. As for someone who does not love others, this definitely indicates that he does not firmly believe in G-d. In fact it is impossible for a person to believe in Hashem without loving others, since they were created in the image of the King, as it is written: "G-d said, 'Let us make man in our image, after our likeness' " (Genesis 1:26). Therefore whoever loves the King will also love the work of His hands, and whoever does not love the work of His hands demonstrates that he does not love the King. Let us examine the implications of this from the verse, "He who is hanged is cursed by G-d" (Deuteronomy 21:23). Here the Sages have said that this constitutes a disgrace to the King, for men are made in His image and the Jewish people are His children. "To what can this be compared? To twin brothers living in one city. One was appointed as king, while the other took to highway robbery. At the king's command they hanged him, but all who saw him exclaimed: 'The king is hanged!' The king then issued a command and he was taken down" (Sanhedrin 46b). The Sages also said, "When a man suffers, what does the Shechinah say? 'My head aches, my arm aches!' " (Chagigah 15b). Hence G-d grieves over the spilled blood of the wicked, and especially over the blood of the righteous. The Gemara states, "A non-Jew presented himself before Shammai and said, 'Convert me on condition that you will teach me the whole Torah while I am standing on one foot.' He repulsed him with the builder's cubit that was in his hand. When he went before Hillel, he said to him: 'What is hateful to you, do not do to your neighbor. This is the whole Torah. The rest is commentary; go and learn it' " (Shabbat 31a). Rabbi Akiva said, " 'You shall love your neighbor as yourself' [Leviticus 19:18] is a great principle of the Torah" (Yerushalmi, Nedarim 9:4). When someone wants to draw closer to Hashem, he cannot cleave to Him directly, but only to His attributes, as the Sages have said: "Is it possible, then, for a human being to walk after the Shechinah, for has it not been said, 'The L-RD your G-d is a devouring fire' [Deuteronomy 4:2]? However the meaning is to walk after the attributes of the Holy One, blessed be He. As He clothes the naked…so should you clothe the naked. … [As He] visited the sick… so should you visit the sick. [As He] comforted mourners…so should you comfort mourners" (Sotah 14a). A Person and His Generation It is written, "Noah was a righteous man, perfect in his generations" (Genesis 6:9). Rashi explains that the expression "in his generations" is regarded by some as a compliment of Noah, while others regard it as a criticism of him. Those who believe it to be a compliment interpret the expression to mean that since Noah was a righteous and perfect man in his generation, how much more would this have been true had he lived in Abraham's generation. Those who think that it is a criticism of Noah understand it to mean that he was regarded as righteous by the standards of his generation, but by the standards of Abraham's generation he would have been regarded as nothing. From here we see that a person must elevate himself regardless of his generation. He should not take the level of his generation into account, but instead he should grow in accordance with his own abilities. If he does otherwise, he will be heavily criticized for it. Even if Noah found grace in Hashem's eyes, it was still shameful for him not to have grown sufficiently. Abraham reached a higher level, waging G-d's battles and enduring unprecedented hardships. Yet he was not static, for he followed the path that he established through fire and blood, elevating himself well above his generation. Since we find no criticisms of Abraham, we learn that a person should not pay attention to the level of those around him, thereby limiting his efforts and contenting himself on just being better than others, not more. He must realize that he has a great responsibility to use all the abilities and talents that he possesses. As for those Sages who thought that this expression was meant as a compliment of Noah, they believed that even in a generation as difficult as his own, he still managed to overcome every obstacle that confronted him. Although his generation was destined for destruction on account of its tremendous wickedness, Noah still did not abandon his great merit, and that is what he was praised for. This means that the Torah is complimenting him by stating that this was a tremendous accomplishment on his part. From here we see the magnitude of our reward when we succeed in doing good during a difficult time. We also learn how we must conduct ourselves. We should realize that in a difficult time, even a little spirituality has tremendous value, and Heaven views it with great admiration. On the other hand, with regards to the duties imposed on man, it is disgraceful for a person to content himself with exerting little spiritual effort, even if he compares favorably with others. In fact a person must grow because he must grow, not because he must be greater than others. This is what the prophet Isaiah said, namely that in the future "the jealously of Ephraim shall stop" (Isaiah 11:13). This means that the growth of the Jewish people is not measured by comparing themselves with others, since they may get the impression that they have achieved more than them, and due to laziness they may stop growing. Thus when jealously will have disappeared, the growth of the Jewish people will be without limits. Their goal will then consist solely of rejoicing in Hashem and benefiting from the splendor of the Shechinah. – Rabbi Avraham Shaul of Novardok A Pearl From the Rav: The Waters of the Flood Purified the Earth It is written, "The rain was upon the earth for forty days and forty nights" (Genesis 7:12). Why did Hashem make it rain upon this generation for forty days and forty nights, not more or less? The answer is that the generation of the flood rendered the earth incredibly impure, and the Holy One, blessed be He, had to effect changes upon the world, as it is written: "He wiped out every existing thing off the face of the ground…only Noah survived" (Genesis 7:23). Since the earth became impure, Hashem had to purify it. How could this be done? By the waters of the mikveh, meaning that Hashem made it rain upon the earth for forty days, which corresponds to the forty seahs of water contained in a mikveh. – From Kerem David The Offspring of the Tzaddikim It is written, "These are the offspring of Noah – Noah was a righteous man" (Genesis 6:9). Rashi states that the main offspring of the tzaddikim are their good deeds. People usually say that in terms of education, they only put an effort into raising their own children to become good Jews and bnei Torah. When these children become adults, they also fail to pay attention to their own conduct, saying instead that all they care about is their children. In fact it would be good to see a son who is worthy of such a name! This is why the verse states, "These are the offspring of Noah – Noah," for Noah did not neglect his own spiritual growth for the sake of his children. Instead he considered himself as one of his very own sons, and he strived to elevate himself as well. He himself was the son of this name, one who understood that he had a duty to serve Hashem. This is the meaning of the explanation, "The main offspring of the tzaddikim are their good deeds," for the tzaddikim see their good deeds as their very own sons. – Beit Yaakov Those Who Show Mercy, Mercy is Shown to Them It is written, "For the earth is filled with violence through them" (Genesis 6:13). Rashi states, "Their verdict was sealed only because of robbery." The Midrash recounts that Abraham asked Shem the son of Noah how they were saved from the flood. Shem said that by having shown mercy to the animals, wild beasts, and birds, they themselves were shown mercy by Heaven. Therefore if the generation of the flood had shown mercy to others, they too would have been shown mercy by Heaven, meaning that they would have also been saved from the flood. However they showed no mercy to one another, and in fact they treated each other violently. Hence no mercy was shown to them when their fate was decided, and a decree was pronounced against all their sins put together. – Tiferet Shlomo Enough to Eat It is written, "And you, take for yourself of every food that is eaten…and it shall be for you and for them to eat" (Genesis 6:21). The words "that is eaten" seem redundant. Furthermore, where could Noah have put such a large quantity of food, enough to feed all the people, wild beasts, and birds in the ark for an entire year? Regarding the expression "of every food that is eaten," the Sages have said that this consists of all that can be swallowed in one gulp, a reference to food having the volume of a chicken egg (Yoma 80a). Therefore the words "that is eaten" signify the quantity of an egg (a kebeitzah), which can be swallowed in one gulp. This means that Hashem commanded Noah to prepare a quantity of food equal to an egg for each meal, in accordance with the words "that is eaten." Hashem then blessed this food so it would satisfy every eater. Hence the verse ends by stating that "it shall be for you and for them to eat," for although a small quantity would be eaten, it would be enough to nourish them all. – The Vilna Gaon, cited in Ma'ayana Shel Torah The Lesson of the Raven It is written, "He sent out the raven, and it kept going and returning until the waters dried up from upon the earth" (Genesis 8:7). The Sages say that the raven was upset with Noah for having sent it out, rather than choosing another bird. Noah replied, "In what way does the world need you?" Hashem said to Noah, "Take it back, because the world will need it in the future," a reference to a time, yet future, when ravens would feed the prophet Elijah during a famine. This is the meaning of, "until the waters dried up from upon the earth," for then the raven will be needed (Bereshith Rabba 33:5). What did the Sages mean by this story? They wanted to teach us that the Torah does not state that Noah sent the raven on a mission. Instead he simply "sent out" the raven, in the sense of being dismissed. Why did he do this? It is because the raven had sinned while in the ark. It told Noah that others had also sinned, a reference to Ham and a dog. Noah replied that although they had sinned, the world needed them. However the world did not need the raven, and therefore (because it had sinned) it could be sent away and become lost. In response, Hashem told Noah to accept the raven, for it would be needed to feed Elijah during a future famine. Hashem deliberately chose the raven to feed Elijah in order to teach him to have mercy on all creatures, for Elijah was a stern figure. Hashem also told Noah: You as well, the man from whom the world will now be established, should learn to have mercy on every creature, and even if the raven sinned, do not send it away. Accept it, for the world still needs it. – Kehilat Yaakov Overview of the Parsha Parsha Noah describes the corruption of mankind and recounts humanity's new beginning (which would eventually give rise to the chosen people), from Noah to Abraham. The corruption of man's ways extends to the earth, which Hashem decides to destroy. However He orders Noah to build an ark, and the flood kills everyone on earth while leaving the last vestiges of life on the ark. The earth is renewed when Noah emerges from the ark, and an altar is built on which Noah brings a burnt-offering, an offering that reconnects the earth to G-d. Hashem decides to never again strike all living things or bring about another flood. He concludes a covenant whose sign is the rainbow. Returning to a life on earth, Noah plants a vineyard, drinks its wine, and unclothes himself. Following the actions of his sons at that time, Noah blesses Shem and Japheth. However he curses Canaan, the son of Ham, condemning him to be a slave to his brothers. After the death of Noah, the parsha lists the 70 nations that descended from him. Next comes man's attempt to build the Tower of Babel in order not to be dispersed, though Hashem in fact disperses them over the entire earth. After listing the descendants of Noah, the parsha lists the descendants of Shem, from whom Israel would emerge, down to the children of Terah. Terah leaves Ur of the Chaldees for the land of Canaan, and his death in Haran serves as an introduction to the story of Abraham. Reasons for the Mitzvot Unity and Sin It is written, "The whole earth was of one language and of common purpose. … The L-RD descended to look at the city and tower which the sons of man built, and the L-RD said, 'Behold, they are one people with one language for all, and this they begin to do! And now, should it not be withheld from them all that they propose to do?' " (Genesis 11:1, 5-6). When a person speaks insincerely, his speech is not unified, but instead is divided in two: What is in his heart and what is on his lips. As for the generation of the dispersion, their speech was unified and everyone was united in complete love, which they believed would protect them. In fact they relied upon their unity to build a tower that was actually an idol, as Rashi states. They believed that by the merit of their unity, no harm would come to them. Actually, unity does have the power to save a transgressor from punishment. Concerning the verse, "Ephraim is joined to idols. Leave him alone" (Hosea 4:17), the Sages have said that when unity exists among the Jewish people – even if there is idolatry among them, as in the generation of Enosh – they are forgiven. However unity will not save people if they sin on purpose and believe that their unity will protect them. Not only will their unity not save them in that case, the very fact that they relied on their unity to protect them will be considered a sin! Thus the passage states: "The whole earth was of one language" – there was complete unity among them; "the L-RD descended to look" – Hashem searched deep within their hearts, which only Hashem can do, for angels cannot perceive the thoughts of the heart. Hashem said, "Behold, they are one people with one language for all" – they truly possess unity, but "this they begin to do" – their unity is the beginning of their sin. "And now, should it not be withheld from them all that they propose to do" – now that there is nothing among them but unity, nothing will prevent them from succeeding in what they do. Yet since this unity is devoted to sin, "Let us descend and confuse their language." – Imrei Shafer eshet hayil For Your Sake Hanna was childless for several years, yearning for children during all that time. We too yearn for children; they represent our work, and we recite many prayers on their behalf. The haftarah that we read on Rosh Hashanah, the day when Hashem watches over us like a shepherd over his flock, the day when He decides the fate of everyone, teaches us the goal of having children. Why, in fact, do we yearn to have children? Hanna provides us with the answer by saying, "Give Your maidservant male offspring, and I shall give him to the L-RD all the days of his life" (I Samuel 1:11). The objective of having children is to plant them in the tents of Torah, in holy yeshivot for their entire lives. It is for this reason that they have come into the world, and that is their destination. – Peninei Rabbi Yechezkel Your Eyes Shall Behold Your Teacher Rabbi Yechezkel Abramsky – The Author of Chazon Yechezkel The gaon Rabbi Yechezkel Abramsky Zatzal was an amazing scholar, a prince of Torah. Even though he was far superior to everyone else, he devoted himself with all his heart and soul to spreading Torah to every segment of the people. He did not scorn those who were viewed as being "unimportant," for he taught Chumash, Rashi, Mishnah, and Gemara to everyone, and the appeal of his teachings was famous around the world. Everyone knew that his lectures could be grasped by all, even by those who had no concept of the subject at hand. Rabbi Yechezkel's clarity of mind was astonishing, for it stemmed from the speed of his understanding, to which he devoted a great deal of work. He used to say that he studied the Gemara eight times prior to giving a lecture, and a lecture for ba'alei batim demanded more preparation than for yeshiva students. He explained the love of Torah in the following way: When a person who has studied so diligently that all the ways of Torah and the particulars brought by Rashi and Tosaphot are clear to him – since he has studied them a hundred and one times – yet his patience in learning the last time is equal to that of the first time, this demonstrates a true love for Torah. Before teaching any of his students, he would review the material beforehand, for it is simply forbidden to give a lecture without preparing properly. In this way, one does not enter the category of those who deceive. – Peninei Rabbi Yechezkel A True Story Food for the Soul It is written, "All the fountains of the great deep" (Genesis 7:11). Rashi states, "The great deep. Measure for measure: They sinned by 'the evil of man was great,' and they were punished by 'the great deep.' " Rav Shach Zatzal said, "The judgments of Hashem are measure for measure. Each person, when a misfortune befalls him, can reflect upon his deeds and see that his punishment is measure for measure." He recounted the following story: "I had an eye problem that was so serious I couldn't read, yet reading is my life! I wondered why Hashem afflicted me in this way, and I discovered that it was a measure for measure punishment. In my youth there was tremendous poverty in my town, and in the Beit Midrash candles were sparingly distributed in order for people to study during the night. When a person's candle went out, he would return home. Yet I wanted to continue learning Torah! The truth is, if I had asked and beseeched the Shamash for another candle, he would have given me one. However I was sensitive by nature, and I did not like asking for favors. I remember that when I received free meals, I did not ask to eat 'yamim' with a family, as the other yeshiva students did, for anything I received to satisfy my hunger was enough for me. When my pants became worn, one of my friends suggested that I ask for another pair from one of the ba'alei batim, for he would surely give me whatever extra pants he had. I told myself that it would be better to be dressed in rags than to ask someone for something. With regards to this, whenever my candle went out, I studied by heart and reviewed what I had learned. Sometimes I studied by moonlight so as not to need a gift from anyone. Yet now I realize that I did not act correctly. I see that Heaven is upset with me and saying: 'For a single meal per day, you accepted a gift from others in order not to starve. It was only a second meal from which you abstained, because it was possible for you to get by without it. Therefore by the fact that you did not ask for another candle, you demonstrated that you did not consider extra Torah learning to be something that was absolutely necessary, but as something you could get by without.' That is why I have problems seeing, a punishment that is measure for measure." – Lulei Toratcha The Deeds of the Great Hashem Nourishes All His Creatures Rava was one of the greatest Torah scholars of Babylon in his time. He was also very wealthy. Whenever a poor person came to town, he would first go and see Rava, for he knew that he would not leave empty-handed. One day a certain poor man, who had previously been rich, went to see Rava. Until only recently, this man had been accustomed to eating delicacies. However since he lost his entire fortune in a bad business venture, he did not even have bread to eat. He therefore went to see Rava and asked, "Give me something to eat, for I haven't had anything all day!" Rava asked, "What do you usually eat? Tell me, and I will have it prepared for you." The man replied, "I used to eat plump and tender capons, and I would drink old, sweet wine!" Rava was astonished and thought that it was not good to make such a request, for the poor cannot always find someone to provide them with what they are accustomed to eating. Rava therefore said to him, "You're used to eating such expensive food? Aren't you worried that it will be too difficult for people to prepare such food for you?" The man replied, "Am I asking for something of yours to eat? I am only asking for something that belongs to Hashem, for everything is His and He gives each person what he needs. If He so desires, He will give enough money to people for them to provide me with the food I need. I have grown so weak that I no longer have the strength to eat what I'm unaccustomed to." They were still speaking when Rava's sister came to pay him a visit. He had not seen her for 13 years, and yet she arrived at that very instant! She was carrying a gift for her brother Rava: Plump and tender capons, along with old, sweet wine! Rava stood up and said, "We haven't seen each other for so many years, and yet here you come bringing exactly the kind of food that this man needs! You were certainly sent to teach me how the Holy One, blessed be He, prepares food for all His creatures, at the right time and according to a person's needs." Rava then turned to the poor man and said, "Forgive me for what I said to you. Please sit down and have the capons and wine that my sister brought me." When Rava's disciples arrived and discovered what had happened, they learned just how a person must put an effort into giving the poor everything they need. In the Light of the Haftorah Those Who Rebelled Against Me It is written, "You shall go out and see the corpses of the men who rebelled against Me…and they will lie in disgrace before all mankind" (Isaiah 66:24). There are four who stand at the gates of Gehinnom: One who was compelled to sin, one who sinned by mistake, one who sinned on purpose, and one who sinned to rebel. One who was compelled to sin, Hashem forgives. One who sinned by mistake, if he brings an offering or endures hardship, his soul will be saved and of him it is written: "If there will be for someone but a single defending angel out of a thousand…then He will be gracious to him" (Job 33:23-24). One who sinned on purpose enters Gehinnom and remains there until his punishment is over, after which he ascends. As for one who sinned to rebel, he remains there forever, as it is written: "You shall go out and see the corpses of the men who rebelled against Me." – Rabbi Yosef Ya'avetz on Pirkei Avoth 4:16 Unbelievers, converts to Christianity, atheists, those who give false Torah interpretations, those who deny the resurrection of the dead, those who separate themselves from the community, and those who terrorized the living – leaders who weighed down the community with excessive fear, which was not for the sake of Heaven…even if they did not make them sin, but led them by a straight path, for this was their way of pushing the community to serve them by its opinion and deeds, not to serve the Master of the universe – all these people, those who sinned and made others sin, men such as Jeroboam the son of Nabat and his followers, descend into Gehinnom and are punished forever. Thus it is written: "You shall go out and see the corpses of the men who rebelled against Me, for their worm will not die and their fire will not be extinguished, and they will lie in disgrace before all mankind." – Ramban, Shaar HaGemul	<urn:uuid:b0e2ad76-3062-4970-9128-85633bbe415f>	CC-MAIN-2017-43	http://hevratpinto.org/PDF_n/Anglais5769/260_noach.pdf	2017-10-18T12:58:58Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00781.warc.gz	154,382,797	7,066	eng_Latn	eng_Latn	0.99891	eng_Latn	0.999064	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 9274, 15939, 22452, 30616 ]	[ 1.421875, 1.546875 ]	1	1
TWENTY-SEVENTH SUNDAY IN ORDINARY TIME Vigésimo Séptimo Domingo del Tiempo Ordinario October 8, 2017 As a faith filled community guided by the Holy Spirit with Christ as our model and Saint Francis of Assisi as our patron, we are called together to live God's Word through Worship, Evangelization, Welcoming, and Caring of all people in building together the Kingdom of God. Mass Times Tuesday / Martes: 7:30 a.m. St. Nicholas Wednesday / Miércoles: 5:30 p.m. St. Joseph Thursday / Jueves: 7:30 a.m. Mary, Help of Christians Friday / Viernes: 7:30 a.m. St. Nicholas Saturday / Sábado: 4:30 p.m. St. Nicholas Sunday / Domingo: 7:00 a.m. Mary, Help of Christians 9:00 a.m. St. Joseph 11:00 a.m. (Spanish/Español) St. Joseph Office Hours St. Joseph (Central Ofc) Monday 8:00—4:00 Tuesday 8:00-4:00 Wednesday 8:00—5:00 Thursday 8:00—4:00 Friday 8:00—4:00 Mary, Help of Christians St. Nicholas Monday —Closed Tuesday 9:00-12:00 Wednesday 9:00-5:00 Thursday 9:00-12:00 Friday—Closed Monday —Closed Tuesday 9:00-12:00 Wed. 9:00-12:00 Thursday—9:00-12:00 Friday—Closed Reconciliation is celebrated 30 minutes before Mass Wednesday thru Saturday. St. Joseph (Central Office) P.O. Box 684 Dale, IN 47523-0684 Phone 937-2200 email: email@example.com Mary, Help of Christians 6827 E. CR 1930 N Dale, IN 47523 Phone 937-4326 email: firstname.lastname@example.org St. Nicholas P.O. Box 351 Santa Claus IN 47579-0351 Phone 937-2385 email: email@example.com WEBSITE www.catholicnorthspencer.org Please feel free to contact our offices with any questions or concerns. Pastor: Fr. John Brosmer—firstname.lastname@example.org Deacon: Jim Woebkenberg—email@example.com Deacon: Tim Cox—812-454-1369 Pastoral Assistant: Juan Ramirez—firstname.lastname@example.org Central Office Mgr. at SJ: Devin Carpenter—email@example.com Office Mgr. at MHC: Deacon Jim—firstname.lastname@example.org Faith Formation: Michelle Fischer—email@example.com Office Assistant: Nora Weber—firstname.lastname@example.org DRE: Michelle Fischer—email@example.com CRE at MHC: Marilyn Satkamp—firstname.lastname@example.org Music Director: Cisco Lloveras—email@example.com Admin. Assistant: Trish Schuler—firstname.lastname@example.org Welcome to our Parish! We want to extend our hearts to you and your family. If you would like to join our parish, or if someone is ill, in the hospital, homebound or if you have any other concerns, please drop the information into the collection basket at church, phone one of the offices or stop by one of the offices so that we can minister to you as a Christian Parish Family. May the peace of Jesus be with you! From Our Music Director's Desk Happy Feast Day! Another big week for our parish as we celebrate our patron saint: Saint Francis of Assisi. Though the actual feast day of St Francis was last Wednesday, October 4 th , we are still celebrating big time this weekend. At the beginning of all weekend Masses, we gather outside to bless the newly commissioned and installed statues of St. Francis, after which we will enter in procession into the church for our Sunday Mass. And of course, as you well know, after the 9:00am Mass, we are having a special celebration at St Joseph in the Parish Center with a luncheon as well as with activities for the kids. It's a wonderful opportunity for all of us to gather together as one united community, regardless of which church location or Mass time we normally attend, and to celebrate together both our patron saint and our parish. A very special weekend indeed! A few weeks ago these words came to mind as we were in church and I thought: this is so true. It is true for Christianity in general for sure, but it is most especially true for Catholicism. And most especially when it comes to our liturgical life of prayer. Now, as I look forward to the weeks and months ahead, I am most excited for the upcoming Christ Renews His Parish retreats. What a blessed opportunity for renewal these are! Not only for personal renewal… and I know that many individual graces have been showered upon those who have attended CRHP retreats in the past: great conversions and healing, among others. But it is also a wonderful time of renewal for our parish as men and women come together to grow closer in their relationship with the Lord and His Church. And, as Father John has mentioned, we have a number a new members of our parish, as well as long-time members of the parish who we might have never met before, and these weekends provide a great chance to meet them and to share with them. If you have never attended a retreat (or a CRHP retreat), then you owe it to yourself to attend. The women's retreat will be the weekend of October 28-29 and the men's retreat on Nov 4 th & 5 th . Both are to be held at Mary, Help of Christians in the Parish Center. So, sign up today. I promise you will not regret it. Catholicism is not a spectator sport… You gotta' show up. You gotta' get in there and play the game. One of the greatest blessings of the Second Vatican Council was, in my mind, more so than having Mass in the vernacular language (and I love the fact that we can worship God in our own language and words), it is the Council's exhortation to "full, active and conscious participation in the liturgy." From the moment we get into our cars to go to church until the time we get back into our cars (or walk home for those who live close by), this is a blessed time to be most attentive and conscious of God's presence in our world. And the way we worship DEMANDS that we put our whole being into this act of worship that is both intimately personal and communal. We stand, we kneel and sit together… We sign ourselves, we pray, we sing, we listen to the Word of God and the prayers, we respond to them… We give ourselves to Christ who in turn gives himself up to us in Holy Communion… Our Catholic faith demands of us that we be not just spectators in the liturgy, but to FULLY ENGAGE in it… our spiritual act of worship. And, then, we are sent off back into the world… to spread the Good News of the Gospel… to make a difference in our community and our world… But most of all to be the eyes and hands of Christ to the whole world. As St. Teresa of Avila might say: "Christ has no body now, but yours. No hands, no feet on earth but yours. Yours are the eyes through which he looks compassion on this world. Yours are the feet with which he walks to do good. Yours are the hands with which he blesses all the world." So, let's go ahead and do that. Go bear much fruit! Peace and good, Cisco This Week Sunday, October 8th - St. Francis of Assisi Feast Day Celebration SJ PC following bilingual Mass at 9:00am at St. Joseph - No Mass at St. Joseph @ 11:00am - Blessing of SFA statue at MHC & SJ before Masses - Encounter & Confirmation at SN LL @ 6:30pm Monday, October 9th Tuesday, October 10th - ESL Class at SJ @ 5:30pm - Civics/Government Classes at SJ @ 6:00pm - K of C Meeting at SN LL @ 6:00pm Wednesday, October 11th - Men's Ecumenical Breakfast at Jenk's @ 6:15am - Faith Formation at all sites - SFA Music Rehearsal at SJ @ 6:15pm Thursday, October 12th - Second Thursday Group at SJ @ 9:00am - ESL Class at SJ @ 5:30pm - Parish Council Meeting at SJ @ 6:30pm Friday, October 13th - Hispanic Choir Rehearsal at SJ @ 6:00pm Saturday, October 14th Sunday, October 15th - Encounter & Confirmation at SN LL @ 6:30pm Let us Pray for our parish families who have lost loved ones. That in their time of sadness, may our support and prayers bring them some comfort. Family of Russel Wahl, Especially his wife, Linda and son, Tim & Rita Wahl Family of Jerome Meunier, Especially his daughter, April Susnjara and his brother, Alan Meunier and his parents, Charles & Mary Meunier Names in the "Pray for" box will be listed in four bulletins. If you would like your name added again, please call the office. Nancy Schorr - Johnny Litkenhus - Louis Ramirez - Jr. Wheatley - Trisha Martin Janet Dilger - Regina Forler VOCATIONS PRAYER CALENDAR Pray daily for an increase in vocations to the priesthood. Pray for the priests and seminarians of the day listed below. Give thanks for their vocations. TODAY'S READINGS First Reading — The vineyard of the LORD is the house of Israel (Isaiah 5:1-7). Psalm — The vineyard of the Lord is the house of Israel (Psalm 80). Second Reading — God's peace will guard your hearts and minds (Philippians 4:6-9). Gospel — The kingdom of God will be given to those who will produce its fruit (Matthew 21:33-43) The English translation of the Psalm Responses from Lectionary for Mass © 1969, 1981, 1997, International Commission on English in the Liturgy Corporation. All rights reserved READINGS FOR THE WEEK Monday: Jon 1:1 - 2:2, 11; Jon 2:3-5, 8; Lk 10:25-37 Fr Donald Ackerman Fr. Crispine Adongo Tuesday: Jon 3:1-10; Ps 130:1b-4ab, 7-8; Lk 10:38-42 Fr Kenneth Betz Fr John Boeglin Wednesday: Jon 4:1-11; Ps 86:3-6, 9-10; Lk 11:1-4 Fr John Breidenbach Fr Raymond Brenner Thursday: Mal 3:13-20b; Ps 1:1-4, 6; Lk 11:5-13 Fr John Brosmer Fr Claude Burns Friday: Jl 1:13-15; 2:1-2; Ps 9:2-3, 6, 16, 8-9; Lk 11:15-26 Fr John Davidson Fr William Dietsch Saturday: Jl 4:12-21; Ps 97:1-2, 5-6, 11-12; Lk 11:27-28 Fr Donald Dilger Fr Christopher Droste Sunday: Is 25:6-10a; Ps 23:1-6; Phil 4:12-14, 19-20; Mt 22:1-14 [1-10] Fr Brian Emmick Fr James Endress St. John Vianney, Patron Saint of Priests, bless these men with the strength and wisdom to follow God's will. Minister Schedule St. Nicholas — Saturday, October 14th — 4:30 p.m. GRJohn & Stella Bennett SERalph Langen, Bridget Flannagan, Paige Flannagan, Trey Nord LENury Stevens, Faye Hagedorn CLPam Swader USAl Logsdon, Lee Ringeman, GBBill & Susan Cherolis EMBill Cherolis, Brenda Hagedorn, Ed Hagedorn, Susan Radke, Volunteers SacristanAnna Ward Mary, Help of Christians — Sunday, October 15th — 7:00 a.m. GRDoris & Samatha Gries LEEmily Reisz, Ed Balbach CLMarilyn Satkamp USJim Begle, Cindy Gogel, Pat Gogel, Kenny Wessel GBRandy Begle Family EMJohn Kern, Joanne Lehr, Joyce Philipps, Christine Schlachter, Volunteers SE Kenley Bell, Kayden Bell, Dawson Begle, Dylan Begle Rosary Leader Charmaine Oxford St. Joseph — Sunday, October 15th — 9:00 a.m. GR Ed Lutterman, Esther Lutterman, Lisa Helming, Jeanne Daunhauer SEIsaiah Evans, Ty Schaefer, Ty Harper, Bronson Pund LERidy Schaefer, Amy Cox CLAshley Tempel US Steve Clark, Ron Schaefer, Roger Kern, John Payne, Volunteers EMRon Balbach, Heath Harper, Nolan Weyer, Eve Gehlhausen, Sandy Fritz, Dave Fritz SacristanJeanne Daunhauer Mass Intentions Volunteers Stewardship of Treasure September 24th Sunday Envelopes $ 7,410.94 Loose Cash/Checks $ 716.00 Children's Basket $ 39.75 Total $ 8,166.69 Number of Envelopes Used: 164 (out of 380) Budget amount needed $10,000.00 YTD Actuals: $122,231.65 YTD Budget: $130,000.00 (13 Sundays) YTD Net: ($7,768.35) Building & Grounds $ 215.00 St. Vincent de Paul $ 125.00 St. Pierre, Haiti $ NSCAC $ 85.00 Catholic Charities $ 180.00 Hurricane Relief $ 8,508.00 Total Deposit $ 17,279.69 CATHOLIC PARISHES CAMPAIGN Parish Goal: $132,428 Cards mailed out: 674 Total pledgedto date: $47,589 (36%) 2016 - Mass Attendance - 2017 Prayer for the Election of a Bishop O God, eternal shepherd, who govern your flock with unfailing care, grant in your boundless fatherly love a pastor for your Church who will please you by his holiness and to us show watchful care. Through our Lord Jesus Christ, your Son, who lives and reigns with you in the unity of the Holy Spirit, one God, for ever and ever. Community News CATHOLIC PARISHES CAMPAIGN We are planning the return of a women's and men's Christ Renews His Parish retreat. We have the women's retreat scheduled for Saturday and Sunday October 28 th and 29 th , and the men will be Saturday and Sunday, November 4 th and 5 th . Both weekends will be held at Mary, Help of Christians parish center. I invite you to take some time and pray about your relationship with God. Do you want to grow deeper and experience the love of God? Christ Renews His Parish is an excellent program to grow in faith and friendship. We have so many new people and the retreat would be a great avenue to build a relationship with your brothers and sisters of the parish. Do not be afraid, come and rest in thee! We began our Catholic Parishes Campaign on September 16 th and 17 th . This campaign is for the Diocesan annual budget to operate the diocese. Our portion to support the diocese this year is $132,428.00. The last two years the finance commission has set an amount for each contributor so we can make our goal. Last year, we collected $25,000 under our goal, and we asked for $350.00. Some gave more and some gave less. We really need all of you to support this campaign; otherwise we have to take it out of our Sunday collections. We have to pay this fee regardless; it supports the bigger church. After the August Finance Meeting, we encourage you to give the suggested amount of $400.00 per CPC contributor. If we all do our share, we will make our goal. We definitely would appreciate it. Trust in the Lord always, and God will take care of us. You have to try it to find out! Public Rosary Saturday, October, 14, 2017 at 12:00 noon est: This year is the 100th anniversary of the miracle of the sun in Fatima, Portugal where our Lady performed a miracle witnessed by over 70,000 people for the conversion of sinners. Saint Louis Marie de Montfort states: "Public prayer is far more powerful than private prayer to appease the anger of God and call down His mercy, and Holy Mother Church, guided by the Holy Ghost, has always advocated public prayer in times of public tragedy and suffering." The America Needs Fatima Organization's goal is to have 20,000+ Rosaries said on this day. The Immaculate Heart of Mary will triumph over evil! Bring your lawn chair and say the Rosary at St. Joseph's Church east lawn. Rain or shine. For more information call 812-481-1620. BEREAVEMENT CANDLES Why do Catholics have beliefs that aren't in the bible? Everything Catholics believe is rooted in Scripture. Catholics believe the Bible contains truths but some are more obvious than others. The Church, under the guidance of the Holy Spirit, interprets these truths using Scripture and the Tradition handed down from the Apostles. Scripture and Tradition together "mak[e] present and fruitful in the Church the mystery of Christ" (Catechism of the Catholic Church, no 80). Through the years, the Church, grows in knowledge of Scripture and clarifies truths that were once unclear. If you have had a family member (parents, siblings, children, spouse) to have died from November 1, 2016 to October 31, 2017, we will be having a ceremony remembering them on the weekend Masses of November 4/5 during Mass. Please call the main office by October 23 and let Nora know the name of the person(s) who died, their age, the date of death, the name of the person who will be carrying the candle and which Mass they will be attending. Also during November we will be remembering the death of family members by displaying their pictures. They should be in a frame no bigger than 8 x 10. During November there, also, will be a Book at each church for you to write down any person(s) you wish for us to prayer for during Mass. They do not have to have died within the time mentioned above nor do they have to be relatives. Twenty-seventh Sunday in Ordinary Time Vineyards were an essential part of the economy of Israel during the times of Isaiah and Jesus. Vineyard owners had the difficult challenge of producing a rich harvest. Our readings from Isaiah and Matthew describe God and God's creation in terms of the business of vineyards. The two stories are closely linked, as Jesus borrowed and adapted his parable from Isaiah. Using this rich imagery, we can see the vineyard as all the places of God's creation and ongoing work. The vineyard is our heart, mind, and body. The vineyard is our family, neighborhood, and parish. The vineyard is the larger Church and society, humanity and the earth itself. We are stewards in each of these vineyards, blessed to enjoy them, and held accountable for their continuing fruitfulness. We are called to join God in cultivating these vineyards, so that they may produce an abundant harvest. HIGHLY PASSIONATE The tales of the vineyard in Isaiah and in Matthew point to the larger story of God and God's people. We see that God is intensely passionate about us. God is deeply committed, like the landowner who diligently prepares the vineyard. God has high expectations that the vineyard produce the fruit of a just and compassionate society. God is highly disappointed and angry that the vineyard has produced bad fruit (Isaiah), or has been treated as a prize to be seized (Matthew). There are more chapters in the larger story that also need to be told. Later in Isaiah and in Matthew, we see that God is also deeply compassionate and forgiving. Isaiah speaks of God's tender care, as a mother loves her child (Isaiah 49). In Matthew, Jesus demonstrates God's forgiveness most dramatically on the cross. God is indeed most patient and resilient. God never gives up on us. God continues to pursue us, offering us love and grace, now and always. THE CORNERSTONE The powerful conclusions of the two vineyard tales are meant to linger in our memories. God indeed expects much of us, to live justly and mercifully. However, we know that God is not prickly and impatient, as we might be led to imagine if we read these stories out of context. The stories do invite us to ponder again who God really is. Especially during times of difficulty or of failure in our lives, we might wonder how we might best understand the mystery of God. The witness of the New Testament is clear. If you want to know what God is like, look at Jesus. Look at his patience and mercy. Look at his compassion for the suffering, his passion for justice. Look also at the joy and healing experienced by those in his presence. As today's Gospel passage indicates, Jesus is the cornerstone, the starting point of coming to know our God. Today's Readings: Is 5:1–7; Ps 80:9,12–16,19–20; Phil 4:6–9; Mt 21:33–43 Copyright © J. S. Paluch Co., Inc. Vigésimo Séptimo Domingo del Tiempo Ordinario MUY APASIONADO Las historias de los viñedos en Isaías y en Mateo apuntan hacia una historia más amplia de Dios y del pueblo de Dios. Vemos que Dios es muy apasionado por nosotros. Dios está profundamente comprometido, como el dueño que diligentemente prepara el viñedo. Dios tiene expectativas muy altas que el viñedo produzca el fruto de una sociedad justa y compasiva. Dios (en la lectura de Isaías) está muy decepcionado y enojado que el viñedo haya producido un mal fruto, o (en la lectura de Mateo) que haya sido como un premio que deba ser confiscado. Hay más capítulos en la historia más extensa que también necesitan ser contados. Después en Isaías y en Mateo vemos que Dios también es profundamente compasivo y muy dispuesto a perdonar. Isaías habla del cuidado compasivo de Dios, como una madre ama a sus hijos (Isaías 49). En Mateo, Jesús en la cruz demuestra de manera dramática el perdón de Dios. Por lo tanto, Dios es muy paciente y resilente. Dios nunca se da vencido por nosotros. Dios continúa persiguiéndonos, ofreciéndonos amor y gracia, ahora y siempre. LA PIEDRA ANGULAR Las extraordinarias conclusiones de las dos historias de los viñedos deben significar para nosotros su permanencia en nuestras memorias. Efectivamente, Dios espera mucho de nosotros, vivir de manera justa y misericordiosa. Sin embargo, sabemos que Dios no es susceptible e impaciente, así como podemos ser guiados a imaginar si leemos estas historias fuera de contexto. Las historias nos invitan a reflexionar una vez más en quién es Dios. Especialmente durante estos tiempos de dificultad o de fracasos en nuestras vidas, quizá podemos preguntarnos cómo podríamos entender mejor el misterio de Dios. El testimonio del Nuevo Testamento es claro. Si quieres saber cómo es Dios, mira a Jesús. Mira a su paciencia y misericordia. Mira a su compasión por el sufrimiento, su pasión por la justicia. Mira también a la alegría y experiencia sanadora de aquellos que están en su presencia. Así como el Evangelio de hoy indica, Jesús es la piedra angular, el punto de inicio para poder llegar a conocer a nuestro Dios. Lecturas de hoy: Is 5:1–7; Sal 80 (79):9,12–16,19–20; Flp 4:6–9; Mt 21:33–43 Copyright © J. S. Paluch Co., Inc. Saint Francis of Assisi Parish Youth October Schedule for Faith Formation Classes Diocesan policy: Report and inform Grades 1-4 @SN 4-5:15 Grades 1-8 @MHC 6:15-7:15 Grades 1-8 @SJ 6:15-7:15 October 4, 11, 18, & 25 ALL YOUTH October 18 th at 6:15pm The Living Rosary Location: Saint Joseph Church THIS IS IN PLACE OF CLASS The Diocese of Evansville has in place a policy that requires that any allegation of child abuse must be reported to civil authorities. If an allegation involves the sexual abuse of a minor by diocesan personnel, the Victim Assistance Coordinator must also be informed. Sexual misconduct violates human dignity and the mission of the church. The spiritual well-being of all victims, their families, and others in the community is of particular concern to the church. Report child abuse Every allegation of child abuse must be reported to Child Protection Services, an agency of Indiana state government. CPS Toll-free: (800) 800-5556 Local law enforcement: 9-1-1 Report and inform In the event of an allegation of sexual abuse of a minor (a person under 18) by diocesan personnel, report the allegation to authorities, and inform the Victim Assistance Coordinator for the diocese: Toll-free: (866) 200-3004 Local: (812) 490-9565	<urn:uuid:bc96987d-3b02-4a7a-bd97-cca09f2fe120>	CC-MAIN-2017-43	http://catholicnorthspencer.org/pdf%20files/bulletin%202017-10-08.pdf	2017-10-18T12:47:31Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00782.warc.gz	59,759,084	5,892	eng_Latn	eng_Latn	0.809592	eng_Latn	0.984535	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "spa_Latn", "eng_Latn" ]	false	docling	[ 2182, 6569, 9520, 11703, 15565, 20678, 21950 ]	[ 1.0234375, 1.484375 ]	1	0
Nutrition Guide for Coaches Many factors contribute to the Special Olympics Team and individual athlete's success in sports performance. Athlete training, commitment, capabilities and injury avoidance all contribute to the individual athlete's success. The athlete's diet affects their performance, the foods they choose during training and event competition will impact their sports performance. Food gives the body the energy to walk, run, and play sports. Good nutrition is important for the athlete's everyday health. Eating a healthy diet will give energy to the body and allows it to be active in daily life. A healthy diet also keeps the athlete focused while practicing or competing in an event, whether basketball, track, or soccer. Practicing good nutrition can help the athlete improve in the sport! As a Special Olympics Coach you are responsible to ensure a safe environment for athletes. Promoting a healthy diet for your athletes is an important responsibility. Hydration – Keeping Fluids in the Body Adequate hydration and fluid replacement is one of the most important nutritional concerns or an athlete. Ensuring that all athletes are adequately hydrated is a critical responsibility for the coach. Ensuring that all athletes are adequately hydrated is a critical responsibility for the coach. As the athlete trains and competes, fluid is lost through the skin through sweat and the lungs while breathing. If the lost fluid is not replaced during this time, it can lead to dehydration. Dehydration is entirely preventable. The coach should plan for adequate hydration of all athletes, regardless of age or gender. Dehydration means the athlete has a decreased volume of blood circulating through the body, and results in: - A decrease in the amount of blood pumped with each heart beat - Exercising muscles do not receive enough oxygen - Exhaustion sets in and the athlete's performance suffers \| When to Drink Water \| How Much Water to Drink \| \|---\|---\| \| Night before practice or competition \| Glass of water (8 oz./250ml) \| \| Four hours before event \| Glass of water (8 oz./250ml) \| \| 15 minutes before event \| One-half glass of water (4 oz./125 ml) \| \| During event of less than one hour \| One water break \| \| During event of more than one hour \| One-half glass of water (4 oz./125 ml) \| \| After event \| Glass of water every three hours until next day \| Nutrition Guide for Coaches Athletes need to be instructed to "drink as much water as they want." If you are practicing in warm environments, you may need to increase the frequency of water breaks. - Carbohydrate fluid replacement drinks (PowerAde, Gatorade) - should not be used frequently, they contain excess calories can contribute to unnecessary weight gain and dental caries. If used, they are more appropriate for the more intense sports such as cycling and track and field. - Energy drinks & soda are NOT recommended; they contain stimulants (such as caffeine) and could impact the athlete's health. In addition some medications the athletes take can be impacted by excessive caffeine. Nutrition Overview Carbohydrates, protein and fat are the three main nutrients in food that keep the body functioning every day. 1. Carbohydrates: Fuels the muscles and allow them to work for longer periods of time without getting tired. Sources of carbohydrates include whole grains, fruits, and vegetables. 2. Proteins: Builds and repairs muscles and body tissue. Athletes who participate in strength and endurance sports may have higher protein needs than athletes participating in other sports. Most athletes can meet their protein requirements through a healthy diet. Sources of protein include eggs, meat, fish, beans and legumes (pulses). 3. Fats: Provides energy, helps the body absorb vitamins. Small amounts of fat in the diet are necessary. Sources of fat include butter, oils salad dressing, mayonnaise, whole milk and yogurt and desserts. Vitamins and minerals do not provide energy, but are needed in very small amounts to enable the body to perform efficiently and effectively The athlete should eat a variety of foods from each food group will help the body get all the vitamins and minerals, it needs to function. Keep the athlete's plate balanced between the food groups- this helps to ensure the athlete is meeting all nutrition recommendations. - It is important to include at least three different food groups in each meal. Eating different foods allows the body to receive all the nutrients it needs. - A good guide to use when eating is dividing a plate into three sections. Fruits and vegetables should take up one-half of the plate. Grains make up ¼ of the plate and meats, fish, eggs, legumes and beans (pulses) make up another ¼ of the plate. Dairy foods are shown as a circle in the middle of the plate. Dairy foods can be added to other food groups in meals or taken as a beverage. - Healthy oils and fats like olive oil can be added as a salad dressing. *oils are only needed in small amounts and are often added during cooking. Nutrition Guide for Coaches Nutrition and Sport Eating well on a regular basis will keep the body healthy and in top shape for participating in sports. To fuel the body for each workout the athlete has to focus on what he or she is eating at three specific times: before, during and after exercising. This will help the body build up the energy it needs to perform the workout, keep the energy while working out, and recover from the workout. \| Before an event \| During the event \| After an event \| \|---\|---\|---\| \| Day before the event The night before get a healthy dinner to start building energy, focus on eat- ing grains, lean meats, fruits, and veg- etables to get plenty of carbohy- drates. Drink water to be ready for the next day. Day of the event 3 or 4 hours before the event eat a meal which includes a serving from each food group and drink water. Avoid foods high in fat, these can take a long time to digest and make you feel tired If there is an event or practice early in the morning the athlete may not have time to eat a full meal before- hand. In that situation they should eat a good meal the night before and in the morning of the event, eat a small meal or snack an hour before it begins. 1 hour before the event, eat a small snack (like a cereal bar or piece of fruit) and drink water \| Food for Events or practices shorter than 60 minutes, it is not necessary to eat to maintain energy. Events or practices longer than 60 minutes, the athlete should eat small amount for energy. Any event- fruits, granola and cereal bars, can give a boost of energy during workout or sport event. Water should be consumed: Every 15 minutes, and at breaks while exercising. At high intensity sports or events/ practices longer than 60 minutes. Could consider a sports drink during high intensity sports. \| Snack 15- 30 minutes after: Eat a small snack to begin to regain the energy. Meal One to two hours after: Eat a meal with all the food groups. 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Injuries in Children Children have developing and growing bodies and abnormal forces applied to their tissues often result in different injuries than those seen when similar forces are applied to the adult body. Below are some examples of how injuries to children can differ from those seen in the adult population. Fractures Children often present with a greenstick fracture rather than a complete bone disruption, where the bone bends and cracks like a green stick pulled from a tree. In this instance the bone does not fracture all the way through, but splinters or splits on one side of the bone. The bone can still be deformed but often the child can move the limb better than one would expect with a fracture present and may even be full weight bearing on a green stick fracture of the lower limb. Ligament Sprains Children's growing bones are softer than fully formed adult bones. As a result, instead of a joint sprain resulting in ligament rupture as is the case with an adult, the ligament may avulse from the bone itself, leaving the ligament intact, or the bone itself will fracture. Examples most commonly seen are avulsions of the superior attachment of the ACL in a child rather than complete ACL rupture, or fracture of the distal tibial growth plate with a severe lateral ankle sprain. Acute Wry Necks The uncovertebral joints in the cervical spine do not form until around 8 years of age. This means that young children have a more unstable neck, as well as a larger head compared to body size, than adults. Trauma to the neck which results in an acute wry neck (such as a fall onto the head) can be a sign that quite severe damage has occurred to the upper cervical spinal joints. An x-ray is highly recommended in this situation. Cervical manipulation is contra-indicated in children under about 12 years of age for this very reason. Slipped Upper Femoral Epiphysis The child often presents with either severe acute knee pain or severe acute groin pain, and is unable to weight bear on the leg. Immediate x-ray is essential and if positive, hospitalisation is required. If the x-ray is clear, the diagnosis is the less severe Irritable Hip Syndrome, which responds to a couple of days rest followed by physiotherapy treatment for mobility and strengthening.	<urn:uuid:58075b3c-38bb-45f4-b6ae-44ea50bbe2ea>	CC-MAIN-2017-43	http://movewell.com.au/wp-content/uploads/Injuries-in-Children.pdf	2017-10-18T12:57:53Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00782.warc.gz	224,711,819	483	eng_Latn	eng_Latn	0.998925	eng_Latn	0.998925	[ "eng_Latn" ]	false	docling	[ 2296 ]	[ 2.25 ]	2	5
A Sensory Diet Happens 24/7 Lindsey Biel, OTR/L A child who struggles with sensory processing challenges is a child in need, indeed. And, there is so much we can do to help! Tere are practical proven strategies for reducing oversensitivities and undersensitivities, and modifying tasks and environments to support success while we build underlying sensory processing skills. demands, and ﬁnd tools that allow you to stay more or less on an even physical and emotional keel. My strategies may diﬀer from yours, but that's OK as long as they fulﬁll our needs. Few children are always hyper or always lethargic. Your child doesn't necessarily know how to do this – or, as is ofen the case, is not allowed to do this. A child who needs to get up and move around for a few moments during circle time may be reprimanded to sit down and stop ﬁdgeting. A child who self comforts orally may not be allowed to chew gum, drink water, or have a crunchy snack when her body needs it. And a child who struggles with body awareness, low muscle tone, or a poorly functioning vestibular system may end up ﬂopping on the ﬂoor or bumping into desks, walls, and other kids because his nervous system requires this input. Adults engage in sensory diet activities all the time to maintain an optimal level of arousal and alertness for a given task. To rev up for a busy day with the kids or for a long day at work, you might take a brisk shower, drink some coffee, and listen to music while getting dressed. You might chew gum, sip water, or jiggle your foot to stay focused. At the end of the day, you might go to the gym, do some yoga stretches, take a warm bath or drink some herbal tea or a glass of wine to unwind. As an adult, you have developed the self-awareness to anticipate daily A sensory diet, created jointly with a knowledgeable occupational therapist, can help meet sensory needs in safe, predictable, eﬀective ways. Te goal is to give your child – or yourself, for that matter – the right type of sensory input in regular, controlled doses so there's no need to resort to unwanted behaviors. Instead of bulldozing into you or other children to get deep pressure input, your child can leap into a safely arranged "crash pad" or pound a punching bag. Foremost among these strategies is what's called a "sensory diet," a term coined by Patricia Wilbarger, an occupational therapist, a clinical psychologist and a leading expert in the area of sensory defensiveness. OTs use the term on an everyday basis to describe scheduled activities that give a person the input he or she needs to function in a "just right" state (neither overstimulated or understimulated). Diet's a funny word because it makes you think of eating, but it's an appropriate reference here too. Just as we need food on a daily basis, some children need daily sensory activities to survive and thrive in the world. Diet is also deﬁned as "a manner of living" and "habitual nourishment." For a child with sensory processing issues, a sensory diet meets all of these deﬁnitions: it's 24/7 nourishment, it requires an adjustment in everyday life until it becomes a habit, and it's just as essential as eating breakfast, lunch and dinner. Kids whose bodies need particular types of sensory input tend to do exactly what they need to obtain that input, sometimes in ways you may not particularly like. Your child may love to hang upside down, jump on the bed, spin in circles, crash into furniture and other kids, chew on nonfood objects. Some, but not all, "selfstimulatory" behaviors can be an attempt to obtain much-needed sensory input that either revs up or slows down a poorly functioning nervous system. At other times self-stims act as a coping mechanism until the child ﬁgures out to ward oﬀ or deal with sensory overload. Instead of chewing on a pencil or a chair leg or a hand, your child can chomp on a safe, age appropriate "chewy." Instead of bouncing oﬀ the walls at dinner time, he can bounce for a speciﬁed number of minutes on a mini-trampoline before it's time to sit down at the table. Making a Sensory Diet Work for Your Child While each person's likes and dislikes are obviously diﬀerent, activities that are slow, rhythmic, and repetitive tend to be more soothing, while those that are more rapid and less predictable tend to be more alerting. Finding the perfect activity to achieve that optimal state – not too tired and not too wired – takes some detective work, creativity, and empathy. Remember that what might soothe you could overstimulate your child. And, that a child may need both types of input as part of his sensory diet. Few children are always Because each child is unique, there is no cookbook recipe for creating a sensory diet. Te starting point is to look at your child's behaviors, especially those you ﬁnd a little quirky. Generally speaking, a child whose nervous system is on "high trigger/too wired" needs more calming input, while the child who is more "sluggish/too tired" needs more arousing input. Interestingly, many of the same activities can meet both sets of needs. "Heavy work" that uses the larger muscles and joints of the body – such as climbing, pounding, pushing and pulling – makes us feel grounded within our bodies, which is especially beneﬁcial for the child who needs help to self-regulate. hyper or always lethargic. Te right combination of sensory input is something you will need to ﬁgure out together, hopefully with the help of a qualiﬁed occupational therapist. 20 Easy-To-Do Sensory Diet Activities 1. Jump on a mini-trampoline, bouncy pad, or mattress placed on the ﬂoor 2. Spin on a Sit N' Spin, Dizzy Disc Jr., or ofﬁce chair 3. Rock in a rocking chair, glider, or on a hobby horse 4. Go to the playground; use slides and swings 5. Do jumping jacks, ﬂoor pushups or wall pushups 6. Ride a tricycle or bicycle 7. Go swimming 8. Climb up and down stairs 9. Do wheelbarrow walking, with ankles held (or with upper thighs supported for very young children and those with decreased upper body strength) 10. Squish between sofa cushions ("sandwich") or roll up in a blanket ("make a burrito") 11. Take a warm bath or shower 12. Play in a sandbox or use a sensory bin ﬁlled with uncooked rice and beans or other materials 13. Inhale favored essential oils or other fragrances 14. Use a weighted blanket, vest, lap pad, or other weighted item 15. Eat chewy or crunchy foods or chew gum (Glee brand gum is gluten-free.) 16. Drink thick liquids through a straw 17. Play a musical instrument or bang on pots and pans 18. Listen to preferred music over speakers or with headphones 19. Use a vibrating item such as a Squiggle Wiggle Writer, vibrating pillow, or oral vibrator 20. Sit in a quiet "safe space" with soft lighting Coming up in the next issue: easy ways to build sensory activities into everyday life. Meanwhile, ﬁnd many more sensory diet activities, practical solutions, monthly tips, and signs of SPD on the sensorysmarts.com website. While there, check out Lindsey's book, Raising a Sensory Smart Child. 49	<urn:uuid:6764db0c-eebb-4ca7-aaae-a36001cdb399>	CC-MAIN-2017-43	https://www.sensorysmarts.com/Digestsensorydiet.pdf	2017-10-18T12:58:06Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00781.warc.gz	1,005,190,200	1,627	eng_Latn	eng_Latn	0.998372	eng_Latn	0.998483	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3796, 7059 ]	[ 3.359375 ]	2	5
Weatherization Weatherization Assistance Program Background Affordable housing is defined as a home that takes no more than 30 percent of the household's income for rent or mortgage and utilities. Many low-income families in Washington pay more than 25 percent of their income for home energy costs alone. Utilities and rent take up to 60 percent of a household's income. Weatherization programs exist to help low-income households reduce home energy consumption while increasing the health, safety, comfort and longevity of their homes. Services Weatherization is the application of energy efficiency measures to a home. These may include air sealing measures such as weatherstripping and caulking, insulation measures to ceiling, wall and floor areas and related-repair measures. Health and safety issues such as indoor air quality and heating system repairs are also addressed. Each home is unique as to what is needed. Measures are installed according to established technical specifications, cost effectiveness tests, and applicable building codes using specialty subcontractors. For low-cost or no-cost energy conservation tips, please Click here-(link to Energy Conservation Tips) Eligibility Guidelines Coastal Community Action Program Weatherization Program is available to qualified families throughout Grays Harbor and Pacific Counties according to funding availability. To qualify for the Weatherization Program your total adjusted gross income from all sources in the household cannot exceed the (Link to Guidelines) guidelines according to household size. Qualified applicants are placed on the Weatherization Program Wait List in accordance with the approved priorities list. How do I receive free weatherization? Call us at (360) 500-5402, for further information. We will ask pre-qualifying questions to determine eligibility. You will be asked to provide required documentation to establish eligibility prior to scheduling your appointment. Please click here (Link to Locations) for our office location nearest you. Helpful links United States Department of Agriculture: www.rurdev.usda.gov/hsf_sfh.html Housing Authority of Grays Harbor County: www.co.grays-harbor.wa.us/info/pub_svcs/Housing/index.html	<urn:uuid:37182b90-ce89-47b4-9d32-0ac6b545ff68>	CC-MAIN-2017-43	http://coastalcap.org/wp-content/uploads/2013/11/Weatherization.pdf	2017-10-18T12:40:47Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00780.warc.gz	65,504,503	426	eng_Latn	eng_Latn	0.995423	eng_Latn	0.995423	[ "eng_Latn" ]	false	docling	[ 2246 ]	[ 1.3515625 ]	1	3
[Type text] Summary Overview of "Northland Stars": A Community Circus Programme Contents ............................................................................................................. 14 Conclusion Executive Summary This report presents a summary overview of the Northland Stars Community Circus Programme. This programme began in 2008 and provides a regular forum for those with circus skills across Northland to develop these skills, teach others what they know and build friendships. Participants come together for a three to four hour session to improve their circus skills. The programme has run on a monthly basis and at other times less often, depending on the availability of resources and people to run the programme. Northland Stars grew out of the development of Circus Kumarani in 2003 in Dargaville, plus the emergence of hubs of circus activity around Northland in Waipu, Whangarei, Kaitaia and Kaikohe. Northland Stars targets people who already have circus skills and tends to attract young people who are circus 'high achievers', who wish to refine and share the skills they have with others. In April 2012, face to face interviews took place with people involved with Northland Stars, including the Circus Kumarani Project Manager and 12 participants at an April 2012 workshop, as to what they gain from being involved in the programme. Short profiles are also provided of two people who have been part of Northland Stars since its early days. Northland Stars helps to strengthen the circus community in Northland and produces a host of benefits for participants, including better circus skills, increased confidence and self esteem, friendships, fitness, motor skills and improved concentration. Participants' world views are also reportedly broadened through exposure to national and international travellers with circus skills who frequently join in Northland Stars, as both teachers and participants. Programmes such as Northland Stars require resourcing to fund teachers, equipment and transport for people to access the workshops. They also need to keep bringing in circus teachers with new and higher level skills to keep challenging participants. At times the participants' skill levels surpass the teachers – in these cases the students become the teachers. This summary overview found that Northland Stars' participants value the programme as it helps them improve their circus skills, is fun and builds a community of people with a common interest. They also gain skills that are transferable to other aspects of their life, including self‐discipline, social and communication skills, team work, flexibility and perseverance. Key perceived needs for the programme were more specialised equipment, more regular workshops, a purpose built space and growing the community by attracting more people to the programme. Where pockets of circus activity exist in a region there is value in a programme such as this to connect the circus community and support 'higher achievers' to develop and share their skills. This kind of programme can lead to employment and income generation for participants and teachers, and can result in the creation of public circus performances and the development of circus programmes for the community. It can also provide a pool of future circus teachers and nurture skilled amateur and professional circus performers. Overall, Northland Stars provides an important vehicle for the fostering of circus talent in the Northland region. It also provides a positive option for young people in the region in particular, to connect, learn, develop and share skills. Introduction This report presents a summary overview of a Northland based community circus programme called Northland Stars. It provides a description of this programme and a small scale assessment of its impact and benefits. This overview was funded by the Lotteries Community Sector Research Fund, as part of a wider project aiming to support the development of community circus in New Zealand. This research project is a partnership involving the staff and Board of Circus Kumarani in Dargaville and researchers' Rachael Trotman and Alex Woodley, with input from Thomas Hinz and Frances Kelliher from Auckland Community Circus 1 . Background Community circus has had a presence in Dargaville via Circus Kumarani since 2003. Hubs of community circus activity have also emerged around the Northland region during this time, including circus activity in Whangarei, Waipu, Kaitaia and Kaikohe. Community circus involves teaching circus skills to individuals and groups of people, for their benefit and for wider community benefit. Over time some of those involved in community circus in Northland have become 'hooked' on one or a range of circus activities (such as juggling or unicycling). Many of these people wish to develop their skills and spend time with like‐minded people. In response, the Northland Stars community circus programme began in 2008, out of a desire to help circus teachers and students to develop and share their circus skills. Objectives of Northland Stars The objectives of the Northland Stars community circus programme are to: Provide a means for people to improve their circus skills and teach others what they know. Provide access to national and international people with circus skills to offer others. Support the development of a network of circus enthusiasts and create a lasting community. Produce a range of benefits for the individuals involved. 1 See the Circus Kumaraniwww.circuskumarani.co.nzand Auckland Community Circus www.communitycircus.co.nzwebsites for research findings to date. These relate to a literature review on community circus (2012), an online survey of the New Zealand community circus sector (2011) and an evaluation of an Auckland based community circus programme called 'Circolina's Leap' (2012). Summary Overview of "Northland Stars": A Community Circus Programme Keep people with the 'best' circus skills motivated and feed that energy and skill back to the wider community. Prepare a career path for high circus achievers through teaching and/or performing. To provide a different regular focus on 'the best' for different circus skills (unicycle, juggling etc), including people with disabilities. Create shows fostering high skill levels to promote community circus to the wider public. Produce benefits for the wider community. Objectives of this summary overview The purpose of this summary overview is to describe the Northland Stars programme and identify what participants of the programme gain from it. Specific objectives are to present: 1. A brief story of this programme. 2. Perceived benefits and impacts of the programme for those involved. 3. Lessons for this programme going forward and for future similar projects. Methods \| \| Method \| Description \| \|---\|---\|---\| \| 1. Key informant interview \| 1. Key informant interview \| A face to face interview was held with the Circus Kumarani \| \| \| \| Project Manager Jenny Huriwai. \| \| 2. Short interviews with Short face to face interviews took place with 12 participants participants at a Northland Stars workshop on 28 April, 2012. People were asked how they came to take part, what they personally have gained from the programme, what they like best and how it could be improved. \| \| \| \| 3. Two impact profiles \| \| A more in‐depth, follow up interview was held with two \| \| \| \| participants from the workshop above (one face to face and \| \| \| \| one by phone), to gain more detail on how the programme \| \| \| \| had impacted on them. Both of these people have been \| \| \| \| involved with Northland Stars since its early days. A short \| \| \| \| discussion of the impact of the programme on these people \| \| \| \| was also held with the mother of one of the participants and \| \| \| \| the grandmother of the other participant. \| Findings The findings begin by describing the Northland Stars programme, followed by the findings from the interviews and impact profiles, a discussion and conclusion. The Northland Stars Programme The Northland Stars programme involves regular provision of a three to four hour circus skills session. Participants are charged $10 per session, to cover the cost of venue hire and visiting teachers. At times Northland Stars has been held monthly and at other times less frequently, depending on the availability of people to organise and run the programme. It is usually held in Whangarei but moves around the Northland region (including Dargaville, Kaikohe and Waipu). Each Northland Stars session is advertised via existing circus teachers who invite people in their groups to attend. A file is also kept of participants who are invited to each session and this provides an expanding invitation list. The programme is set up for Northland Star members, who are the people with the highest circus skill levels from each area, plus the teachers of the Northland circus groups. As the name implies, the people in the programme tend to be high achievers in circus skills – those who have developed strong circus skills over time. The aim is to have a focused training or rehearsal session in a long term, team building environment. This is usually combined with a two hour circus teacher meeting in the morning before the afternoon Northland Stars session. The programme focuses on different circus skills in each session depending on the circus teachers available and their key skills. For example, one programme might focus on unicycling, another on juggling, another on acrobatics. Participants are also asked what they would like to focus on and sessions can cover up to three disciplines. The programme targets those who have circus skills already. Typically, circus teachers from around Northland run each session. When people with circus skills to offer from around New Zealand and internationally are available, they are brought in to share their skills with others via the Northland Stars programme. In recent times, mainly through the influence of two current Circus Kumarani teachers who are from France, there has been significant input from international teachers and performers to Northland Stars. This increases the attraction for Northland Stars participants and spreads the word about the Northland Stars programme and circus in New Zealand via these travellers, both within New Zealand and internationally. From time to time public shows are created out of Northland Stars, and late in 2011 one session was devoted to the development of performance skills. The first public Northland Stars circus show was performed in Dargaville as part of the Circus Kumarani "Circus Infusion" show. This was followed by a performance as part of the Northland Fire Show. Interviews with participants and key informants At the Northland Stars session on 28 April at Pompallier College, Whangarei, short face to face interviews were held with 12 participants during the workshop session. Each person was asked how they got involved with Northland Stars, what they like about it, what the programme has done for them and how it could be improved. How did you come to be involved in Northland Stars? The main vehicles that people became involved in Northland Stars were: Through friends who were already involved Through being involved with Circus Kumarani, or with circus in Whangarei (Whangarei Circus or the weekly Circus Jam at Kamo High School) or Waipu (through a local circus teacher or his newsletter) or Pompallier College. What do you like about Northland Stars? "My son has learnt lots of circus skills and is now teaching other kids. He has the latest equipment and spent his birthday money on juggling gear". The main things people liked about Northland Stars are as follows. Learning and sharing new skills ‐ "I pick up new skills and tricks and teach others what I know. It's good to get everyone together to do circus things rather than on your own" Developing existing skills ‐ "Developing my skills ‐ I like the one on one approach, there are a lot of experienced people here" It's fun It's unusual Making new friends, the social side, the people are really nice ‐ "This has formed a nice community, involves unique skills – it's nice to have something unique about you"; "I like how everyone here is into it, we all want the same things, to learn, get better and have a good time" It provides a positive activity for young people – "This group keeps kids off the streets, it's a great crowd, people are always there for each other, people make friends and stay in touch" Wider community connections are made – "I get to connect with the other parents, I went to both the Auckland circus conventions and to Levin last year (for a circus convention)...I am now learning balloon sculpting!" Good teachers – "The teachers (Mat and Jo) are encouraging, energetic and positive, it's nice to be around them, good to learn with them, they have a good style" Exposure to different teachers and skills – "One person can only teach you so much, Northland Stars exposes you to other teachers and people here teach others". What have you personally gained from the programme? The main things people gained through their involvement were learning and developing new skills, making friends, improving concentration and learning about performing. Learning new skills ‐ "I like learning new skills and meeting people, getting better at stuff" Developing my skills ‐ "I like developing my skills and progressing, seeing what I can work on and do better" Making friends, something to do ‐ "I have made some friends and met so many people I wouldn't have otherwise met"; "I have made quite a few friends through this, it keeps me busy, is something to do" I like performing and the opportunities that arise through circus I use juggling to earn some money, I wouldn't use it as a main job but it provides a side income Improved learning and marks at school – "Juggling has really affected my school work for the better, my marks have improved, I got first for physics and chemistry and second for biology and maths and that is related to my juggling and how it improves my concentration ‐ I now do some teaching of juggling in my school to help others concentrate". How could the programme be improved? Key perceived needs were to attract more people, have more specialised equipment, more appropriate venues and more regular workshops. Circus resources are a bit limited in Whangarei, there are more resources in Dargaville and Auckland – we need more specialised equipment such as cyr wheels 2 It would be good to have these workshops more often It would be good to have specialised workshops for people with higher level skills Would like to get a purpose built space with a high roof, it can get cramped in other venues 2 A cyr wheel is a single large, metal hoop that a person stands inside and uses to roll around a room. Seehttp://www.youtube.com/watch?v=3qDg9Cr_GJAfor a demonstration by Cirque du Soleil. Bring more people in, it tends to be the same people coming every time ‐ it would be good to have more people, grow the community It would be good to have circus holiday programmes in more places than Dargaville. Profiles The following provides two profiles of regular Northland Star participants, both of whom have been longer term participants and who have gone on to achieve success in unicycling. Daniel Wade ‐ 16 "I have been going to Northland Stars since it started. Circus was set up in Dargaville, Northland and Waipu. The point of Northland Stars is to get the top people from these areas along to learn new skills. Northland Stars is not for beginners but it is open to everyone. The Northland Stars workshops are one on one – you get more time with the teacher. Travellers also pitch in and pass on their skills – this year the programme is getting more professional; if people want particular skills taught then they can be brought in. I have met a lot of people through the workshops from Whangarei and Waipu and made new friends that I connect with outside of the workshops. I have learnt lots of new skills. I would like to do unicycling for a living but I don't know how. I love the people you meet through unicycling the most, you can post stuff up on the internet and meet people through events and through Facebook there is a unicycling forum, you make global connections. New tricks are being invented all the time. I have got more confidence through doing circus, through doing shows, plus the confidence to say we do this kind of stuff [circus]. It takes confidence to say "I do those things" and to be proud of it. Mum and my teachers have noticed that I have got better at school from doing circus." For Daniel's mum Jeanette, the best thing about Northland Stars is people getting together – the passionate and committed circus people. They also have access through the programme to travellers and people with good circus expertise. Jeanette has witnessed 'incredible personal growth' through circus for Daniel, in terms of camaraderie and connection, and being part of a community: "It's a way for Daniel to step up and pass on what he knows to others". Daniel won the long jump and high jump at the Northland Regional Unicycling championships in 2011. Sam La Hood – 16 "I have been doing Northland Stars for three years. I went to a circus festival in Dargaville, learnt to unicycle and do a bit of juggling. Through unicycling I met Jenny's son Christian Huriwai [who is the 2010 and 2012 male world street unicycling champion, based in Kaikohe], he inspired me. Unicycling is just fun to do, there is so much you can do with it. Unicycling is my life now, it's healthy for me, keeps me fit, I have met lots of people through it and am going to Italy to the world unicycling champs in July. This is my big passion in life now, it's what I'm known by. I will help teach the unicycle in Northland Stars, the rest of what they do in Northland Stars helps me improve my skills. I am learning how to teach unicycle through Northland Stars. The challenge of unicycling and circus keeps me going – seeing how far I can go." Sam's grandmother Gaynor notes that circus played a big part in Sam coming to live in Dargaville several years ago. Gaynor notes that even at age 11, Sam earned her own $400 to pay the circus fee for the year to Circus Kumarani and she has done that for the last three years. "Circus has been wonderful for Sam, it has made her responsible, she has paid her own way by delivering papers at 4.30am. Sam can now relate to anybody and is doing her school work by correspondence to suit her unicycling training. Unicycling is not NZQA 1 supported so Sam wrote to NZQA asking for credits to be approved. Sam is doing PE and English at school and doing the rest by correspondence so that she can do her unicycling training during the day. Sam is very focused and Northland Stars is a natural extension for her. Unicycing has built her confidence and given her a focus and outlet for her talents." Seehttp://www.youtube.com/watch?v=4ytiVZ3Lll0for a clip of Sam riding unicycle. Note that Sam La Hood won the Female World Champion title for street unicycling in Italy in July 2012. Seehttp://www.youtube.com/watch?v=kbnTmpuMpWAfor a clip of Dargaville based Sam. Two Kaikohe locals Christian Huriwai (20) who won the men's title and 13 year old Samuel Tzikoucos who took third place in the world in his age group. The clip shows a street parade held in Kaikohe for the three when they returned victorious from the world street unicycling champs. More than 1500 riders from 35 countries took part in the world championships. Discussion The Northland Stars programme provides a valued forum for circus enthusiasts to develop their existing skills, learn new skills, make friends, teach others what they know and be part of a community of people with a common interest. At times those with a strong passion for a circus skill such as unicycling or juggling outstrip the abilities of their teachers and become the teacher themselves. As well as making friends and developing skills, participants in Northland Stars can learn how to teach others, improve their concentration and school work, build confidence and self‐esteem. A challenge is to keep increasing the skill level by bringing in people who can extend the participants, including travellers and people from other parts of New Zealand. Finding the resources to keep the classes regular can also be a challenge. The lessons emerging from the Northland Stars programme are as follows. There is value in providing a forum for those in a region to meet and develop and share their circus skills. It provides a way for like‐minded people to meet, build friendships, skills and confidence, share what they know and push their own boundaries. This kind of programme needs to be supported by good promotion and support to access the sessions (for example a bus to bring those with no transport). The venue can be moved around the region to support access. The venue needs to be appropriate for the activity (high ceilings and plenty of space). A challenge is to ensure that the skill level keeps being pushed, by bringing in new people to extend those taking part. One way to do this is to attract overseas visitors with circus skills, via social media. The skills of some participants can outstrip those of the teachers – in which case all support should be given to help those people to teach others. The Northland Stars experience shows that programmes such as these can help to create world champions ‐ or at least provide an outlet for those with a passion in circus skills to see what they are capable of. Conclusion The Northland Stars programme is part of a larger community circus story in Northland over the last ten years. This programme grew out of the creation of Circus Kumarani in Dargaville in 2003, plus other circus hubs in Whangarei, Waipu, Kaitaia and Kaikohe. It provides a valuable forum for members of the circus community in Northland to gather and develop their skills. From this programme friendships and confidence develop and opportunities emerge for participants to perform in front of others, teach others and take their skills to new heights. Programmes such as these depend on the often voluntary input of a small group of people, and can lead those involved in all kinds of exciting directions. 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TOWN OF FOWLER Contents March 3, 2014 The Town Council of the Town of Fowler met in the Town Hall, Fowler, Indiana, on the 3 rd day of March, 2014 at the hour of 6:00 P.M., for a meeting pursuant to call in accordance with the rules of the Council. The meeting was called to order by Linda Brouillette, who presided. On call of the roll the members of the Council were shown to be present or absent as follows: Brouillette, Kathy Schwartz, Pat Claire, Steve Rettig ABSENT: Fred Byers Meeting called to order by Linda Brouillette, Town Council President Approval of prior minutes: Kathy Schwartz motions to accept minutes from February 18 th Pat Claire seconds the motion. All in favor and motion carries. New Business The budget for the 2014 4 th of July fireworks was discussed. Kathy Schwartz motioned to approve the same amount of $12,000.00 that was done for 2013. Steve Rettig seconded the motion, all in favor and motion carried. th Tish Ringle was here and asked the Council for funding for the Arbor Day celebration for this year. She said that it will be held April 25 and that approximately 150 2 nd grade students will attend. Kathy PRESENT: Linda Schwartz motioned to budget $2500.00, the same amount as 2013, for Arbor Day. Pat Claire seconded the motion, all in favor and motion carried. Melissa Williams, Clerk-Treasurer, informed the Council about the Blight Elimination program that the State is doing this year. She will view the upcoming webinar that the State will hold and report back to the Council. Ordinance 2014-2 amending the collection process of delinquent utilities. Pat Claire motions to accept Ordinance 2014-2 and Steve Rettig seconds the motion. All in favor and motion carried. Department Head Updates Bill Burton, Fire Chief, asked if any information had been sent to the Council regarding heart monitors for the County. Linda said that she had not received anything but she will contact Jason Fisher. Bill also informed the Council that the Fire Department received their new tanker truck. He also stated that he has some fire boots that the department no longer needs or uses and that he would give them to the Town for use by employees. Water Department, Dave Glaspie informed the Council about the water pipe that busted and what will need to be done to fix it. The hydrant is currently out of service and the Fire Department is aware. Nate Besse informed the Council that the Compass and the Historical Society currently have no water because of an issue on the Town's side of the meter. He asked that they not be charged until the issue can be resolved. Kathy suggested that they hold off on any decision until the problem is resolved. John Budreau, Street Department, said that he received a lot of applications for the full time position and that he and Kathy interviewed 5 of the people that applied. He said that he feels that Colin Claire would be the best candidate for the job. The Council said the decision was up to him and he said that he would give Colin a call that evening. Alan Leuck, Sewer Department, will be meeting with Jud tomorrow to go over the new ordinance. He let the Council know that the State doesn't want the Council to be the IPC and so the Council suggested that the Town Attorney should do it. Kathy Schwartz motioned to make the Town Attorney the IPC with Steve Rettig seconding the motion. All in favor and motion carried. Ryan Whybrew with Point Services was in attendance with papers for the Council to sign regarding the NIPSCO change for the new water plant. The extension for the grant and bidding was accepted. All items are in review for now and Soil and Conservation permits have been submitted. Miscellaneous Business Steve Rettig, Park Board Liaison, said that the Park Board held a meeting prior to the Council meeting. The Park Board hired Mike Cain for park maintenance and Rachael Wetli as the manager of the pool. He also brought up that the meeting minutes from February 18 need to reflect that he was in attendance. Minutes were changed. Claims Kathy Schwartz motions to accept claims with Steve Rettig seconding the motion. All in favor and motion carries. APRIL Facts about APRIL "April showers bring May flowers" April was the second month in an early Roman calendar, but became the fourth when the ancient Romans started using January as the first month. The Romans called the month Aprilis. It may come from a word meanting 'to open', or it may come from Aphrodite, the Greek name for the goddess of love. Small animals that hibernate are usually coming out of their burrows in April. The birds fly back northward or they settle down to have their families. The bees and butterflies begin to gather nectar from the first flowers of the season. In some parts of the world, it's planting time. In other parts, it's the harvest season. Professional baseball begins in April. Then the amateur athletes begin to go outside in the warm weather. Spring cleaning starts and people start mowing their yards again. Special days celebrated in April begin with the first day of April, when children and grown-ups play jokes on one another. Arbor Day is a day for planting trees, and it is observed on various April days. The Jewish festival of Pescah (Passover) is celebrated early in April. Easter is almost always in April, and, with it comes other Christian celebrations such as Palm Sunday, Maundy GARDENING CALENDAR FOR APRIL 3rd-5th Poor days for planting, seeds tend to rot in the ground. 6th-7th Plant tomatoes, beans, peppers, corn, cotton, and other aboveground crops on these two most fruitful days. Plant seedbeds. Start flower gardens. 8th-12th Poor planting days. 13th-15th Favorable planting days: First two days are good for planting corn, melons, squash, tomatoes, and other aboveground crops. Last day good for planting root crops. All days good for sowing grains, hay, and fodder crops. Plant flowers. 16th-17th Good days for planting beets, carrots, radishes, turnips, peanuts, and other root crops. Also good for cabbage, cauliflower, lettuce, kale, celery, and other leafy vegetables. Start seedbeds. Good days for transplanting. 18th-19th Barren days. Do no planting. 20th-21st Favorable days for planting beets, carrots, turnips, radishes, onions, and other root crops. 22nd-23rd Excellent time to kill weeds, briars, poison ivy, and other plant pests. 24th-25th Good days for planting root crops, extra good for vine crops. Set strawberry plants. Good for transplanting. 26th-28th These are poor planting days. Break ground or cultivate. Best for killing plant pests and weeds. 29th-30th Favorable for planting beans, corn, cotton, tomatoes, peppers, and other aboveground crops. - April 2014 \| Sun \| Mon \| Tue \| Wed \| Thu \| Fri \| \|---\|---\|---\|---\|---\|---\| \| \| \| 1 APRIL FOOL’S DAY \| 2 Trash Pick-up \| 3 Recycle Pick-up \| 4 \| \| 6 \| 7 Town Council Meeting 6:00 p.m. \| 8 \| 9 Trash Pick-up \| 10 Recycle Pick-up Water Bills Due \| 11 \| \| 13 \| 14 \| 15 \| 16 Trash Pick-up \| 17 Recycle Pick-up \| 18 GOOD FRIDAY TOWN HALL CLOSED \| \| 20 EASTER \| 21 Town Council Meeting 6:00 p.m. \| 22 \| 23 Trash Pick-up \| 24 Recycle Pick-up \| 25 \| \| 27 \| 28 Disconnect Day \| 29 \| 30 Trash Pick-up \| \| \| - 8th-11th. Increasing threat of showers, thunderstorms. 1st-3rd. Snow or rain showers. 4th-7th. Cold air moves in; rain or snow possible. 12th-15th. Unseasonably warm. 16th-19th. East Coast storm; possible late-season wet snow parts of New England; chiefly rain farther south. 20th-23rd. Clear, much milder weather for NYC Easter Parade; good weather Patriots' Day in Massachusetts, Maine. 24th-27th. Sudden cold snap! A brief shower, then unseasonably cold. 28th-30th. Rain, flakes of wet snow parts of New England. May 2014 \| Sun \| Mon \| Tue \| Wed \| Thu \| Fri \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| 1 Recycle Pickup \| 2 \| \| 4 \| 5 Town Council Meeting 6pm \| 6 \| 7 Trash Pickup \| 8 Recycle Pickup \| 9 \| \| 11 \| 12 \| 13 \| 14 Trash Pickup \| 15 Recycle Pickup \| 16 \| \| 18 \| 19 Town Council Meeting 6pm \| 20 \| 21 Trash Pickup \| 22 Recycle Pickup \| 23 \| \| 25 \| 26 \| 27 \| 28 Trash Pickup \| 29 Recycle Pickup \| 30 \| - 1st-3rd. Frequent showers, thunderstorms. 4th-7th. Cool, unsettled. 8th-11th. More cloudy/showery weather. 12th-15th. Cloudy with showers by the 15th. 16th-19th. Skies gradually clear; milder temperatures. A dry track for Preakness. 20th-23rd. Very warm. 24th-27th. Frequent rain showers, then much cooler. 28th-31st. Clearing skies, more seasonable. Town of Fowler 307 E. 5th Street Fowler, IN 47944 U.S. Postage Paid STD Fowler, IN Permit NO. 105 Current Resident	<urn:uuid:28099331-ed66-48c0-a811-97e9c9a080f7>	CC-MAIN-2017-43	http://www.townoffowler.com/egov/documents/1397572312_02096.pdf	2017-10-18T13:55:49Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00781.warc.gz	581,451,153	2,173	eng_Latn	eng_Latn	0.915969	eng_Latn	0.998702	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 24, 4173, 6733, 7761, 8518, 8637 ]	[ 1.7734375 ]	2	1
SOME BREEDING THOUGHTS ON THE FOXHOUND By Roddy Bailey Essential Elements In order to breed any pack of hounds the following elements are essential: * To breed a pack of hounds first secure the support of the person looking after them. * Have an accurate hound list showing all hounds in the kennel by age, sex, sire and dam. A summary by year and sex is usually necessary. See sample. * Have a list of all the bitches showing their date of previous 'seasons' and the date when each bitch is forecast next to come into season. * Maintain all the pedigrees of each hound to at least six generations. See the 'line bred' example illustrated. * Have access to the British MFHA Hound Breeding web site and learn to use the 'trial mating' option (Username and password needed). All foxhounds bred in Ireland are in the British maintained Foxhound Kennel Stud Book which is the source for the MFHA web site. * Know the type of hound the huntsman/handler prefers ie Modern or 'Old English' foxhound. * Know the foxhound tradition of the kennel ie Modern or 'Old English' foxhound. * Have a secure kennel with continuity in hunt management. Without the above the hound breeder cannot begin. Note: These thoughts are mostly confined to the Stud Book Foxhound (Modern or 'Old English') although the principles apply to other working hounds. Chance Breeding v Line Breeding Many hunts select a good doghound and a good bitch and use them. This method can produce an odd good foxhound but it is 'chance breeding'. You end up with a pack of individuals and their conformation faults mean more hounds have to be kept to cover frequent lameness and the pack tends to be less effective in the field. The aim of the hound breeder is to produce a 'level' (ie uniform make and shape) pack of hounds that are athletic and work as a team. Hound colour should play no part unless the kennel wishes to maintain a 'colour' tradition. The better their conformation the less the hound takes out of itself. Therefore it is able to continue effectively when other hounds are tired often producing successful hunts at the end of a four hour hunting day. The breeder should use hounds with qualities of nose, cry, stamina, fox sense, temperament and drive and this requires breeding from known hounds with these requisite characteristics. Such 'known' hounds need not be current performers; the breeder may wish to breed back to hounds of the past whose families were renowned foxhounds. Moreover such athletic hounds have the ability to turn out two or three times a week and their soundness means they rarely go lame. An economic advantage of a pack of well put together hounds is the hunt need not keep so many hounds since soundness results in fewer hounds being lame. There is no point in keeping a hound that can only go out once a week. The way to produce this all round athletic team of hounds with good qualities hunting two or three days a week is by line breeding not chance breeding. Line breed for work and voice, breed more than you want to allow some selection and get them as good looking as possible. What is meant by Line Breeding? Line breeding is a form of close breeding and therefore great care must be taken by the breeder. How do we go about doing this? The most important part when selecting a hound to breed from is that he/she and all the family must be good workers. It follows that kennels should not breed from a hound that is too young (nor too old). The Brood Bitch The first step is selecting the brood bitch. By the early part of the season most kennels will have a good idea which of their bitches they wish to use. A kennel list of the bitches is essential showing when they are due to come into season based on previous showings. Forward planning is vital and size is important. It is no good having a panic which bitch to use on the day the lady first comes into season. Having selected your potential brood bitch you must write out and study her pedigree back to at least six generations. The more experienced may wish to go further and research the 'tail male' and 'tail female' as far back as possible. Essentially 'tail male' is the top line on the extended pedigree sheet and 'tail female' the bottom line of the sheet. The bitch is the key to any breeding and a good brood bitch is the hardest hound to breed. If the kennel does not have any quality brood bitches it might pay the breeder to ask an established kennel to draft (ie give away) any excess bitch puppies of a large, quality litter. These tiny entrants to the world can then be taken home and reared on the home brood bitch. This can be a useful start when taking over a kennel of mixed breeding success. The Stallion Hound Next is the selection of a suitable stallion hound. The breeder should check the pedigrees of the bitch and the stallion to ensure the kennel are not going any closer than the fourth generation. The name of a hound (or brother/sister) should not be repeated in the first four generations of either pedigree but repetition is welcome in the generations thereafter. Furthermore the breeder should avoid having the same tail male line and tail female line on the pedigrees of the potential sire and dam. If the breeder doesn't get this right ie going closer than four generations, the kennel is heading for problems and is unlikely to produce a fox catching team which is fun to follow on foot or horse. If the breeder does get this right the result (eventually) will be a level pack of good working quality that can drive on together during a hunt. Such hounds will arrive at a check as a team and are less likely to divide or split. By line breeding the kennel is multiplying the number of good, working ancestors in the pedigree of the sire and dam without going too close. A kennel that doesn't have the necessary information (ie essential elements listed at the top of this article) risks getting this wrong with resultant behavioural issues in their hounds and moderate performances in the field. Remember a good hound on one side will not correct a bad fault on the other side. Having selected the sire and dam it is worth remembering late litters are to be avoided. The sensible breeder does not put a bitch to the chosen stallion hound after 1 st May. Late litters hardly ever catch up and can be at a serious disadvantage in the all important autumn hunting period when educating the young hounds is vital. Trial Mating Tool Many practitioners will be familiar with the British MFHA's web site with links to their 'On Line Stud Book'. It has a useful 'Trial Mating' option which makes life much easier for those wishing to line breed. A username and password is necessary but the site will save many long hours. The foxhound breeder would be wise to learn how to use this handy tool. Nearly all Stud Book (SB) foxhounds are recorded on this site including all SB foxhounds bred in Ireland. Attached is a line bred pedigree example of the Duke of Beaufort's Bailiff '03 and such a distinguished kennel obviously gets it right. The earlier (four) generations do not have hounds repeated in the pedigree but the later generations have known good workers repeated. It is worth emphasising it takes ten years to produce a good pack of hounds and ten days to ruin them. By a good pack of hounds I mean one that is well handled and well line bred thus producing a working team that is fun to follow. Handling needs to be of a high order to complement line breeding. Use of an Outcross Sooner or later any kennel will have used similar good hounds on both sides of its pedigrees. The risk of inbreeding needs to be avoided. This means an 'outcross' experiment (for that is what it is) will be needed from time to time. 'Outcross' is a term describing a foxhound that is relatively unrelated to other hounds in the kennel and his or her use in breeding would 'freshen up' the bloodlines. How many times has a Huntsman been heard to say he has 'nowhere to go' because all hounds in the kennel are related and their use would risk inbreeding? This is when an outcross should be introduced. Using an outcross to refresh the kennel (or improve it in some other way) may not always be a success hence the breeder will want at least two extra litters to maintain the kennel. Hopefully enough puppy walkers are available. If the outcross is successful there is the temptation to use the same experiment again. This is fine but the breeder should be cautious since there is the risk of changing the kennel type which may not be the intention. Go back to your own sires and brood bitches as soon as you think you have achieved the 'freshening up' or desired improvement. It is important the tail female lines are sufficiently established to withstand outcross experiments. In simple terms that means if you cross an 'Alsatian' with a foxhound and the result is a litter that is half Alsatian and half Foxhound the female lines are insufficiently strong. If however the result of such a cross is a litter that looks like a foxhound then the female lines are sufficiently robust to withstand experiments. Broadly speaking if an outcross has worked well for three generations it may be worth using again by introducing outside hounds of a similar pedigree to the ones that were successful previously. Over the years many Masters have not been traditionalists and their experiments have undoubtedly improved the foxhound but such outcrossing should only be attempted in large kennels with plenty of hounds - they can afford to stand the mistakes! Sometimes the outcross experiment results in attracting the worst qualities of both so beware. The Hunt should be under stable leadership. Using an outcross is taking a chance so the breeder will need 'management support' in case things go wrong. Famous Hounds to Breed Back To A good hound is a good hound in any country but careful breeding has a better chance of getting the right hounds for the right conditions of modern foxhunting. The best of the past and present should be bred back to - such is the care taken with the foxhound over two centuries. A list of such well known foxhounds is below. The list includes Modern foxhounds, 'Old English 'type foxhounds, Welsh & Fell. The Modern foxhound was the result of several outcrosses (notably by 'Ikey' Bell MFH of the West Waterford) and so successful was his experiment with Welsh bloodlines that few packs today do not have the value of his ideas in their pedigrees. The hounds listed below are those who found favour with our distinguished forefathers and also those of foxhound breeders of the present day. No distinction is made between types; whether Modern, 'Old English', Fell and so on. All have their characteristics and much depends on the kennel tradition. If the kennel has a long history of Old English type foxhounds (the type dates from the late 19 th /early 20 th century) a breeder would be unwise to change them to Modern. The reverse situation is also true. If no such tradition exists the breeder is free to produce hounds that suit the practitioner and the country. The breeder should be excited if the names below occur in their kennel pedigrees. If that is the case the hunt is fortunate. They are the sort of hounds the kennel should consider breeding back to when selecting their current breeding programme. Welcome Characteristics There are many characteristics breeders welcome. The values of cry and stamina are important. Hounds that hunt the roads and tracks are useful. This skill is largely inherited but can be developed often by puppies at walk being allowed freedom to hunt. Hounds noted for being unwilling to change foxes ('no changers') should be considered in any breeding policy. 'Fox sense' is highly prized by huntsmen and breeders alike. This 'sense' is the innate ability to know where a fox hides or has gone. Some are annotated below but sometimes fox sense can develop into unwelcome 'skirting'. The huntsman should be wary of this trait since it is a bad habit that can spread as can unsteadiness. Such habits damage a pack's performance. There are good young hounds in the UK and Ireland today. Given time they will warrant inclusion in the lists of hound heroes. This list is only a selection; there are many more hounds whose presence in a pedigree would delight any foxhunter. All these hounds were reported as excellent by the huntsmen of the day. They were robust, road/track hunters, had fox sense, great cry & drive, and possessed stamina. Some were 'no changers'. Many were of good temperament. Doubtless they had many other welcome characteristics; needless to say they were all loved. \| Lord Henry Bentinck’s Regulus 1861 \| Lord Henry’s Titian 1858 \| Lord Henry’s Ringworm 1856 \| ‘Regulus for Roads’. \| \|---\|---\|---\|---\| \| Glog Nimrod ‘1904 \| Glog (Welsh) Gambler 1897 \| Glog (Welsh) Lovely 1895 \| One of most famous Welsh hounds to influence the modern hound. \| \| Co Limerick Chorister 1915 \| Chanter 1910 \| Pastime 1910 \| \| \| Tiverton Actor 1922 \| Lictor 1917 \| Bertha 1918 \| Famous sire. \| \| Co Limerick Chanter 1910 \| Heythrop Chorister 1906 \| Duhallow Restless 1906 \| \| \| Brecon Paragon ‘23 \| Mr Curre’s Danger 1915 \| Brecon Pamela ‘21 \| \|---\|---\|---\| \| Portman Freshman ‘49 \| Friar ‘47 \| South Oxfordshire Poem ‘41 \| \| VWH Bugle ‘76 \| Old Berks Bullrush ‘71 \| VWH Haughty ‘71 \| \| Berkeley Somerset’79 & Sophie ‘79 \| Co Limerick Seaman ’76 \| Berkeley Dorcas ‘71 \| \| Kilkenny Duchess ‘77 \| Distaff ‘71 \| Greedy ‘74 \| \| Carmarthenshire Nimrod ‘24 . \| Nelson ‘16 \| Vanity ‘21 \| \| Berkeley Freshman ‘84 \| Exmoor Freestone ‘81 \| Berkeley Delta ‘79 \| \| Cotswold Crofter ‘81 \| Groomsman ‘75 \| Compass ‘76 \| \| Portman Genius ‘87 \| VWH General ‘80 \| Portman Caution ‘84 \| VWH General CotswoldGentry Charcoal '77 Back toKilkenny \| Exmoor Garrison ‘89 \| Daresbury ‘87 \| Goodwill ‘83 \| Back to Old Dominion (USA) Gorgeous ’68. Famous USA line of Bill Brainard MFH (Old Dominion) \| \|---\|---\|---\|---\| \| Chiddingfold Lec & Cowdray Godson ‘83 \| Crawley & Horsham Bailiff ‘75 \| Heythrop Golden ‘76 \| Taken to North Cotswold on change of Mastership. \| \| South Shropshire Crackshot ‘88 \| Berkeley Freshman ‘84 \| Cornet ‘84 \| Robust \| \| Braes of Derwent Leopard ‘85 \| Cattistock Merthyr ‘99 \| Lesson ‘80 \| Woolly & white. ‘No changer’ . \| \| Cotswold Glenrock’84 & Glencoyne ‘84 \| Blencathra Glider ‘76 \| Cotswold Clematis ‘81 \| Successful Fell outcross. Blencathra Glider ’76 widely used. \| \| Cottesmore Starter ‘85 \| Exmoor Friar ‘81 \| Cottesmore Stella ‘82 \| ‘The famous Carlow ‘ST’ line of ‘The Missus’ - Mrs W C (Olive) Hall MFH’. See Carlow Stylish ’63. \| \| Belvoir Lovelock’94 \| Berkeley Loafer ‘90 \| Avon Vale Saucer ‘89 \| Back to Co Limerick Sawyer ’83 \| \| Exmoor Daydream ’95 & Dealer ‘95 \| Heythrop Glazier ‘90 \| Destiny ‘92 \| Back to Blencathra Glider ’76. Kilkenny Duchess ’77, Kilkenny \| Famous '77. \| Midland (USA) Rambler ‘98 \| Belle Meade (USA) Ben \| Midland (USA) Roxie ‘91 \| American bred. Noted for ‘game sense ‘in USA. \| \|---\|---\|---\|---\| \| Wynnstay Paragon ‘95 \| Warrior ‘91 \| Pastry ‘92 \| Back to Wynnstay Woolham ’88 & Muskerry Paragon ’88. \| \| VWH Daring ‘97 \| Beaufort Daystar ‘91 \| Dowry ‘94 \| \| \| Morpeth Mowbray ’98 & Monmouth ‘98 \| Beaufort Mostyn ‘92 \| Y & A (North) Candle ‘93 \| Both Show Champions and good workers. \| \| Beaufort Mostyn ‘95 \| Baritone ‘89 \| Model ‘87 \| Widely used sire \| \| Exmoor Whinchat ‘93 \| Nutwood ‘90 \| Windmill ‘89 \| \| \| Y & A (North) Cromwell ‘91 \| South Shropshire Crackshot ‘88 \| Y & A (North) Drury ‘86 \| Robust modern doghound. Withstood electric fencing. \| \| Y & A (North) Candle ‘93 \| Exmoor Nutwood ‘90 \| Cheshire Carmen ‘89 \| Threw size & voice. \| \| Brosna Tonton ‘07 \| Louth Gordon ‘01 \| Tasty ‘03 \| Entirely Irish bred. \| \| Middleton Builder ‘04 \| Beaufort Burglar ‘99 \| Victim ‘97 \| Small but excellent. \| \| Tipperary Captain ‘09 \| Meynell Luther ‘04 \| Oakley Caramel ‘05 \| Extensively used at Tipperary. Good in work. \| \| Waterford Ali ‘04 \| UHC Actor ‘98 \| Linseed ‘01 \| Irish bred. OE. \| \| Percy Spitfire ‘08 \| Postman ‘05 \| Spendthrift ‘03 \| Example of OE ‘modernised’. Back to ‘Regulus for Roads’. Co Limerick Tenor ’98 & Python ’93. Modernised OE. \| \|---\|---\|---\|---\| \| Morpeth Stratford ‘01 \| VWH Worcester ‘98 \| North Cotswold Gremlin ’99. \| Carlow ‘ST’ line. Famous Irish line. \| \| Morpeth Crasher ‘01 \| Gambler ‘98 \| Crossword ‘97 \| Good all rounder. \| \| Waterford Panther 2009 \| Ali ‘04 \| Pastry ‘06 \| OE sire \| \| Ormond Crowner ‘08 \| Percy Clamper ‘01 \| Waterford Cracker ‘05 \| Hard - withstood electric fencing. Passed to his progeny. \| \| Wynnnstay Parker ‘08 (Modernised OE) \| Hazard ‘04 \| Pantry ‘05 \| Modern to Duhallow Poacher ‘98 on top male line. Pantry ’05 OE to Duhallow Cleaver ’95 bottom line. \| \| VWH Smiler’09 (Peterborough Bitch Champion 2010) \| Rival ‘02 \| Sable ‘04 \| Modern line breeding throughout. \| \| Wynnstay Halifax & Hazard ‘04 \| Berkeley Harlequin ‘96 \| Pastime ‘01 \| ‘Modernised ‘OE’ \| \| Morpeth Gateshead ‘03 \| Gambler ‘98 \| Gracious ‘99 \| No changer and robust. Good sire. \| Photographs: 1. Example of a Line Bred Old English type foxhound. Waterford Panther '09. Photo: R Markham. 2. Example of a Line Bred 'Modernised' Old English type foxhound. Sir Watkin Williams - Wynn's Parker '08. Photo: Richard Tyacke MFH. 3. Example of a Line Bred Modern foxhound. VWH Smiler '09 (Peterborough Bitch Champion 2010). Photo: Martin Scott & Jim Meads. 4. A sample hound list. Morpeth 2005/6. 5. A sample line bred pedigree. Beaufort Bailiff '03. Copyright © Roddy Bailey 2017. All rights reserved.	<urn:uuid:77d0c0ca-38b9-4fce-99e2-1cfab0a1fa0a>	CC-MAIN-2017-43	http://imfha.ie/downloads/SomeBreedingThoughts_RoddyBailey.pdf	2017-10-18T13:07:20Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00782.warc.gz	157,995,161	4,386	eng_Latn	eng_Latn	0.968172	eng_Latn	0.998885	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 2433, 5453, 8685, 11107, 13163, 13757, 14878, 16040, 17064, 17581 ]	[ 1.4921875 ]	1	1
7th World Congress on Conservation Agriculture, Santa-Fe Argentina August 2017 Certification in Agriculture By Yves Leclerc, Ph.D., P.Ag. Demand, traceability and sustainability, Certification in agriculture was initially introduced by the organic farming movement in the late 1990's to promote its benefits and ensure that the practices used by growers were conformed to the principles of the various schemes providing customer an assurance of authenticity. Since then, market demand for food safety, environmental sustainability and social responsibilities assurance programs has extended to the whole of Agriculture. On–farm food safety programs were introduced in the early 2000's to provide customers and consumers assurance that the food they purchased were produced in a food safe manner. On-farm food safety program also allowed the traceability of food along the production continuum. Following the introduction of Genetically Modified Organisms (GMO), Integrity Preservation Programs were introduced to ensure the segregation of non-GMO products and facilitate trade and ensure that local regulations and consumer preferences are met. More recently, the increased understanding of the role of agriculture on global challenges such as human population growth, climate change, food security and the need to optimize earth's limited resources has led civil society, governments, private companies and Non-Governmental Organizations (NGO's) to develop sustainability assurance program. The presentation will attempt to provide a global overview of the various initiatives that currently exist and discuss the challenges and opportunities for farmers of implementing these programs at the farm level.	<urn:uuid:fe70b6c0-436f-4dd1-b107-69f0ab9bdb1a>	CC-MAIN-2017-43	http://congresoaapresid.org.ar/wp-content/uploads/2017/08/Lecrec-Demand-traceability-and-sustainability.pdf	2017-10-18T13:07:37Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00781.warc.gz	75,532,549	301	eng_Latn	eng_Latn	0.993348	eng_Latn	0.993348	[ "eng_Latn" ]	false	docling	[ 1713 ]	[ 1.3828125 ]	1	0
TOUR CODE- SH-01 ITINERARY 04 NIGHTS / 05 DAYS PHUENTSHOLLING(01NTS)-THIMPHU(01 NTS)-PARO(01NTS)-PHUENTSHOLLING(01 NTS) DAY– 01 – ARRIVAL AND TRANSFER TO PHUENTSHOLING Arrival at New Jalpaiguri Railway Station (NJP) / Bagdogra Airport (IXB) / transfer to Phuentsholling/Jaigaon is 170 kilometres and 6 hours drive from Siliguri-Phuentsholling is in India and Bhutan border-The Indian side is called Jaigaon and the Bhutanese side is called Phuentsholling- Indian Nationals don't require visa or passport to visit rest of Bhutan but any identity document like election commission I.D card is required-Permit is not required for visiting Phuentsholling only but other parts of Bhutan-Check into the hotel. Evening free at leisure -Overnight stay in Phuentsholling DAY 02 PHUENTSHOLLING- THIMPHU After breakfast, proceed to Thimphu, (7875ft / 170kms / 06 -07hrs) After two hour drive through light mountain jungle, displaying lianas and orchids, we pass over the first ridge and begin a long and gradual decent to the river which is the source of energy for the massive Chukha Hydel hydroelectric power project. We cross the river and rise up the mountainside ever further into the hills, leaving Chukha and the small town of Chimakothi behind us. Lunch is served en route. On arrival in Thimphu, check in hotel. Dinner and overnight at the hotel in Thimpu DAY 03 THIMPHU – PARO Morning visit to Tashichhodzong, the main secretariat building which houses the throne room of His Majesty, the King. Tashichhodzong is also the summer residence of the Je Khenpo (Chief Abbot) and the central monk body. Proceed to the national Library, which houses an extensive collection of Buddhist literature, with some works dating back several hundred years, Visit the nearby Institute for Zorig Chusum (commonly known as painting school), Proceed to Paro after Lunch (7218ft /55kms / 02 hrs). Check in at hotel and take an evening stroll along the main street, and perhaps visit a few handicrafts shops, or take refreshments at a local café or bar, Night at Paro. DAY 04 PARO- PHUENTSHOLLING The valley of Paro contains a wealth of attractions. In the morning, visit Ta Dzong. Once a watchtower, built to defend Rinpung Dzong during inter-valley wars of the 17 th century, Ta Dzong was inaugurated as Bhutans' National Museum in 1968. After Breakfast, drive ups the valley to view the ruins of Drukgyel Dzong, 18 km. From Paro town on the north side of the valley. It was from here that the Bhutanese repelled several invading Tibetan armies during the 17 th century. Also visit Kyichu Lhakhang, one of the oldest and most sacred shrines of the kingdom. After early lunch to drive to Phuentsholling(190kms / 06 – 07 hrs). Night stay at hotel. DAY 05 PHUENTSHOLLING - BAGDOGRA / NJP After breakfast transfer to New Jalpaiguri Railway Station (NJP) / Bagdogra Airport (IXB) - Nearly 170 kilometers 4 -4½ hours drive – onward Journey. TOUR COST: Per Person (In INR) \| \| CATEGORY \| \| 02 PAX \| \| 04 PAX \| \| 06 PAX \| \| 08 PAX \| \| EXTRA BED \| CHILD WITHOUT BED \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| PREMIUM (EP) \| \| 16600 \| \| 13600 \| \| 12200 \| \| 11400 \| \| 3600 \| \| \| \| DELUXE (EP) \| \| 14200 \| \| 11200 \| \| 9700 \| \| 9000 \| \| 3200 \| \| \| Note: One Tata Indica /Maruti Wagonr Only 04 pax One Tata Sumo Only 08 Pax are Allowed Including Child, If No Of Pax Traveling More Than 08, then Extra Car Cost will Be INR 17500/- Extra.As per above Itinerary Supplement/Up gradation Cost of AC Innova/Xylo/Similar (06 Pax are Allowed Including Child in a vehicle) @ INR 4000/-EXTRA. PROPERTIES USED IN THE PACKAGE IMPORTANT POINTS The Cost does not include: a) Airfare, Train fare, Insurance Premium, etc. b) Optional Tours & Sightseeing entry fee. c) Payment for service provided on a personal basis d) Expenses incurred due to mishaps, landslide, strike, political unrest etc. In such case extra will be charged as per actual. e) Cost for service not mentioned under the "Cost Includes" Head f) Personal expenses on items such as laundry, soft drinks, bottles water, incidentals, porter age, bell-boy charge, tips or any other service. The following points are to be noted for Child Rate - Children above 05 + years will be charged 100% as per Adult Rate (EPRS) - Children below 5 years Complimentary. Few Words of Operation a) Check in & Check out time of the hotel mentioned is 1200 hrs b) The vehicle used will be exclusive for that group but will not be at disposal. It will be as per contract. c) The area is upcoming but rich in Nature and the facilities available cannot be matched to those available in the INDIAN Plains and other developed destination. Please inform your.Client about this. d) Bhutan is a hilly area & change is weather is a regular happening. It is advisable that light layer clothing should be carried always. In winter it is advisable to carry heavy woolen. Entry Formalities: People traveling to Bhutan should carry their Passport or Voter Identity card to proof their Identity as an Indian National. These documents along with Passport size Photographs (4 copies each) are required for the entry formalities in Phuentsholing and Paro. Childern accompanying their parents may producer their School Identity card or birth certificate in case of non availability of Passport or Voter Identity card. The Inner Line Permit for Bhutan is issued on producing these documents. To visit Punakha, Wangdi, Bumthang visitors needs one restricted area permit which is available one day in advance from Thimphu. People entering Bhutan by surface are advised to stay one night in Phuentsholing for the entry formalities. The Govt offices in Bhutan are closed on Sunday and Saturday. The visitors are hereby request to plan there trip in such a way that they are not stuck up for permits due to holidays Important notes: Indian currency is accepted in Bhutan but Currency notes of 500 and 1000 are not accepted. Credit card like Master Card and Visa are only accepted.	<urn:uuid:7aabb4b7-4003-4a9b-8017-b949c205b761>	CC-MAIN-2017-43	http://sikkimspeedholidays.com/BHUTAN_PACKAGES/1.pdf	2017-10-18T13:06:16Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00783.warc.gz	306,391,707	1,593	eng_Latn	eng_Latn	0.99065	eng_Latn	0.992392	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3653, 6020 ]	[ 1.3828125 ]	5	1
Saturday, April 22, 2017 Dear friends of the people of Cameroon. Please pray for justice, reconciliation and peace in Cameroon. Seven church leaders, including the Moderator of the Presbyterian Church in Cameroon, have been summoned to appear in court on Monday, April 24, 2017, to answer charges arising out of intensifying protests over the perceived marginalization of Cameroon's English-speaking minority. Tensions have been escalating in the bi-lingual state since October 2016, when the country's Anglophone lawyers launched a series of strikes to demand English translations of key legal documents and better treatment by French-speaking officials. The following month, teachers' unions in the country's two predominantly English-speaking provinces joined the protests, disrupting classes and causing many schools to close. Cameroon was seized by Germany as a colony in 1884. At the end of World War I, it was split into two territories, under the control of France and Britain. After both colonies regained independence in the early 1960s, they reunited, initially as a federal republic and later as a unitary state. Less than 20% of the population speak English as the primary international language, but as much as 60% of the nation's natural resources are believed to be located in the two predominantly Anglophone provinces. In an effort to quell political protests in the region, including a series of coordinated business closures designed to turn urban centers into "ghost towns," the government had reportedly shut down internet access in the two provinces. Officials have also tried to break strikes and compel schools to reopen. The legal action against the church leaders appears to be part of this effort. They are being charged, among other things, with failing to ensure that classes take place after accepting school fees. Please pray that Cameroon's public officials and judicial officers will deal justly, wisely and compassionately with the concerns being raised by Anglophone Cameroonians, so that a spirit of unity and cooperation may be restored and all of the country's citizens may enjoy fully their civil and human rights. Please pray particularly for the leaders of the Presbyterian Church of Cameroon, the Roman Catholic Church of Cameroon and the Cameroon Baptist Convention as they appear in court to defend the actions of their respective churches. Peace of Christ be with you and with our sisters and brothers in Cameroon. Rev. Denise Anderson Co-Moderator, Presbyterian Church USA Rev. Jose Luis Casal Director, World Mission Rev. Debbie Braaksma Africa Coordinator, World Mission Mr. Jeff Boyd Regional Liaison for Central Africa Prayer for Cameroon Creator God – We give thanks that you have created us as unique individuals, people who share a wonderful variety of languages, cultures and ethnicities. Gracious God, we also ask you to provide our church and ecumenical partners in Cameroon with the guidance, strength and courage to continue to speak truth to power, to build bridges of reconciliation and to stand against all violations of civil rights. We are thankful that you walk with your people through time of trouble, comforting and protecting those who are vulnerable. Help us to faithfully support our partners' peace-building efforts, to pray and advocate on their behalf and to learn from their brave witness as we face increasing attacks on the dignity of people in our own country. In the name of the Prince of Peace we pray. Amen	<urn:uuid:39a865e3-c32d-4a16-a96d-49ce0493f635>	CC-MAIN-2017-43	https://www.presbyterianmission.org/wp-content/uploads/20170422-Call-to-Prayer-for-PCC.pdf	2017-10-18T12:56:51Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00783.warc.gz	993,950,560	678	eng_Latn	eng_Latn	0.992158	eng_Latn	0.998276	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1853, 2684, 3510 ]	[ 1.421875 ]	1	1
The Ten Most Common Roof Problems ‐ Part Two (Part One, last months newsletter started the discussion on the Ten Most Common Roof Problems. The continuation follows.) 6. Punctures and the Addition of Penetrations After Installation ‐ For all types of roofs, especially single ply roofs, punctures from foot traffic can be a problem. Punctures in high traffic areas can be prevented by adding walkway paths, or an additional sacri‐ ficial layer. All roof systems perform‐ ance is compromised when new equipment and penetrations are added to a roof unless proper proce‐ dures are followed. Compatible mate‐ rials must be used and manufacturers details must be followed, especially if the existing roof system has a long term manufacturers warranty. 7. Safety ‐ The installation of hot as‐ phalt and torch applied modified bitu‐ men systems requires strict adherence to safety procedures. Overheating as‐ phalt could result in burns, and fires in the kettle and on the roof. With torch applied systems fire extinguishers should be present and all CERTA guidelines followed. During the instal‐ lation odors from the asphalt or cold adhesive can cause discomfort or ill‐ ness to the building's occupants. 8. Improper Repairs ‐ Using incom‐ patible materials not intended for ap‐ plication on specific roof types can cause permanent damage to the roof. Plastic cement is a common repair material used on built up or modified bitumen roof systems, but can cause irreparable damages on a single ply roof system. Always use the manufac‐ turers recommended materials and details. 9. Shrinkage or Bridging ‐ One of the most common problems on older EPDM membrane systems is shrink‐ age, especially on ballasted systems. Pulling or bridging at the flashings (which is due to shrinkage of the field membrane) is a typical condition along with surface crazing and crack‐ ing of the uncured membrane com‐ monly used at the perimeter and penetration flashings. 10. Blistering ‐ Blistering, ridging, splitting, and surface erosion are symptomatic with built up roofs and can lead to bigger problems. Voids and holidays can be problematic on modified bitumen systems. With cold applied systems the entire system should be installed in the same appli‐ cation. Improper sequencing of work can lead to contamination and poor adhesion between plies . Ensuring a quality installation, provid‐ ing the roof with consistent mainte‐ nance, and the early detection of problems can help maximize your roof's life. WWW.SERVICEWORKSROOFING.COM SERVICE WORKS YOUR FULL SERVICE ROOFING CONTRACTOR 5423 N. 59TH Street Tampa, FL 33610 P 813‐626‐7717 F 813‐626‐7248 3331 NW 55th Street Ft. Lauderdale, FL 33309 P 954‐777‐0203 F 954‐777‐0283 765 NE 19th Place Unit 9 Cape Coral, FL 33909 P 239‐560‐6550 F 239‐458‐2510 DON'T REROOF IT MAINTAIN IT CALL THE EXPERTS NOW OFFERING FREE ROOF INSPECTIONS	<urn:uuid:1f9556eb-c255-42dc-80b3-fe0d5efa6fb2>	CC-MAIN-2017-43	http://serviceworksroofing.com/newsletters/Nov%202011.pdf	2017-10-18T12:52:59Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00785.warc.gz	321,334,536	1,031	eng_Latn	eng_Latn	0.992859	eng_Latn	0.992859	[ "eng_Latn" ]	false	docling	[ 3048 ]	[ 1.40625 ]	2	6
City of La Porte Shelter in Place Guide Public Notice: Citizens and visitors are alerted to "shelter in place" (go inside and follow instructions below) by the Outdoor Siren Warning System which sounds a "whoop-whoop" tone. For emergencies, you may call the local information CAER line at 281-4762237 or 281-476-2273 for more information. Shelter-In-Place is the use of a structure (the hotel and your individual room) and its indoor atmosphere to temporarily separate people from a potentially hazardous outdoor atmosphere. * When you hear the "whoop-whoop" tone, go inside to "shelter in place" * Close all doors and windows * Turn off air-conditioner/heater * Turn on your radio to AM 830 or KTRH AM 740. Listen for instructions * Turn on TV to local news stations * Stay off your room phone in case public officials activate the automated telephone system to provide specific instructions. Note: Private cell phones not registered will not receive automated call. * Stay inside until an "all clear" is issued. An "all clear" is communicated in multiple ways; through a tone sounded over the outdoor sirens (sounds like an air horn), through broadcasts over emergency radio and TV stations, and the automated telephone system. Special Note: Sirens are tested every Saturday at Noon For more information go to: www.laportelepc.org or www.lpoem.org This information is provided by the City of La Porte Office of Emergency Management and the La Porte Local Emergency Planning Committee. This bulletin is required to be displayed at all times pursuant to City of La Porte Code of Ordinances §34-65". City of La Porte Shelter in Place Guide Public Notice: Citizens and visitors are alerted to "shelter in place" (go inside and follow instructions below) by the Outdoor Siren Warning System which sounds a "whoop-whoop" tone. For emergencies, you may call the local information CAER line at 281-4762237 or 281-476-2273 for more information. Shelter-In-Place is the use of a structure (the hotel and your individual room) and its indoor atmosphere to temporarily separate people from a potentially hazardous outdoor atmosphere. * When you hear the "whoop-whoop" tone, go inside to "shelter in place" * Close all doors and windows * Turn off air-conditioner/heater * Turn on your radio to AM 830 or KTRH AM 740. Listen for instructions * Turn on TV to local news stations * Stay off your room phone in case public officials activate the automated telephone system to provide specific instructions. Note: Private cell phones not registered will not receive automated call. * Stay inside until an "all clear" is issued. An "all clear" is communicated in multiple ways; through a tone sounded over the outdoor sirens (sounds like an air horn), through broadcasts over emergency radio and TV stations, and the automated telephone system. Special Note: Sirens are tested every Saturday at Noon For more information go to: www.laportelepc.org or www.lpoem.org This information is provided by the City of La Porte Office of Emergency Management and the La Porte Local Emergency Planning Committee. This bulletin is required to be displayed at all times pursuant to City of La Porte Code of Ordinances §34-65".	<urn:uuid:8ccf43fd-6096-44cc-8518-9765d3f197f8>	CC-MAIN-2017-43	http://rrt6.org/Uploads/Files/laporte_tx_sip.pdf	2017-10-18T13:10:24Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00786.warc.gz	295,657,250	722	eng_Latn	eng_Latn	0.993493	eng_Latn	0.993493	[ "eng_Latn" ]	false	docling	[ 3216 ]	[ 1.328125 ]	1	40
Descendants of THOMAS Sammons, Sr. Generation No. 1 1. THOMAS 1 SAMMONS, SR. 1 was born Abt. 1824 in Worcester, England, and died Aft. 1901. He married LENORA //. She was born Abt. 1847 in Bolton, Lancashire, England, and died March 1892 in Chelsea 2 . More About THOMAS SAMMONS, SR.: Occupation 1: 1881, Boot Closer Occupation 2: 1901, Boot Worker Children of THOMAS SAMMONS and LENORA // are: 2. i. THOMAS 2 SAMMONS, JR., b. Abt. 1864, Worcester, England; d. Aft. 1901. ii. ALBERT SAMMONS, b. Abt. 1867, Cheltenham, Gloucester, England; d. Aft. 1881. iii. ALFRED SAMMONS, b. Abt. 1868; d. Aft. 1881, Cheltenham, Gloucester, England. iv. GEORGE SAMMONS, b. Abt. 1871, Worcester, England; d. Aft. 1881. v. FLORENCE SAMMONS, b. Abt. 1877, Manchester, Lancashire, England; d. Aft. 1881. 3. vi. ROSE SAMMONS, b. Bef. 1889. Generation No. 2 2. THOMAS 2 SAMMONS, JR. (THOMAS 1 ) was born Abt. 1864 in Worcester, England, and died Aft. 1901. He married ANNIE // 3 . She was born Abt. 1855 in Hertsfordshire, and died Aft. 1901. More About THOMAS SAMMONS, JR.: Occupation 1: 1881, shoemaker Occupation 2: 1901, Violinist Music Children of THOMAS SAMMONS and ANNIE // are: i. EVA 3 SAMMONS, b. Abt. 1884, Warwick; d. Aft. 1901. ii. THOMAS SAMMONS III, b. Abt. 1885, Notting Hill, London; d. Aft. 1901. More About THOMAS SAMMONS III: Occupation: 1901, Violinist Music iii. ALBERT SAMMONS, b. 1886; d. 1957; m. (1) LAURA TOMKINS. iv. HARRY SAMMONS, b. Abt. 1887, Warwick; d. Aft. 1901. v. HENRY SAMMONS, b. Abt. 1890, Fulham, London; d. Aft. 1901. 3. ROSE 2 SAMMONS (THOMAS 1 ) was born Bef. 1889. She married THOMAS ENGLISH 4 Bef. 1909. He was born in Putney, London, England. i. CYRIL THOMAS 3 ENGLISH, b. March 05, 1909, London, England; d. 1995; m. HETTY MAWHINNEY; b. November 06, 1913, Belfast, County Antrim, Ireland; d. 1995. More About ALBERT SAMMONS: Occupation: 1901, Violinist Music More About THOMAS ENGLISH: Occupation: Bus driver More About THOMAS ENGLISH and ROSE SAMMONS: Marriage: Bef. 1909 Child of ROSE SAMMONS and THOMAS ENGLISH is: Endnotes 1. 1881 Census, 11 Absalom Rd, London, Middlesex, England, Thomas SAMMON, Head M Male 46 Worcester, England Boot CloserLeonora SAMMON, Wife M Female 34 Bolton, Lancashire, EnglandThomas SAMMON, Son U Male 18 Worcester, England Shoemaker Albert SAMMON, Son Male 14 Cheltenham, Gloucester, England ScholarAlfred SAMMON, Son Male 13 Cheltenham, Gloucester, England ScholarGeorge SAMMON, Son Male 10 Worcester, England ScholarFlorence SAMMON, Daur Female 4 Manchester, Lancashire, England Scholar. 2. http://www.freebmd.org.uk/cgi/search.pl?vol=1a&page=374&type=DEATHS&start=1892&sq=1&end=1892&eq=1&jse xec=1&mono=0&action=Find, Deaths Mar 1892: Sammons, Leonora, age 47, d. Chelsea, vol 1a, page 374. 3. 1901 census, London, Kensington, Albert Sammons 15 b. Notting Hill, London, Violinist Music Annie Sammons 46 b. Herts ... Harry Sammons 14 b. Warwick Henry Sammons 11 b. Fulham, London Thomas Sammons 16 b. Notting Hill London, Violinist Music Thomas Sammons 38 b. Worcester, Violinist Music Thomas Sammons 78 b. Worcester, Boot Worker . 4. Michael English, original source for this family.	<urn:uuid:a60b9edb-1b31-44bd-8b4b-6b2d3033ec97>	CC-MAIN-2017-43	http://ursboxlerphotography.com/Judy/ramberg%20genealogy/Family%20of%20Davidson%20Mawhinney%20Sr.pdf	2017-10-18T12:51:03Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00786.warc.gz	359,652,137	1,180	eng_Latn	eng_Latn	0.493659	eng_Latn	0.53726	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1690, 3192 ]	[ 1.75 ]	1	0
Feeding There are so many kinds of dog foods. What should I feed my puppy? Diet is extremely important during the growing months of a dog's life. We recommend a name brand puppy food made by a national dog food company (not a generic or store brand) for puppies who will be less than 40 pounds as adults. This should be fed until your puppy is about 6-12 months of age, depending on the breed and size. Dogs that are going to be 40 pounds or more should be fed a quality adult dog food to protect rapidly growing joints. We recommend that you buy only food that has the AAFCO certification. Usually, you can find this information very easily on the label. AAFCO is an organization that oversees the entire pet food industry. It does not endorse any particular food, but it will certify that the food has met the minimum requirements for nutrition. Most of the wellknown commercial pet foods will have the AAFCO label. Generic brands often do not have it. Feeding a dry, canned, or semi-moist form of dog food is acceptable. Each has advantages and disadvantages. Dry food is definitely the most inexpensive and can be left in the dog's bowl without drying. Crunching the kibble also helps to remove some of the plaque build-up on the teeth. The good brands of dry food are just as nutritious as the other forms. As a rule, we recommend dry food for your puppy. Semi-moist and canned foods are also acceptable. However, both are considerably more expensive than dry food. Though often more appealing to your dog's taste, they are not more nutritious. If you feed a very tasty food, you are running the risk of creating a dog with a finicky appetite. In addition, the semi-moist foods are high in sugar and will allow tarter to accumulate more quickly. WE RECOMMEND YOU NOT FEED TABLE FOOD. Because human foods are generally very tasty, dogs will often begin to hold out for these and not eat their well-balanced dog food. It is also very difficult to feed a well balanced canine diet of table scraps and leftovers, and a complete diet of nutritious food is crucial to your puppy's lifetime health. If you do choose to give your puppy table food, be sure that at least 90% of her diet is good quality commercial puppy food. We enjoy a variety of things to eat in our diet. However, most dogs actually prefer not to change from one food to another unless they are trained to do so by the way you feed them. Do not feel guilty if your dog is happy eating the same food day after day, week after week. Commercials for dog food can be very misleading. If you watch carefully you will notice that commercials often promote dog food on the basis of taste. Nutrition is rarely mentioned. Most of the 'gourmet' foods are marketed to appeal to owners who want the best for their dogs; however, they do not offer the dog any nutritional advantage over a good quality dry food, and they are far more expensive. If your dog eats a gourmet food very long, it will probably not be happy with other foods. If she needs a special diet due to a health problem later in life, she is very unlikely to accept it. Therefore, we do not encourage feeding 'gourmet' dog foods. How often should I feed my puppy? There are several appropriate ways to feed puppies. The most popular method is commonly called 'meal feeding.' This means that the puppy is fed at specific times of the day. A measured amount of food should be offered 4 times per day for 5-12 week old puppies. What is not eaten within 30 minutes is taken up. If the food is eaten within 3-4 minutes, the quantity may not be sufficient. Puppies fed in this manner generally begin to cut themselves out of one of those meals by 3-4 months of age and perhaps another one later. If a meal is ignored for several days, it should be discontinued. 'Free choice feeding,' means that food is available at all times. This works well with dry foods and for some dogs. However, other dogs tend to overeat and become obese. If there is weight gain after your puppy's optimal size is reached, discontinue this feeding method. We recommend 'meal feeding' because it gives you more control over how much your dog eats, the regular meals will make housebreaking easier, and, because your puppy will learn early on that you are the source of his/her food, they will recognize you as the leader of their pack. How much should I feed my puppy? Consult the food package for the proper amount to feed. Most often you will feed an amount based on the estimated ideal adult weight of the puppy. It is hard to overfeed young puppies between 6 weeks and 6 months of age, so if your puppy quickly eats all of 1 meal, give a larger volume at the next feeding. Conversely, if he/she doesn't eat everything in the bowl within 5-10 minutes, feed less at the next meal. If you have questions about the proper amount to feed, feel free to call our office. When your puppy comes in to be spayed or neutered at about 5-6 months, we will give you information about feeding your dog as an adult. What about treats? How can I keep my cute puppy from growing into an overweight adult? All of us, people and dogs, love treats and tend to equate treats with love – I love my puppy, therefore I will give him/her treats. While dogs certainly enjoy treats, it's a safe bet that what your puppy really loves is the attention from you. If you feel the need to treat your puppy, offer carrots, green beans, broccoli stems, apple pieces, or some other fresh fruit or vegetable. Do Not feed grapes, raisins, or onions as these can be dangerous for your puppy. Dogs also should not chew on peach, apricot, or plum pits, or apple or pear seeds as these contain cyanide. You will find the 'right' nutritious treat for your pet provides the special attention your pet craves, while not contributing to dangerous weight gain. Helping your dog maintain a healthy weight will benefit you and your pet in many ways. First, you greatly improve the chances that you'll enjoy many happy years with your puppy. Second, you'll save some serious money. Excessive weight contributes to many expensive and potentially lethal health problems, among them heart disease, arthritis, knee ligament ruptures requiring surgery, and diabetes. And then there's the expense of buying those fancy treats. Finally, if you've been looking for an exercise partner, you may not need to look any farther than your dog. Dogs make great exercise partners for walking, running, Frisbee and many other active pursuits; and time spent together will build the special bond between you and your new buddy.	<urn:uuid:0a8144b1-204e-4c04-99a6-aab2520876df>	CC-MAIN-2017-43	http://taylorvet.com/clients/13358/documents/Feeding.pdf	2017-10-18T13:01:57Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00784.warc.gz	337,552,200	1,419	eng_Latn	eng_Latn	0.999554	eng_Latn	0.999566	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3157, 6573 ]	[ 2.328125 ]	1	1
DESCRIPTION 1. Drag-Slide both both & 1 CLOGGING STEP PRACTICE LIST #1 NAME & COMMENTS Shufﬂe on both feet. Keep toes on ﬂoor; don't jump or hop. Knees straighten on Drag and bend on Slide. Shufﬂe on one foot. On the Drag the free leg (right leg, in this example) kicks straight forward. On the Slide the free leg bends up. Step ﬂatfooted on each downbeat and straighten knees in between (on the upbeat). The free foot gently kicks forward and through between each step (with no sound) as the knees straighten. Step down (bending knees) on each Step, and straighten on the Rock, pushing up onto the toe (ball) of that foot. Then drop (Step) onto the ﬁrst foot again. Straighten knees as the free leg gently kicks through before repeating the step. Use knees as in steps above (bend on each Step, straighten on each Rock). Run: Keep heel off the ﬂoor on the Doubletoe (Dt). Kick the toe onto the ﬂoor to make the Dt, then step ﬂatfooted onto the same foot, bending the knees. Basic: Keep an even rhythm. Get the rhythm right ﬁrst by doing step #4, then add the Doubletoe when it's comfortable. 4 Count Rock Step: Same as step #5 but with the Doubletoe added. Putting entire weight onto toe (or ball of foot), push up onto that toe, then drop down onto the heel of the same foot, bending the knees. The other foot remains off the ﬂoor, until the step is repeated. Variations: Abbreviations Used: Side Rocks ............#5 or #8 moving sideways Dt = Double Toe Rock Forward .......#5 or #8 moving forward Rock Back ............#5 or #8 moving back L = Left foot R = Right foot Under each basic movement is noted the foot to use and the count where the movement falls. The "&" is the upbeat of music and the number is the downbeat (accent). Most steps alternate feet so the second time it is done, footwork will be opposite. Practice each step over and over slowly, gradually speeding up, and keeping an even rhythm. Then also practice changing from one step to others.	<urn:uuid:f24477c9-752e-427d-b260-f4d18919d9fd>	CC-MAIN-2017-43	http://riverboat.com/Clog/StepTerm/StepList1.pdf	2017-10-18T13:10:05Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00785.warc.gz	302,830,091	505	eng_Latn	eng_Latn	0.99578	eng_Latn	0.99578	[ "eng_Latn" ]	false	docling	[ 1994 ]	[ 4.03125 ]	1	1
Mary Essert, B.A., ATRIC Exercise For Your Body, Mind, And Spirit Much has been written about the benefits of exercise for fibromyalgia (FM). However, it is good to remember that exercise alone is just one part of a larger formula for improved health. It is also important to consider ourselves in a wholistic and holy fashion as well, for when we can experience the connection between our physical bodies and that unseen part which some call spirit, then we can better prepare for balance in our lives. We can also feel whole and confident to hold up our heads and proceed with life. What does this mean to those of us who have been cooped up and cold this winter? Individuals with fibromyalgia tend to avoid cold whenever possible because of tension and pain. Now that spring is approaching, how can we get ready to be outdoors—to walk or to garden? If I practice prayer or meditation as I breathe and move, not only will my physical self improve, but the well-being of my heart and mind will also be enhanced. In Step One, I may mindfully sit tall in a straight chair—feet on the floor. Step Two might find me lying flat on a carpet or bed (bent knees). Step Three might find me sitting on an exercise ball. Step Four might involve walking inside or outside for five minutes (progressively building up over time). The excuse, "I haven't time," is no longer acceptable. Remember, no one can do breathing and posture work for us. That is our own challenge. The moment when I can move with comfort is what I'm working toward. Many of you realize that I am an aquatic person, so I usually suggest a warm pool as my #1 choice for exercise. Unfortunately, many of us do not have that option. In that light, the article which follows is designed to provide some simple tools which will help you prepare yourself for exercise whether you are planning to do pool work, outdoor exercise, or conditioning work at the gym. Special thanks to Laura Daniels, PTA, Conway Therapy Services, for her inspiration, and to Nancy A. Good, P.T., for her assistance in reviewing this article. Home-Based Exercises Trunk stability is the basis for ability to move effectively and without pain. We work on trunk stability by first understanding breathing and posture. The key is to achieve a neutral spine position while standing so that we may then move effectively in proper alignment. How do you achieve a neutral spine position? Practice this by doing pelvic work--specifically a posterior (forward) pelvic tilt and then an anterior (backward) pelvic tilt. While standing in a good posture, find your hip bones. Tilt them forward, then backward. Your goal is to find a neutral spine position somewhere between the two. There should be stability with no pain. An Anterior Pelvic Tilt Performed On A Floor Mat Abdominal breathing is effective before, during, and after this movement. Breath work may be checked by placing one hand on the abdomen while inhaling to determine if your abdomen expands as you breath in. Exhale, and you should return to normal size. This is a learned pattern which will serve you well in activity, relaxation and pain reduction. Hints to the Wise Listen to your body; you know it best. Pain is a signal to adapt, cut back, or stop. A good rule of thumb when starting out is to move through "almost pain." Try to work up to a half hour of movement 4-5 days per week. This may be divided into 10 or 15 minute segments if desired. Stretch warm muscles after you warm up and at the end of your workout. Practice risk management re: safe equipment and environment. Be warm; layer clothing for comfort. Activities of daily living are the meat and potatoes of our life and a main reason for maintaining and improving functional movement. We want to continue to do those things which make our lives meaningful. Independence is important, and we try to "keep on keeping on." We can accommodate function by being mindful in our everyday movements. When we put laundry in and out of the machines, it is wise to think about our posture and use our leg muscles when lifting. It is also useful to think of our forearms as short levers which may only be used for lifting proximally (close to the body). Creative home exercise can include putting on a favorite CD and moving actively and freely as we go about our domestic routine. We might waltz with a dust mop, boogie with a broom, glide across the floor like Fred Astaire, or do high/low reaches with a duster. If you are shy about such things, remember that no one is watching your "foolishness," and it is okay to have fun and "get your blood moving." Further suggestions for free or low cost exercise include the following. Starter strengthening can begin with two one-pound soup cans. Sit upright in a straight chair with your feet on the floor and neutral spine and do bicep curls, tricep curls, flyes, and deltoid ab/adduction (see Table 1). Try several sets of 3-5 repetitions. Check your posture and breathing pattern often. My own brand of FM tells me to do strengthening wisely and moderately and then get right into warm water. This can be a shower or bath if a pool or spa is not available. Also, when there is discomfort, try alternating cold and hot compresses if one or the other is not successful alone. In general, cold reduces edema, and hot increases circulation. Therapy Ball Exercises One tool for the enhancement of posture and trunk stability is the exercise ball (also sometimes called a "Swedish ball"). If you can manage to invest a bit, purchase an exercise ball for approximately $20 and follow the exercises described on the following pages as you are comfortable. An exercise ball can serve you well in a variety of ways. My husband uses our ball as a desk chair, a great multipurpose tool. Posture-wise, the correct seated position encourages a neutral spine and appropriate pelvic position. Use of the ball promotes trunk stability and core strength. It also offers varied opportunities for exercise progression. It is helpful to begin work with an emphasis on mobility, flexibility, and stability. If body work (i.e., therapeutic massage) is accessible early on, that is useful as well. As you become conditioned, you can advance to more emphasis on stability, endurance, balance, coordination and strengthening activities, also practicing specific skills such as those which replicate activities of daily living. Your goal is to achieve natural, automatic, and economical movement. This is the goal of all functional kinetics. Exercise should be done without pain and should not increase symptoms. Strength is not emphasized in this program Equipment: Choose a therapy ball of a size which allows you to sit upright on the ball with your feet on the floor and your knees at 90º. A ball which can be inflated to 65 cm. is adaptable for most adults. Always use an exercise ball on a stable surface, and be sure to keep it away from heat/flames as well as sharp objects, including belt buckles, jewelry, and kitty cats. Attire: Bare feet, comfortable clothing. Avoid zippered garments and loose, long hair. Contraindications: Always check with your physician before starting a new exercise program. Stop exercising if you experience cardiac distress (i.e., shortness of breath, light-headedness, pallor, nausea, angina) or a marked increase in pain or muscular fatigue. Signs of sensory overload include pupil dilation, sweaty palms, changes in respiration rate, flushing or pallor, ringing in the ears, and complaints of dizziness. In addition, if you are STD (scared to death), and ball activities frighten you, try a smaller ball and use less threatening positions. Tips: For your own safety, recruit a helper to watch as you begin to exercise. Don't overdo; work to tolerance. To increase your confidence, place your feet firmly on the floor and do therapy ball exercises between parallel bars or holding onto one or two chairs (see example below). Warm up prior to doing stretching exercises by performing range of motion exercises. These same exercises can be repeated as you cool down. Always move easily; never force movements. © Copyright, 2006, Nancy A. Good, P.T. Sitting on ball: Feet flat on floor, hip/knee flexion approximately 90º Body erect and centrally positioned on ball Try controlled bouncing. Push off from your feet us- ing your quad muscles (front of thighs) to accelerate the movement of body weight. Purpose: To stabilize the spine, provide nutrition to the discs, train automatic vertical posture, build trunk endurance, work on gait preparation, and strengthen quad and calf muscles. Progressions: Add vertical arm movements, alternately, then together (see example at right). Add shoulder shrugs, and then try heel lifts. Bouncing can be an aerobic activity. To try this, increase your frequency, intensity, and time (FIT). Hula: Forward, backward. Keep your feet on the floor, but pull the ball forward. Your knees and hips should also move forward. Now push the ball backward using your feet; your hips and knees also move backward. This exercise promotes mobilization, stabilization, and preparation for walking. Hula Circle: Hula side-to-side and forward/backward in combination to roll ball in a circle, both directions Balanced sitting: While holding on to a chair, lift your feet from the floor to balance. Try also leg lifts, alternately, then together as tolerated. Upper Extremity Range Of Motion And Stretches Head turn: While sitting on the ball with your feet on the floor, look over one shoulder, then back to center, then over the other shoulder slowly. Hold 10-30 seconds at each location. Retract chin: While still sitting on the ball with your feet on the floor, look straight ahead. Gently pull chin back to align your spine. Prayer position: Press hands together as you contract abdominal and gluteal (buttock) muscles. Shoulder stretch: With your arms bent and at your sides, gently pull your elbows back toward the center of your back (scapular retraction). Then, move arms forward again, and stretch them out in front of your body (scapular protraction). Repeat. Crossover shoulder stretch: Sitting on the ball with your feet on the floor, reach one arm across your midline and support it with your other hand. Stretch toward the fingers of extended arm. Stretch to the sky: Extend one arm toward the sky; hold for 10 seconds, and change sides. Hug: Hands around your shoulders, change sides. Leaning forward will use paraspinal muscles. Leaning backward will use the abdominal muscles. Kneeling on the floor facing the ball: Kneel on the floor with your knees and upper calves in contact with the floor and your abdomen extended horizontally over the ball. Keep your arms and hands shoulder width apart and on either side of the ball. Your chin should rest downward on the ball in a neutral position. Using your arms, push the ball forward and then back. Advanced balance exercises As you develop confidence and strength on the ball, you may be able to proceed to more advanced balance and strengthening exercises. Consult your physician or physical therapist before attempting these exercises if you have neck or back problems. Mary B. Essert, B.A., ATRIC has been involved internationally in presenting and teaching swimming, safety, water fitness, and therapeutic intervention techniques since 1949. She is currently employed by Conway Regional Health Systems and Conway Therapy Services (Conway, AR). Her focus on breast cancer and fibromyalgia results from personal experience. She serves as a trainer for the Arthritis Foundation and Red Cross WSI and holds many instructor certifications from organizations including AEA, USWFA, Medical Health & Fitness Cancer Wel-Fit , and the MS Society. She is also an assistant teacher for Watsu® and a Jahara practitioner. Her books and videos, including several on FM and breast cancer, are available at www. maryessert.com. Her newest work, arriving Spring, 2006, is an interactive multimedia CD-ROM (a four-hour cec course) entitled, Breast Cancer Recovery Land and Water. It is coauthored with Naomi Aaronson, M.A., OTR/L and produced by Fitness Learning Systems (FLS). Cost: $59.95 plus postage/handling. For More Information Dynamic Stabilization And Other Uses Of Therapy Balls by Nancy A. Good, P.T. (August 1994). , Therapeutic Balls: A New Generation Of Treatment Applications And Therapy Progressions, by Nancy A. Good, P.T. (May 2005). Spiritual Exercise, by Nancy Roth (Seabury Press, 2005). Active Stretch & Relaxation, by Pauline Ivens, M.S. (AKWA Apr/May 2004 and Workshop). Bounce Back Into Shape After Baby, by C. Creager, Executive Physical Therapy, Inc. (Berthoud, Colorado, September 2002). © Copyright, 2006, Nancy A. Good, P.T. Body & Soul magazine."Relax, Go With The Flow," by Frances Lefkowitz (July/August 2005). "One way to still the mind is to move the body. The harder you dance, the deeper you breathe. The deeper you breathe, the deeper you live. Breath, body, beat, bliss—they go together." —Dancer/Author Gabrielle Roth Where To Purchase Exercise Balls Gymnastik: Good & Assoc. Address: P.O. Box 607, Aurora, OR 97002 Phone: (877) 706-4322 A variety of excellent books on the subject are also available. Resist a Ball: Power System Website: www.power-systems.com Danskin Core-Balls Website: www.danskin.com/equipment-core.html Banner Therapy Products Website: www.bannertherapy.com. Address: 891 Broadway Street, Asheville, NC 28804 Phone: (888) 277-1188 (toll-free) [A print catalog is also available] Exercise balls are also available at WalMart and many other stores featuring exercise equipment. TABLE 1: How To Do.... Bicep Curls, Tricep Curls, Flyes, And Deltoid Ab/Adduction Bicep Curls In a seated position with feet on the floor and bent elbows close to sides, turn palms so they are facing up. Either keep your palms open or hold a 1 lb. soup can or a 1-2 lb. weight in each hand. Slowly bring hands/forearms up toward shoulders, flexing bicep muscles. Then, slowly extend arms back to starting position. Tricep Curls In a seated position with feet on the floor and bent elbows close to sides, hands at hip level, turn palms so they are facing down. Either keep your palms open or Flyes In a seated position with feet on the floor and bent elbows close to sides, bring forearms up so that your hands are pointed toward the sky. Next, bring arms together (elbows, forearms) in front of your body. Then spread them back apart, then back together again. Repeat to tolerance. Deltoid Abduction/Adduction In a seated position with feet on the floor and arms hanging at sides, bring straight arms from near body to full extension at your sides. Try doing this first with palms facing up. Then facing down. Palms may be open, or you might opt to hold a soup can or weight in each hand. 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iLEAD Lancaster Charter California Department of Education School Accountability Report Card Reported Using Data from the 2015-16 School Year By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians, and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. About This School Contact Information (School Year 2016-17) \| D \| istrict Contact Information (School Year 2016-17) \| \|---\|---\| \| School Contact Information (School Year 2016-17) \| \|---\| \| School Name iLEAD Lancaster Charter \| \| Street 254 East Avenue K-4 \| \| City, State, Zip Lancaster, Ca, 93535-4500 \| \| Phone Number 661-722-4287 \| \| Principal Ms. Kimberly Etter, School Director \| \| E-mail Address email@example.com \| \| Web Site http://ileadcharterschool.org \| \| County-District- 19646670125559 School (CDS) Code \| Last updated: 1/26/2017 School Description and Mission Statement (School Year 2016-17) iLEAD Lancaster Charter School opened its doors in September 2012, serving learners from transitional Kindergarten through eighth grade. iLEAD added 6th grade in the 2013-2014 school year, 7th grade in the 2014-2015 school year, and 8th grade in the 2015-2016 school year. The mission of iLEAD Lancaster Charter School is to empower students to become conscientious, compassionate, and responsible citizens of the world. In this process we inspire them to become creative thinkers and leaders, with a lifelong love of learning. We accomplish this through individualized instruction, active learning methods, and opportunities for self-directed learning. We celebrate and foster each child's individuality, and support them in discovering their highest potential. We believe each child will be equipped with the skills and knowledge to achieve his or her fullest potential in preparation for college and the demands of the 21st century workplace. iLEAD provides a rigorous, relevant and attainable education program based on California's Common Core Standards in English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, California's Common Core Standards in Mathematics and the California Content Standards in History/Social Science and Science. Last updated: 1/26/2017 Student Enrollment by Grade Level (School Year 2015-16) \| \| Grade Level Number of Students \| \| \|---\|---\|---\| \| Kindergarten \| \| \| \| \| \| 87 \| \| Grade 1 84 \| \| \| \| Grade 2 \| \| 86 \| \| Grade 3 85 \| \| \| \| Grade 4 \| \| 59 \| \| Grade 5 58 \| \| \| \| Grade 6 \| \| 67 \| \| Grade 7 56 \| \| \| \| Grade 8 \| \| 31 \| \| Total Enrollment 613 \| \| \| Last updated: 1/26/2017 Student Enrollment by Student Group (School Year 2015-16) \| Student Group Percent of Total Enrollment \| \| \|---\|---\| \| Black or African American \| 10.3 % \| \| American Indian or Alaska Native 0.0 % \| \| \| Asian \| 0.0 % \| \| Filipino 0.5 % \| \| \| Hispanic or Latino \| 34.4 % \| \| Native Hawaiian or Pacific Islander 0.0 % \| \| \| White \| 39.0 % \| \| Two or More Races 10.4 % \| \| \| Other \| 5.4 % \| \| Student Group (Other) Percent of Total Enrollment \| \| \| Socioeconomically Disadvantaged \| 39.3 % \| \| English Learners 6.9 % \| \| \| Students with Disabilities \| 13.7 % \| \| Foster Youth 0.7 % \| \| Last updated: 1/26/2017 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair School Facility Conditions and Planned Improvements Measures are taken to prepare learners and staff for emergencies. Learners are aware of our iLEAD community expectations. Learners, staff, and parents are encouraged to maintain a positive appearance of our facility. Staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. At iLEAD Lancaster we encourage a safe, secure, and clean learning environment for all of our learners. It is our intention to give all of our learners the best opportunity to learn in a comfortable and safe space. Our site has the ability to adequately serve all learners' needs and we attempt to provide the most efficient use of space to facilitate learning geared to each individual. We are continually moving forward to insure the facility is in the best repair possible and any and all repairs or concerns are being addressed in a timely manner. iLEAD Lancaster has Fire and Emergency protocol in place and participates in mandatory State mandated drills and safety inspections monthly. The director works daily with the custodial staff to develop cleaning schedules and to ensure a clean and safe school. Last updated: 1/26/2017 School Facility Good Repair Status Year and month of the most recent FIT report: January 2017 Overall Facility Rate Year and month of the most recent FIT report: January 2017 Last updated: 1/26/2017 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Last updated: 1/27/2017 State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite Opportunities for Parental Involvement (School Year 2016-17) Parents are strongly encouraged to contribute a minimum of 40 hours per family, per academic year to iLEAD Lancaster Charter School. Completion of volunteer hours, however, is not a prerequisite of enrollment at iLEAD Lancaster Charter School. The school director maintains a comprehensive list of volunteer opportunities including but not limited to the following: volunteering in the classroom/school (including at-home assistance); tutoring, attending parent- teacher conferences; attendance at meetings of the Board of Directors, or any applicable Parent group functions; participation in the planning of, or attendance at, fundraising or Academic/Arts Events; or, other activities. At iLEAD, parents play many important roles in the day-to-day operations of the school, as well as the strategic planning and overall vision of the school community. Parents play a vital role as mentioned in the educational program of the charter. Before families enroll, they must fully understand the components of the program model. All parents must be fully aware of the type of program they are about to enroll their child in and how it works. This also gives parents an opportunity to have any questions answered and talk to other parents that already have students in the program. iLEAD Lancaster Charter School makes accommodations to meet the unique schedules of parents to ensure every opportunity for parents to attend an orientation meeting. Parents are strongly encouraged to attend orientations and regular parent meetings designed to keep them informed of what is happening at iLEAD Lancaster Charter School. State Priority: Pupil Engagement Last updated: 1/26/2017 The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety School Safety Plan (School Year 2016-17) iLEAD's mission is to provide all learners with the opportunity to engage in an enriched educational experience. A comprehensive Safety Plan helps to ensure a safe school environment, thereby enhancing the learning experience and improving student academic achievement. The Plan was adopted by the iLEAD Lancaster Board of Directors in February 2013. This plan is implemented to protect the safety of learners and staff and to provide emergency preparedness and guidelines. The last review, update, and discussion with school staff and student representation of the safety plan was December 9, 2016. This plan addresses the following objectives: * Protect the safety and welfare of learners and staff. * Provide for a safe and coordinated response to emergency situations. * Protect the school's facilities and property. * In the case of an emergency, allow the school to restore normal conditions with minimal confusion in the shortest time possible. * Provide for coordination between the school and local emergency services when necessary. This Safety Plan includes General Policies and Procedures for Handling Safety and Specific Emergency Situations, Child Abuse Reporting, Sexual Harassment, and Discipline. Last updated: 1/27/2017 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Federal Intervention Program (School Year 2016-17) Note: Cells with NA values do not require data. Last updated: 1/27/2017 Average Class Size and Class Size Distribution (Elementary) * Number of classes indicates how many classes fall into each size category (a range of total students per class). Last updated: 1/28/2017 Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15) Note: Cells with N/A values do not require data. Page 10 of 12 Types of Services Funded (Fiscal Year 2015-16) School functions as a place of academics as well as a place for the students to enrich their lives in other ways. Enrichment workshops are offered that tap into a variety of learning modalities. Enrichment workshops are offered on a variety of topics including career development, entrepreneurship, theater basics, writer's workshop (creation, editing and publishing of authentic works), robotics, chorus, MineCraft, STEAM activities, sports, dance, chess, and SSEP preparation. Last updated: 1/28/2017 Page 11 of 12 Professional Development iLEAD Lancaster provides extensive professional development for its staff before the academic year begins and throughout the year. Ten days before the start of school each year are dedicated to professional development. In addition, every week the staff meets for TED Talks. TED Talks are part of the professional development that focuses on the "Big Ideas" or the "Why" of what we do at iLEAD Lancaster. We believe this is a unique and critical part of keeping and advancing the vision of iLEAD Lancaster so that we continue to be on the cutting edge of education. Staff is also encouraged to take time to attend conferences, mentor each other, and visit other schools and programs to advance their skills and understandings. Every Friday afternoon, staff participates in professional development in a variety of areas including Project Based Learning, Data and Assesment, Social Emotional Learning, and Leadership Teams. Each month, grade level teams meet with the director for Data Protocol meetings to set academic and social emotional goals. Experts in various areas of education, known as the Maker Team, not only provide professional learning opportunities, but also support facilitators as they work with their learners. Each week, leaders meet with new facilitators in New Facilitator Onboarding to support and train in areas of assessments such as NWEA's Measures of Academic Progress (MAP) and the Fountas and Pinnell Benchmark Assessments to estabish baselines for learner achievement and to establish individualized academic growth goals for learners. iLEAD offers Beginning Teacher Support and Assessment (BTSA) for preliminary credentialed facilitators. Assessments are conducted periodically and professional development is used to support the ability to assess the data measure growth and ensure learners are moving towards or achieving proficiency. This data helps guide future professional development plans to ensure that areas of student need are being identified and plans developed to meet those needs. Last updated: 1/31/2017 Page 12 of 12	<urn:uuid:fedadd31-c2af-4701-bf1d-b25bdbf4a6b4>	CC-MAIN-2017-43	https://ileadlancaster.org/wp-content/uploads/2017/02/SARC17.pdf	2017-10-18T13:13:34Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00785.warc.gz	735,152,509	3,370	eng_Latn	eng_Latn	0.980053	eng_Latn	0.994908	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2089, 4026, 5012, 5410, 6965, 8554, 8762, 10949, 12468, 13084, 13652, 15745 ]	[ 1.3515625 ]	1	0
THE SALE OF CONFISCATED JEWISH IMMOVABLE PROPERTY IN SERBIA DURING WORLD WAR II FOR FINANCING WAR DAMAGES TO GERMANS * Original Scientiﬁ c Article Dragan ALEKSIĆ, Institute for Recent History of Serbia, Belgrade Th is paper describes two ﬁ nancial operations German occupational authorities in Serbia undertook and performed simultaneously in order to ﬁ nance German war production. Th e ﬁ rst one is conﬁ scating and selling Jewish immovable property, at ﬁ rst directly through German institutions, later through Serbian Državna hipotekarna banka Bank. Th e second one is payment of war damages to Germans in Serbia and Banat, citizens of the Reich and Kingdom of Yugoslavia, personally or to their ﬁ rms, they incurred between March 27, 1941 and the end of April war. Key words: Državna hipotekarna banka Bank, Jewish property, Jewish community, war damages, Commissariat for Jewish immovable property, auction. Jews in Serbia during occupation in World War II shared destiny with their compatriots that happened to live in areas under Nazi rule or political inﬂ uence. Regarding policy of German occupational authorities towards Jews in our country, domestic historiography mainly focused on phys- ∗ Th is article has been written within the framework of the scholarly project Serbs and Serbia in the Yugoslav and International Context: Internal Development and Position within European/World Community (No. 47027), ﬁ nanced by the Ministry of Education, Science and Technological Development of Republic of Serbia. firstname.lastname@example.org ical extermination of Jewish population, while issue of their property, especially immovable one, was always collateral topic. Historiography attempts to perceive destiny of Jewish property were mostly limited to seizing of valuables and art treasures, plundering of movable property and conﬁ scation of immovable properties. 1 Th is paper perceives the destiny of Jewish immovable property in Serbia during World War II, from its seizing in ﬁ rst months of occupation until ﬁ nal sales, in mid 1943. Th e research simultaneously follows two issues that are, when it comes to practice of local Nazi authorities towards Jewish property in occupied countries, always present and correlated. One of them resulted from general Nazi policy towards Jews, to grab their property and use it for ﬁ nancing war eﬀ orts of the Reich, the other one being endeavors of corrupted local oﬃ cials in occupational institutions to proﬁ t personally as much as possible from seized Jewish property. Jews in Serbia until World War II According to census of 1931, around 30,000 Jews lived in Serbia (Ристовић 2008, 172). Jewish population in Serbia lived almost exclusively in towns. Most of Jews – 10.388, in 1939 lived in Belgrade (Кољанин 2008, 56), where, by historical accident, after formation of Kingdom of Yugoslavia developed both Sephardim and Ashkenazi community. 2 Sephardim communities in Serbia also existed in: Niš, Kragujevac, Šabac, Leskovac, Pirot, Požarevac, Novi Pazar, Priština, Kosovska Mitrovica. In Vojvodina Ashkenazi communities were organized in: Novi Sad, Sombor, Subotica, Petrovgrad, Senta, Pančevo (Lebl 2002). 1 Issue of seized Jewish property in Serbia during World War II was not investigated in separate studies, although it was discussed in almost all papers in a context of Nazi policy towards Jews. In a very voluminous historiography on holocaust, lots of studies and contributions in scientiﬁ c periodicals, Jewish property is secondary topic, mostly fragmentarily observed. Prosecution and killing of Jews and grabbing of their property are not regarded as a historical entity, at least not in domestic historiography, not as two clearly deﬁ ned and ﬁ rmly correlated events, for only that approach can give overall picture of the holocaust. Jewish property as an aspect of Jewish tragedy was considered in papers by: Jaša Romano, Milan Ristović, Milan Koljanin, Vesna Aleksić, Jovanka Veselinović, Haris Dajč and Maja Vasiljević. 2 Before forming of Kingdom of Yugoslavia, in Vojvodina, in regions under Habsburg monarchy, dominated Ashkenazi, and south of Sava and Danube, in the Ottoman empire, Sephardic community. After uniﬁ cation in 1918, both populations form their communities in Belgrade and develop at the same time (Dajč and Vasiljević 2014, 141) Jewish community in the Kingdom of Yugoslavia was legally equalized and socially integrated. Jews were, by the Vidovdan Constitution (Vidovdanski ustav) of 1921, secured full equality with all legally accepted religions. 3 Among Jews in Serbia existed social diﬀ erentiation, so many diﬀ erent professions were present (Dajč and Vasiljević 2014, 142). Anyway, professional structure of Jewish population was adapted to historical circumstances they lived in and to activities they traditionally pursued. Approximately 80% of all employed Jews worked in commerce, banking, industry and craftsmanship with another 10.8% engaged in other professions: physicians, lawyers, clerks in state and local administrative institutions, and other (Mosbaher 1940/1941, 127; Кољанин 2008, 63). Since they were practicing the most proﬁ table professions, importance of Jews in economic life of Serbia exceeded manifold their percentage in overall number of inhabitants. 4 Traditionally enterprising, Jews in Belgrade managed to accumulate signiﬁ cant capital and come into possession of valuable properties and buildings at attractive locations in the city center. 5 Already during their preparations to attack Yugoslavia during March and beginning of April 1941, Germans contemplated "Jewish issue". Th e preparations included gathering of intelligence on Jewish community in Yugoslavia. Th is task was given to German intelligence oﬃ cers and numerous group indoctrinated by Nazi ideology – the Volksdeutsch (Кољанин 2008, 506). With their help, German occupational authorities very quickly managed to compile precise lists of Jews in Serbia and Banat and catalogue their property (Dajč and Vasiljević 2014, 144) Occupation and ﬁ rst measures of German authorities against Jews Th e ﬁ rst discriminatory measures against Jews at the territory occupied by their troops, German occupational authorities performed even before the signing of act on capitulation of Yugoslav army. Already on April 16, 1941 in Belgrade a commissioner of Special unit of political police issued a decree that was published 3 Jewish denomination was even ranked among four most important in Yugoslavia, together with Orthodox, Catholic and Muslim ones (Petranović and Zečević 1987, 127−128). 4 Participation of Jews in commerce was ten times more than that in general population (Кољанин 2008, 63). 5 On Jewish buildings in Belgrade, see: (Šuica 2014). by posters all over the city that all Jews, under threat of death penalty, have to report until 8 A.M. on April 19 to city police headquarters at Tašmajdan. Of approximately 12,000 Belgrade Jews, 9,145 reported to be enumerated. Enumeration was performed by Gestapo, in charge of Jewish issue. Th ree sets of card indices were made: general, property and card index of spouses of those Jews in civil service (Manošek 2007, 42−43). Right after invasion of Yugoslav capital German soldiers and Volksdeutsch made real coursing on Jewish shops in Belgrade. According to data of Chamber of commerce in Belgrade on April 6, 1941 there were altogether 837 Jewish shops, 432 out of them textile and wear articles shops. 6 First merchandise to be grabbed was the one in goldsmith and jeweler stores and fashion wear stores, later in the others as well. Impression on situation in Belgrade and the way Jewish property was treated in the ﬁ rst days of occupation can be perceived from the post-war report of State Mortgage Bank: "At the very beginning of occupational rule terror started: people of Jewish nationality were registered and marked with yellow ribbons on their hands, and straight after they were used for forced labor. Decrees were issued that banned Jews to visit all public places. Right after that, their shops were marked as Jewish, which meant German soldiers and Germans were free to plunder them. Flats of Jews were taken to accommodate members of German minority that came in numbers to Belgrade to take away Jewish possessions and merchandise. German army wholeheartedly supported compatriots in that. Th e whole convoys of military trucks and cars were carrying possessions and merchandise from Belgrade to German settlements in Srem and Banat." 7 Real organized plundering of Jewish property, however, started after imposition of occupational rule. First Jewish stores were marked, and in Jewish ﬂ ats in Belgrade were accommodated members of German national minority in Serbia, and there were around 20,000 of them in Belgrade only. 6 Arhiv Jugoslavije/AJ (Аrchives of Yugoslavia), Državna komisija za utvrđivanje zločina okupatora i njihovih pomagača/DK (State commission for determining crimes of occupier and its helpers), fund 110, Report of Survey commission for State Mortgage Bank. 24 7 AJ, DK, Report of Survey commission for State Mortgage Bank. Two institutions were instrumental for implementation of Nazi policy towards Jews in the Th ird Reich: Chief oﬃ ce for Reich security (RSHA) for physical extermination and Commissariat for four-year commerce plan of Reich for plundering Jewish property. Since the vertical of Nazi state administration and its institutions truly reﬂ ected in the system of German occupational authorities in Serbia (Aleksić 2010, 52−72), in the headquarters of Military commander in Serbia there were two centers dealing with Jews. Implementation of policy measures was entrusted, as in all occupied territories in Europe, to police-security apparatus led by Wilhelm Fuchs, while Jewish property was in competence of Headquarters of General Representative for Commerce in Serbia, led by Franz Neuhausen. 8 Th is institution was only formally subordinated to Military commander in Serbia, since Neuhausen received his directives on how to deal with commerce directly from Herman Goering (Aleksić 2008, 301−318). Military commander of Serbia issued at the end of May a decree that formally empowered Neuhausen to control Jewish property. 9 Both institutions built diversiﬁ ed bureaucracy apparatus, so in each of ﬁ eld commander oﬃ ces, territorial military authority, in Serbia there were oﬃ cials responsible for Jewish issues and Jewish ﬂ ats (Browning 1992, 408). After establishing their rule on Serbian territory and forming occupational administration institutions in April, Germans started to elaborate systematic seizing of immovable Jewish property. Already in May a decision was made that against Jews should be applied same measures implemented in occupied part of France and the Netherlands (Manošek 2007, 44). Commander of German occupation command in Serbia issued ﬁ rst legal act on May 30, 1941 and it related to position of Jews and their property. By this 8 AJ, 110, F. No. 959, Indictment against Franz Neuhausen. An excerpt of indictment states: "Oﬃ ce of general commissioner for commerce in Serbia dealt with immovable property, directly all the way to 1943. Until that time, said institution sold signiﬁ cant part of it. Since 1943 indict dealt with mentioned property through State Mortgage Bank, the one he previously conceded to immobilities conﬁ scated from Jews, so afterwards State Mortgage Bank was selling goods instead of General commissioner and amounts received transferred into a German account with that bank. Money received from sales of Jewish property was used to pay huge occupational expenditures imposed to Serbia" (Koljanin 1992, 21−22; Browning 1992, 408). 9 AJ, DK, 110, F. No. 959, Indictment against Franz Neuhausen. Franz Neuhausen himself at the trial after the war stated that his headquarters was responsible for implementation of decree on conﬁ scation of entire Jewish property in Serbia; Лист уредаба војног заповедника у Србији No. 8 of May 31 and No. 16 of July 25, 1941; More details in: (Божовић 2012, 102−103). legal act of German occupation authority, all Jews in Serbia were deprived of legal functions and professional titles, and were banned from practicing following professions: lawyer, physician, dental surgeon, pharmacist, veterinary surgeon etc. Imposed was forced labor for all Jews of both genders from 14 to 60 years of age. Also, Jews were banned to change place of residence without consent of Regional command. Th ey were banned to dispose of property they had to report to Regional command within ten days of that decree, with details about its whereabouts. All transactions performed in violation with said decree became invalid. 10 All commercial enterprises whose owners or co-owners until April 5, 1941 were Jews, had to be reported until June 15 to appropriate German Regional command, as per enterprise seat. Th at Decree related also to Jewish commercial enterprises whose seat was outside territory of Military commander in Serbia, for those businesses performed in occupied territory. Jewish enterprises were considered all those whose owners or lessees were Jews, and companies whose at least one holder was a Jew, limited liability companies, then companies with one third of Jewish shareholders or with more than one third in possession of Jewish shareholders, and ﬁ nally companies with Jewish manager or more than one third of supervisory board members Jewish. Jewish property also comprised joint-stock companies whose president of executive board or more than one third of executive board were Jews. General Representative for Commerce in Serbia could declare some company Jewish if it was largely under Jewish inﬂ uence. All Jewish commercial enterprises, and all legal entities apart from commercial enterprises that had more than one third of Jews among their members or management, had to report their bonds, shares in commercial companies, secret shares in commercial enterprises and their immovable property and asset rights. 11 Until June 14, 1941 with Regional command in Belgrade, property was registered by 3498 Jews and Roma, huge majority of them being Jews (Veselinović 1992, 173). In the next period several amendments to that legal act and some new acts relating to Jews ensued. At the end of June 1941, Military commander in Serbia declared act that appointed German commissars for all property lots that remained 10 "Decree regarding Jews and gypsies", Лист урeдаба Војног заповедника у Србији No. 8, 31st May 1941, 85−88. 11 "Decree regarding Jews and gypsies", Лист урeдаба Војног заповедника у Србији No. 8, 31st May 1941, 85−88. after deportation of Jews. 12 Commissar managers were appointed also for companies and shops whose owners were Serbs opposing Reich, that is clearly evident from the list of Serbian and Jewish enterprises and shops claimed by the occupier, kept in Belgrade Court of Commerce. Known is the case of pharmacy of Svetislav Trajković, situated at the address Knežev spomenik 2, whose whole family was shot and property conﬁ scated. 13 According to said decree the commissars were empowered to sell Jewish property and use that money to cover their expenses, and pay remainder to one of the banks speciﬁ ed by Military commander. 14 By the end of ﬁ rst war year in Serbia, Germans ﬁ nished a process of seizing Jewish immovable property. Since most of Jewish men were shot in summer and autumn of 1941, under pretext that is a part of reprisal for losses army suﬀ ered by partisans, those who survived massacre, mostly women and children, were ordered on December 8, 1941 to come to police and bring food for three days and keys to their apartments with names and addresses (Browning 1992, 409−410). Commissar managers for Jewish immovable property After they grabbed Jewish movable property, merchandise and valuables, Military commander in Serbia, at the end of July, issued decree appointing German commissars for all property lots that remained after deportation of Jews. 15 Commissars were appointed not only to Jewish shops and companies, but also to those whose owners opposed Nazis. 16 At the beginning of September 1941 General Representative for Commerce in Serbia organized Commissar Administration for Jewish immovable property in order to sell Jewish property. Th e Commissariat was typical institution of the kind Franz Neuhausen founded in Serbia. Since Commissariat was directly under competence of his headquarters, the control over sales was in accordance with the policy he implemented in Serbia. Although policy towards Jews in all occupied ter- 12 "Act related to amendment of decree regarding Jews and gypsies of May 30, 1941", Лист урeдаба Војног заповедника у Србији No. 16 of 25th July 1941. 13 AJ, DK, 110, Report of DHB, 6. 14 AJ, DK, 110, Report of DHB. 15 "Act related to amendment of decree regarding Jews and gypsies of May 30, 1941", Лист урeдаба Војног заповедника у Србији No. 16 of 25th July 1941. 16 Th e list of Jewish and Serbian companies occupier seized is kept at Belgrade Court of Commerce. ritories was a part of general Nazi policy, under competence of two most important persons of the Th ird Reich, Heinrich Himmler and Hermann Goering, with sale of Jewish property Neuhausen pretty much worked on his own, especially when it meant personal beneﬁ t for himself and his associates. He made bold moves, no doubt because he had personal support of Hermann Goering, the second man in state hierarchy of the Th ird Reich. 17 Th at proved true already during selection of oﬃ cials to manage Jewish property on behalf of Commissar administration. Th e Commissariat was led by Nicholaus Würth, a German from the Reich, who was commercial representative in Belgrade before the war. No doubt his acquaintance with Neuhausen, who was also representative of German companies, dates back to that period. His assistant was the architect Leopold Šteﬂ , a German from Sarajevo, while legal representative of Commissariat was Slavko Barle, lawyer from Belgrade. Out of 70 oﬃ cials of this institution, most were Germans; others were Russian emigrants and Croatians. 18 How institution that was supposed to be in charge of Jewish property functioned in Serbia is illustrated by a report of State Mortgage Bank, whose leaders were, during occupation, in position to closely cooperate with Neuhausen and so had direct insight in the manner his headquarters operated: "Commissar management was miserable, their technical service useless. All was directed towards maximizing the proﬁ t from properties, so nothing else was done, no renovations of buildings, not even most urgent repairs. Commissar management was interested solely in money: gather as much income as possible, sell as much properties as possible. It was evident there was no control over actions of commissars, so Commissariat was a nest of most unscrupulous corruption." 19 Th at obtaining personal beneﬁ t from sales of Jewish property and houses was the most important goal of this institution is proved by the fact that salaries in the Commissariat were 8,000 to 30,000 dinars monthly, while at the same time in State Mortgage Bank average oﬃ cials salary was 2,200 dinars. Th e manner in which Commissar management sold Jewish property shows the character of that institution. Sales of immovable property the Commissariat 17 More details in: (Алексић 2008). 18 AJ, 110, DK, Report of DHB. Among high oﬃ cials of the Commissariat are also mentioned: Genadije Malkov, engineer Vasilije Baumgartner, Irina Koteljnikova, Hauska, Turin, Dasović. 28 19 AJ, 110, DHB, 7. practiced through direct negotiations, without advertising, and buyers were acquaintances of oﬃ cials or were sought through agents. Properties were sold at prices much lower than in free property market. Representatives for ownership transfer were Belgrade lawyers Slavko Barle, who was also oﬃ cial of Commissariat, and Janko Olip. Sale of Jewish property through Commissariat began in September 1941 and lasted about a year. In that period in Belgrade only 136 properties were sold, in total value of 147,600,822 dinars. 20 Germans bought majority of Jewish immobilities, 68 mostly large ones, Serbs 61, Russian emigrants 4 and Croatians 3. Commissariat sold most valuable properties to Germans under very favorable conditions, so proportion of sales to Germans in total income was proportionally the largest. Serbs were buying mostly smaller objects, so their percentage in total income from sales was 33%. Most Serbian buyers were small capitalists and small scale savers who, following traditional mentality of that social layer, tried to purchase property cheap. 21 After extermination of Jews and conﬁ scation of their immovable property were almost ﬁ nished at the beginning of 1942, German authorities started with the gathering of Jewish property that was left with citizens for safekeeping. At the end of May 1942, Military commander in Serbia ordered that all persons who were keeping movable or immovable property or are in debt with Jews, have to declare its value to German authorities. 22 Th is legal act of German occupational authorities, unknown to international public law and morality, reached new heights in ruthless plundering of Jewish property in Serbia. Documents and securities – bonds, bank-books, bills of exchange, checks and shares were all considered to be Jewish property with third party. All transactions that were legally concluded before April 5 1941 General Representative for Commerce in Serbia could nullify if there was a doubt they were ﬁ ctive transactions and their validity was unproved. Domestic authorities and citizens were obliged to report Jewish property to General Representative for Commerce in Serbia. In this Order term of Jewish property in possession of other persons was precisely deﬁ ned with detailed and all-encompassing explanation what this obligation relates to: 20 AJ, 110, DHB, 7. 21 АЈ, 110, DHB, 7. 22 "Act related to amendment of decree regarding Jews and gypsies of May 30, 1941", Лист урeдаба Војног заповедника у Србији No. 16, 25th July 1941. "Th e obligation to report is extended to all contracts concluded with Jews from April 6, 1941 even if they were not concluded with intention to hide or put aside Jewish property. Th e obligation to report is extended to those property values and requests from Jews, where owner, the one who keeps them or debtor has to assume that it is Jewish property in question." 23 Execution of these orders was responsibility of Serbian authorities. To avoid any hiding, obligation of reporting Jewish property was severely legally sanctioned. Punitive measures for ignoring this order prescribed by German occupational administration included ﬁ ne sentence and imprisonment, in more severe cases penal servitude or death sentence. Sale of Jewish property through State Mortgage Bank Although Commissar administration over Jewish property sold properties at favorable price and at a time when axis powers were constantly advancing at all fronts, sales were going slow for citizens were abstaining from such a purchase. At the end of summer 1942 Vermacht had no longer dominance over its opponents so buyers of Jewish property were no longer to be found no matter what conditions were. Since sale of Jewish property through Commissariat stopped altogether, Germans had to ﬁ nd better way to revive sales of these properties. Th at way was found by Germans ceding Jewish immovable property to Serbia, so it can sell it over State Mortgage Bank and forward money to them. Procedure through which German commercial authority in Serbia used to sell remaining Jewish immovable property is an example of impertinent, treacherous and absolute grabbing of valuables. Germans envisaged handing over management of Jewish property to State Mortgage Bank, so that deposit guarantee is Jewish property. 24 Th is unexpected decision is connected with urgent need Germans had for ﬁ nances. Already in the ﬁ rst half of August 1942 the chief of principal ﬁ nance group with Administrative headquarters, Dr Lindermann, started talks with representatives of State Mortgage Bank, Ministry of ﬁ nance and Serbian national bank on a loan with State Mortgage Bank, where seized Jewish property, managed by Commissariat for immovable properties, would be ceded to Serbia as a compen- 23 "Act related to amendment of decree regarding Jews and gypsies of May 30, 1941", Лист уредаба заповедника Србије, No. 32, 10th April 1942, 227–228. 24 АЈ, DK, fund 110, Državna komisija za utvrđivanje zločina okupatora i njhovih pomačaga u Srbiji F. No. 959, Indictment against Franz Neuhausen. sation for credit received. After that, hastily was made legal framework to enable this transaction. Military commander in Serbia on August 13, 1942 signed Act on compensation of war damages to Germans. "German citizens and members of German nation who sustained any kind of damage on occupied Serbian territory in movable and immovable things since March 27, 1941 can be compensated, if that damage occurred due to combat activities, theft, plundering, anti-German activities, interning or proﬁ t loss. Cost of compensation is covered by Serbia." 25 Th e procedure of damage evaluation was performed by ﬁ eld commands, and deadline for applications was October 31, but later it was extended to the end of 1942. Administrative headquarters, before that Decree was passed and before Germans had any possibility to apply for eventual damages, estimated that amount will be two billion dinars. 26 Government of national salvation enacted this ﬁ nancial operation. By the end of August 1942 Presidency of ministerial board of the Government of national salvation enacted Act on ownership of Jews in Serbia. "Property of those Jews, who were citizens of Kingdom of Yugoslavia or were with no citizenship, if it is situated on Serbian soil, belongs to Serbia without any compensation. Exempted from this is property of Jews – former citizens of German Reich, now with no citizenship." 27 Implementation of this Act was entrusted to Minister of ﬁ nance. By decision of Minister of ﬁ nance already on August 31 1942 management of all Jewish property German authorities ceded to Serbia was entrusted to State Mortgage Bank. 28 Transfer of immovable Jewish property to Serbia happened unexpectedly and through very speeded up procedure. Background of this hasty transaction is urgent and pressing German need for ﬁ nances. Th at can be undoubtedly concluded from agreement on sale and income collection of Jewish property between German occupational authorities and institutions of Serbian administration. At the meeting between representatives of German occupational authorities, Ministry of ﬁ nance and Serbian national bank, on September 8 1942, conclusion was: "As a payment of material damage suﬀ ered by Germans in Serbia, State Mortgage Bank approves 25 Act on compensation of Germans for war damages, Лист уредаба заповедника Србије, бр. 38, August 15 1942. 26 AJ, DK, 110, Report of State Mortgage Bank. 27 Службене новине бр. 69, 28. August 1942. 28 AJ, fund 125, State Mortgage Bank, F. No. 538. to Serbian state a credit of 2 billion dinars." 29 Th at sum was later reduced to one billion. Since it was impossible to assume at what rate Jewish properties would sell, Germans extorted from domestic authorities to make State Mortgage Bank by the end of 1942, according to the Act on compensation for war damages, disposable to Administrative headquarters a billion dinars. Th e ﬁ rst tranche of 250,000 dinars, State Mortgage Bank approved already on September 19, before it took over Jewish property from Germans. 30 Th e procedure with handling and cashing Jewish property that Germans handed over to Serbia was managed by Administrative headquarters. By that, General Representative for Commerce in Serbia was denied direct control over Jewish property. Th at issue will not be discussed in this study, although it is very important for the insight of relations between certain institutions in occupation system in Serbia. It could be concluded that main reason for that were large malversations by Commissariat for Jewish immobilities and slow sale of Jewish property. General representative had right to transfer and handle Jewish property until properties were handed over to State Mortgage Bank. Using doubtful interpretation of one of the articles of mentioned Act, Neuhausen was delaying full handover of Jewish property, as can be concluded from one letter to the Ministry of ﬁ nance: "Regarding handling and hand-over to Serbia of said property, crucial is Art. 4 of said Act (refer to mentioned gentlemen noted author D. A.) that says it is generally still under my competence. Only if I cede handling and sale, then handling and sale are entrusted to State Mortgage Bank in Belgrade." 31 In his competence Neuhausen also kept handling and sale of Jewish immobilities and property of Jews, foreign citizens who happened to be in the territory of Serbia, and those Jewish properties and houses for which Commissariat already received deposit and commenced sale procedure. He also kept under his control certain companies with Jewish capital that were performing well, under pretext he will better organize their business since these companies are very proﬁ table. 32 29 AJ, DHB 125, F. No. 539, Report of chairman of Managing board, Dr Harold Turner of September 8, 1942. 30 AJ, DHB, 125, F. No. 538. 31 AJ, DHB, 125, F. No. 538, A letter of General representative for commerce in Serbia to Ministry of ﬁ nance of Serbian government of October 6 1942. 32 AJ, DHB, 125, F. No. 538, A letter of General representative for commerce in Serbia to Ministry of ﬁ nance of Serbian government of October 6 1942. Council for administering property of Serbia State Mortgage Bank approached this business professionally and responsibly, although it was clear the whole operation was imposed in order to collect additional ﬁ nances to serve exclusively to occupier. In September 1942 the management of the bank deﬁ ned necessary codes and acts and formed bodies needed to sell Jewish property. Th e bank was ordered to do whatever needed to take over that property from present managers and to start sales of all property straight afterwards. For managing Jewish property, bank operations were exempted from Act on state bookkeeping and Law on principal control. For direct managing of these operations it was decided to form a Council for administering Jewish property that would have, as one of its members, a representative of Ministry of ﬁ nance. 33 Executive board of the Bank, following that decision, on September 2 appointed members of the Council for control and management of state property. 34 (In ofﬁ cial document that council is titled Council for administering Serbian property at State Mortgage Bank). It approached business in accordance with deﬁ ned Bank practice. For estimation of each property it appointed a commission that established property value according to bank's Code on estimations for intended sale. 35 Each commission for city homesteads consisted of two bank representatives and one representative od Ministry of ﬁ nance. Out of two bank representatives, one had to be an engineer from Technical department of the bank. For estimations of agricultural estates representative from bank's Technical department was replaced by an agricultural clerk. Th e Council also determined the order in which sales are to be made, date of auction and other terms of sale. Sales were performed according to the Code for sale of immovable properties of Serbia, by which public invitation for sale had to be appear twice in joint ads in dailies: Novo vreme, Obnova, 33 AJ, DHB, 125, F. No. 538, Decisions of Ministry of ﬁ nance of August 31 1942. 34 AJ, DHB, 125, F. No. 136, Minutes of I session of Council for administering property of Serbia of September 14 1942. Council members from Bank became: Brana Stefanović, Rista Zlatanović, Kosta Krnajski – Council president, Nikola Skrbić and engineer Vasa Spasić. Directorate of the Bank deputised as Council secretary Dušan Mandarić, department chief of DHB, and Ministry of ﬁ nance for their Council member delegated Dr Stevan Milačić, department chief in Ministry of ﬁ nance. 35 AJ, DHB, 125, F. No. 536, Minutes of VI session of Council for administering property of Serbia of October 8 1942. Donauzeitung and Srpski narod. 36 Th e sale was performed by public auction or direct negotiations, as per Council's discretion. Th e sale became ﬁ nally eﬀ ective when approved by bank's Executive board and announced to buyer in writing. Th e sale was not performed if at least estimated value was not reached for auctioned property. Th e sale through direct negotiations could be performed only if on previous auction estimated value was not reached for that property. 37 State Mortgage Bank received on October 3, 1942 from Commissar management for Jewish immobilities ﬁ rst lists with 339 Jewish houses and estates with data for registration. Council for administering property of Serbia straight away appointed persons in charge for received objects and ordered to have objects assessed, so they could be sold, 38 and required from Ministry of ﬁ nance empowerment so State Mortgage Bank can enter ownership rights of Serbia, to sell and validly transfer ownership to buyers and make valid settlements and other legal actions, as envisaged by the Act on transferring Jewish property to Serbia. 39 Th e ﬁ rst public invitations for sale of Jewish property in Belgrade, where houses and ﬂ ats on attractive locations in city center were oﬀ ered, State Mortgage Bank published at the end of November 1942. Anyway, out of nine oﬀ ered objects at auctions on November 26 and 28, only one was sold. Th e objects in streets Vlajkovićeva, Prote Mateje, Kralja Zvonimira, Lamartinova and Visokog Stevana were not sold since price determined by the Commission was not met at auctions, while for those in streets Dositejeva and Uzun Mirkova, due to high asking price, no bids were made. 40 In the January 1943 the Council for administering property of Serbia oﬀ ered, at public auction, sale of lot of houses and ﬂ ats in Belgrade center and estates on the 36 AJ, DHB, 125, 536, Minutes of VIII session of Council for administering property of Serbia of October 12 1942. 37 AJ, DHB, 125, 536, Minutes of VIII session of Council for administering property of Serbia of October 12 1942. 38 АJ, DHB, 125, 536, Minutes of VI session of Council for administering property of Serbia of October 8 1942. For managers of Jewish houses taken over from the Commissariat the Council mostly choose former oﬃ cials of State Mortgage Bank, who were for meager compensation, sometimes only for a right to live in, overseeing houses until their sale. 39 AJ, DHB, 125, 536, Minutes of V session of Council for administering property of October 6 1942. 40 AJ, DHB, 125, 536, Minutes of 24th session of Council for administering property of Serbia, held on November 30 1942. periphery and in the area close to city, but number of interested buyers was small, so for Jewish property on majority of locations there were no bids whatsoever. Having in mind interest of buyers for larger objects, public sales of Jewish properties were going slow, so already in March 1943, the Commissar of State Mortgage Bank, Dr Kam, asked Bank manager to modify determining of starting bid price. At the meeting of representatives of Bank and Ministry of ﬁ nance on March 15, it was agreed to oﬀ er property for sale at prices determined by commission that would be gradually decreased by 20% until they reached prices at which those properties could sell faster. 41 Th e other obligation imposed on State Mortgage Bank regarding ceded Jewish properties was payment of war damages who after March 27 were in Serbia. Executive board of State Mortgage Bank on September 19, 1942 decided that in bank books in a group "Active current accounts" should be opened an account titled "Administrative headquarters – Jewish property, immobility I" (Ver Waltungsstab – Judenvermoegen, Immobilien I) at disposal solely by Administrative headquarters. To that account were registered amounts received from sales of Jewish property that was ceded to Serbia according to already mentioned Act. From this account were paid adjudicated war damages by the Act issued by Military commander in Serbia on August 13, 1942. 42 Th e total amount of war damages paid to Germans through State Mortgage Bank was 1,003,014,531.59 dinars. Of that, funds received from sales of Jewish property given to Bank by the Council for Serbian property made 226,894,441.21 dinars, for that was amount of net purchase price of properties. From Jewish property, including immovable properties, Jewish deposits in banks and valuables, General Representative for Commerce in Serbia collected through Bankarsko društvo a.d. Beograd altogether 330,000,000 dinars (147,600,822 from sale of immobility only). Th e remainder of amount that bank gave Germans at disposal came from own sources, and was just ﬁ ctively secured by oral mortgage on Jewish property. 43 Total amount collected from sale of Jewish property in Serbia, therefore is 556,894,441.21 dinars, and from immobility were gathered around 375 million 41 AJ, DHB, 125, 536, Minutes of conference held at State Mortgage Bank on March 15 1943. 42 AJ, DHB, 125, 538, A letter of Directorate for banking business of State Mortgage Bank to Department of general secretariat of September 19 1942. 43 АЈ, 110, DHB, 11. dinars. It is diﬃ cult to establish what the real value of conﬁ scated Jewish property in Serbia was, but it was certainly manifold higher than the sum collected through sales. One of the reasons was that signiﬁ cant part of value went into pockets of greedy oﬃ cials of German occupation administration. Th e second one is that properties were sold at law prices, since buyers were reluctant to buy immobilities of such origin. How the public regarded these sales is convincingly illustrated by a note of one of contemporaries. Grigorije Gliša Babović, protopresbyter of Šabac, on July 14, 1943 wrote in his diary: "Today the community bought from Hipotekarna banka (a commissar of German army) the Jewish synagogue for 480,000 dinars. Th ey will cede it to Red Cross for child nursery and day care. Several other Jewish houses remained unsold although prices were very low. Many, actually majority, condemn buying these houses. Najdan Milićević, an inn keepe, whose house and inn at Makiška burned totally in the autumn of 1941, bought a Jewish house in Karađorđeva 44. When the bank clerk handed him the keys, he told him: – Well, now just pray to god the war ﬁ nishes soon. – Good willing, said Najdan. But one present shoemaker interfered: – But also pray to god for whom to win. For if the Russians and the English win, you know what to expect. Proprietor Najdan lowered his head at that" (Babović 2005, 492−493). Sources: Arhiv Jugoslavije/AJ (Archives of Yugoslavia): Državna komisija za utvrđivanje zločina okupatora i njihovih pomagača (DK) 110 (State commission for determining crimes of occupier and its helpers, fund 110) Državna hipotekarna banka (State Mortgage Bank) (fund 125) Laws and periodicals: Лист уредаба заповедника Србије Службене новине 1941–1944. References: Алексић, Драган. 2008. „Франц Нојхаузен и привредна политика нацистичке Немачке у Србији". Токови историје 1–2: 301−318. Алексић, Драган. 2010. „Србија под немачком окупацијом у Другом светском рату". Ослобођење Београда 1944. године: Зборник радова, Edited by Животић Aлександар, 52−72. Београд: Институт за новију историју. Aleksić, Vesna S. 2002. Banka i moć, socijalno-ﬁ nasijska studija Opšteg Jugoslovenskog bankarskog društva a.d. 1928–1945. Beograd: Stubovi kulture Бабовић, Григорије Г. 2005. Дневник 1941–1944. Шабац: Шабачко-ваљевска епархија. Божовић, Бранислав. 2012. Страдање Јевреја у окупираном Београду 1941–1944. Београд: Музеј жртава геноцида. Browning, Christopher. 1992. "Th e Final Solution in Serbia – Th e Semlin Judenlager – A Case Study." Jewish Studies 6: 407−427. Dajč, Haris and Maja Vasiljević. 2014. „'Kretanje' nepokretne imovine beogradskih Jevreja kao posledica holokausta." Limes plus 2: 139−154. Koljanin, Milan. 1992. Nemački logor na Beogradskom sajmištu 1941–1944. Beograd: ISI. Кољанин, Милан. 2008. Јевреји и антисемитизам у Краљевини Југославији 1918−1941 Београд: Институт за новију историју. Lebl, Ženi. 2002. Do „konačnog rešenja": Jevreji u Srbiji. Beograd: Čigoja štampa. Manošek, Valter. 2007. Holokaust u Srbiji – vojna okupaciona politika i uništavanje Jevreja 1941–1942. Beograd: Službeni list SRJ. Mosbacher, Eduard. 1940/1941. Jugoslovenski Jevreji u svetlu statistike. Jevrejski narodni kalendar. VI, Beograd 5701/1940–1941. Petranović, Branko and Momčilo Zečević. 1987. Jugoslovenski federalizam. Ideje i stvarnost. Tematska zbirka dokumenata. I tom, 1914−1943. Beograd: Prosveta. Ристовић, Милан. 2008. „Прогоњени и њихови саучесници: солидарност и помоћ Јеврејима у Србији 1941−1944." In Израелско-српска размена у проучавању Холокауста: Зборник са научног скупа, Јерусалим-Јад Вашем, 15–20. јун 2006, Edited by Јован Мирковић, 169–250. Београд: Музеј жртава геноцида. Šuica, Nikola, 2014. „Preuzeta i izmenjena zdanja jevrejskog vlasništva u Beogradu. " Limes plus XI (2): 123−137. Veselinović, Jovanka. 1992. „Spisak Jevreja i supružnika Jevreja koji su prema naredbi Vojnog zapovednika u Srbiji od 30 maja 1941. podneli Opštini grada Beograda prijave o imovini." Jewish Studies/Jevrejski zbornik 6:372−406. Rezime: Prodaja oduzete jevrejske nepokretne imovine u Srbiji u Drugom svetskom ratu za ﬁ nansiranje isplate ratne štete Nemcima Sistematsko otimanje i prodaja nepokretne jevrejske imovine u Srbiji u Drugom svetskom ratu može se podeliti u dve faze. Prva, kada je odmah posle preuzimanja, u prvim mesecima okupacije do kraja leta 1942. godine, jevrejska imovina bila neposredno u nadležnosti nemačke okupacionih vlasti. U tom periodu oduzetim jevrejskim nekretninama raspolagao je Komesarijat za jevrejsku imovinu, pri Štabu Generalnog opunomoćenika za privredu u Srbiji. Za to vreme organi nemačke privredne uprave direktno su rukovodili prodajom najvrednijih oduzetih jevrejskih imanja i stanova. U drugoj fazi, od septembra 1942. do decembra 1943. godine, Nemci su raspolaganje jevrejskom imovinom nametnuli srpskim vlastima, a obavezu prodaje poverili Državnoj hipotekarnoj banci, najvećem državnom novčanom zavodu u Srbiji. Banka je bila dužna da jevrejsku imovinu rasproda i da od dobijenog novca isplati ratnu štetu Nemcima iz Rajha i državljanima Kraljevine Jugoslavije, pretrpljenu od 27. marta 1941. godine do završetka Aprilskog rata. Srpske vlasti se u ovom periodu pojavljuju kao posrednici u raspolaganju jevrejskom imovinom, a State Mortgage Bank (Državna hipotekarna banka) samo kao izvršilac prodaje i čuvar novca, s obzirom na to da ovu operaciju nije sprovodila s ciljem da ostvari proﬁ t već kao organ državne uprave. Prodajom jevrejske imovine prikupljeno je mnogo manje sredstava nego što se to očekivalo. Prvo, zato što je odziv kupaca na javnim oglašavanjima za prodaje bio slab, i drugo, što je nemačko privredno vođstvo u Srbiji nastojalo da od prodate jevrejske imovine, u prvom redu sebi obezbedi materijalnu dobit. Ključne reči: Državna hipotekarna banka, jevrejska imovina, jevrejska zajednica, ratna šteta, Komesarskа upravа za jevrejska nepokretna imanja, licitacija Paper received: 01. 10. 2015. Paper reviewed: 27. 10. 2015. 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THE TRIBULATIONS OF AN EARLY IDAHO IRRIGATION DISTRICT One of the great dreams of the American farmer as he moved West was to find fertile soil and adequate water for his needs. The first farmers, of course, took fertile lands nearest a water resource; and latecomers were forced to take up land further from water. By the turn of the century, the search for adequate water forced the more imaginative farmers to seek ways of conveying large amounts of water long distances in the hope that they might make fertile soil out of dry land. In the summer of 1900, as nearly as can be determined, a number of farmers from the villages of Weston, Dayton and Clifton, in southeastern Idaho near the UtahIdaho border, conceived an irrigation project which would bring water from the east side of their valley to the dry benches on the west side, nearly thirty miles away. They formed the Oneida Canal Company and filed a claim on waters from Mink Creek, tributary to Bear River, for four hundred second feet of water. 1 They hired A.F. Parker of Ogden, Utah, an irrigation engineer of longstanding, to see if their proposal was feasible; and after nearly two years work, he submitted an optimistic report which was approved by D.N. Ross, Idaho State Engineer. The farmers were enthusiastic with their prospects and they immediately began preparations to build the irrigation system according to Parker's specifications. The plans contemplated building a main canal approximately thirty miles in length, sufficient to carry three hundred second feet of water through a series of seven reservoirs of various sizes, then through a number of lateral canals for delivery to the dry land. Their water source, Mink Creek, drained the eastern foothills of Cache Valley and emptied into Bear River, a few miles above the Utah-Idaho border. In order to get the water to land on the west side of the valley, the proposed canal was to be dug along an extremely steep, rocky hillside, cross the Bear River canyon through an inverted siphon, along several miles of steep, sandy hillside of the canyon, then through some clay hills to a point where it could be carried through a second inverted siphon, nearly six miles in length, across the lower part of the valley to the main reservoir site. The main reservoir was to be situated between some low-lying hills near Clifton and would necessitate building two earthen dams, one 1183 feet long, and the other 1585 feet long. From the reservoir two lateral canals, each over fifteen miles long and including more siphons, would be built to the farm land. Parker proposed that the entire system could be built for $282,000 and would be sufficient to irrigate nearly 36,000 acres. On that basis, he reported, it would cost less than $9.00 per acre for construction of the system. The estimated costs were hardly prohibitive to farmers who paid $10.00 an acre for land which he believed would soon be worth at least $50.00 per acre with an adequate water right. Land in the same valley was selling for $90.00 if it had a good water right; and it did not take much imagination to agree with Parker that adequate water would increase their annual yield by as much as three hundred percent. 2 The remainder of the year, 1902, was spent in preparing for the actual construction of the system. The Oneida Canal Company was dissolved and replaced by the Oneida Irrigation District (OID) in order to comply with a recently passed state irrigation law, and the land to be included in the proposed system was carefully listed. By January 1903, a bond issue for $282,000 was ready for sale, and the farmers expected to begin construction that spring. 3 However, from the outset the District experienced many difficulties in selling their bonds. They managed to sell $75,000 that first year, but most of it was sold to participating farmers; and by the fall of 1904, the figure had risen to just $80,000 of the original $282,000. The inability to sell the bonds made it necessary to postpone construction for a time, but by the spring of 1904, the farmers were anxious to begin. Consequently, with farmers contracting to do most of the work, they decided to begin construction immediately. The farmers agreed to work without recompense until the bonds had been sold, and with a strong feeling of community spirit, they commenced working in several places along the main canal site. Memories are still told of women mixing bread in huge tubs, of cooking half a beef for a crew's dinner. A participating farmer, with his team of horses, worked for fifty cents a day. Hired men did better at $1.25 per day, plus their meals and a tent to sleep in. All possible kinds of horse-drawn vehicles were used to gouge out the canal--fresno scrapers, hand-made wooden scrapers, wheelers, wooden slips to move the dirt, and stone boats to move the heavier rock. A number of "dagos" were hired, until they got drunk the first time, then the non-drinking Mormon community ran them off. 4 Prospective bond buyers refused to buy the bonds until more construction had been completed, yet the three directors of the Oneida Irrigation District were unable to continue construction unless they could sell the bonds. To cover the mounting expenses, the directors were forced to borrow money, using the unsold bonds as collateral. They were able to borrow half the amount of each unsold bond which was used in this manner, but by doing so they immediately jeopardized the anticipated value of all the bonds. In the fall of 1904, with most of the bonds still unsold, George M. Cannon, Cashier of Zion's Savings and Trust Bank, in Salt Lake City, offered to sell the remainder of the bonds on condition the OID pay him a ten percent commission. It was illegal to collect a commission on the sale of bonds of a quasi-municipal corporation, nevertheless the directors agreed. They also complied with a questionable provision that the commission be paid him by check drawn from the personal account of one of the directors. Apparently, it was a case of agree to his conditions or stop the construction because of lack of funds. This was not the only financial problem they faced. When the credit rating of the District fell to practically zero in 1904, the directors resorted to some irregular methods in order to keep the construction going. At first the directors used their personal credit at various banks to borrow money for the District. Eventually, they began maintaining whatever District funds were available in their personal accounts in order to augment their credit and increase their borrowing power. For example, Director Adelbert Henderson borrowed several thousand dollars on behalf of the District from the J.N. Ireland Bank in Malad, Idaho. As collateral for the loan, he placed $27,000 in unsold bonds and over $19,000 in outstanding bills against the Oneida Irrigation District which he had personally bought from the original holders. At face value, the collateral was worth over twice the loan value, but the bank refused to loan more funds on what was considered weak securities. 5 An even more complicated situation arose in the relationship between the District's secretary, Arthur W. Hart, and the treasurer, George C. Parkinson. When the District was first organized, they wanted some well-known person as one of the officers in order to add necessary prestige, and also to aid them in future relations with the State of Idaho and possibly Utah. Accordingly, George C. Parkinson, who worked for the State of Idaho, for a major sugar company in the area, and was also president of the local stake in the Church of Jesus Christ of Latter Day Saints, consented to be the treasurer. Parkinson was absent much of the time and could not function properly as treasurer to an organization which was involved daily in financial transactions between contractors and bondholders. Rather than release him from his position, Secretary Hart unofficially took over Parkinson's responsibilities. He paid the incoming bills, collected incoming bond money, and did most of the negotiating with George M. Cannon who was selling the bonds. On occasion, when Parkinson was available, the two men would sit down and transfer all the accounts to Parkinson's books. However, Secretary Hart was not legally bonded as treasurer; furthermore, in line with their practice of maintaining District funds in private bank accounts, thousands of dollars frequently piled up in his personal account. Because of his enhanced credit, he was at times able to carry an overdraft amounting to $14,000 when the District could not carry one hundred dollars in overdraft at the same bank. By the summer of 1905, Cannon had sold all the bonds, but the District had also spent almost all the money. Consequently, a second series of bonds, totaling $145,000 was issued and again given to Cannon to sell on commission; and by the following spring a third bond series, totaling $100,000 was issued, bringing the cost to almost twice the original estimates. Furthermore, construction on the main canal was hazardous and slow, and work on the major reservoir had not even begun. 6 The condition of the District continued to worsen. The directors were forced to release their chief construction engineer for submitting inflated estimates on work done by some of the contractors, then getting a kickback from those contractors. Treasurer Parkinson claimed a ten percent commission on $50,000 in bonds he had sold, bills submitted by the contractors could not be paid, and the directors were forced to borrow nearly $35,000 to pay interest on their bonds. By the fall of 1907, the Oneida Irrigation District was practically defunct, and construction had ceased altogether. Farmers were petitioning to have their assessments lowered, and in several cases, to have their lands removed entirely from the District. Treasurer Parkinson was finally released from office, President Henderson declined to run for office again, and Secretary Hart was forced to resign because of certain rumors that he had been using District funds for personal gain. 7 Because of the disturbing rumors and disappointments, the farmers organized a special investigating committee and called for an audit of the District records. The committee--Judge Henry H. Rolapp of Ogden, Utah, Auditor Orson P. Rumel, and several farmers--spent several months meticulously going through the tangled affairs of the District, and when they read their report the following summer, some rather plainspoken words and serious charges were heard. The original directors were criticized for beginning construction before the bonds were sold, a condition which nearly everyone in the District had favored at the time. They were more severely criticized for assuming too much authority--President Henderson also acted as General Manager, and Secretary Hart was a director and also attorney for the District. The committee recommended that future directors meet less frequently and allow separate personnel to operate the system. The matter of allowing a nominal treasurer to continue for so long in office, and of co-mingling District funds in personal accounts were much more serious. In view of the vast amount of work involved, it was clearly questionable to allow Secretary Hart to act as an un-bonded, unofficial treasurer. The auditor also accused both Secretary Hart and Treasurer Parkinson of using District funds to purchase a $30,000 ranch, then returning the funds once the ranch had been resold. It was not at all difficult to see why Secretary Hart had been forced to resign, even though he had shown the investigating committee that he had sufficient personal funds to purchase the ranch in question. 8 The investigating committee helped clear the air of confusion and rumor, but it remained the responsibility of a new board of directors to provide much needed confidence and get construction going again. Bondholders were persistently clamoring for an independent engineer's report on the canal system. Richard R. Lyman of Salt Lake City made the investigation, and when his report stated it would cost an additional $100,000 to complete the canals and main reservoir, it brought even more consternation and hand- wringing. Lawsuits and threatened lawsuits were beginning to hamper the directors. They undertook legal proceedings to sell farmer's land in order to collect delinquent taxes, and some farmers instituted suit to allow them to refuse to pay annual assessments on the basis that water had never been delivered to the land. Eventually the Idaho State Supreme Court decided in favor of the District. Suit was instituted against Arthur W. Hart and George C. Parkinson concerning the alleged misuse of funds, but a jury trial exonerated them. A different suit was even initiated through the L.D.S. Bishop's Court (a procedure concerning immoral conduct which can lead to excommunication) against some of the original directors for "un-Christian-like conduct", but they were exonerated. Suit was instituted against George M. Cannon for recovery of over $33,000 paid him in commissions on bond sales, but the money was never recovered. Various bondholders were threatening suit for nonpayment of interest, and they also had difficulty with another chief engineer. He had quit the District in a dispute over salary and had taken all the engineering data which had been gathered over the years with him. It took a lawsuit to recover those papers. 9 By 1909 conditions were hardly better. the two dams at the main reservoir had been built to thirteen feet, and water had even been forced through the main canal system to the reservoir; but very little water had yet been received by the farmers. The board of directors were hopelessly divided over continuing disputes and within four months, two directors resigned and the president voted out by the other directors. They found it necessary to ask the farmers to approve a special assessment to pay $14,000 which had been borrowed to pay delinquent bond interest, but the farmers finally balked and refused to approve the assessment. The bondholders were still uneasy and they called for another engineers report. This time J.C. Ullrich of Denver made the investigation. He concluded the system was essentially sound but made the disturbing recommendation that it would require $230,000 to complete the system, not the $100,000 that Lyman had suggested. As a result of the survey, the directors issued a fourth series of bonds totaling $50,000, hoping to raise the remainder by added assessments on the farmers. The bondholders also insisted on more stringent control over the District, and George S. Spencer, Assistant Cashier of Zion's Savings and Trust Bank, was appointed General Manager and Treasurer. For two years he worked at trying to inculcate confidence into the farmers and eliminate the discord in the Oneida Irrigation District. 10 In 1910, nearly seven years after construction had begun, the farmers saw the first measurable amount of water delivered to their land. By the following year nearly 4,000 acres of the planned 33,000 acres were being irrigated, and for the next few years the amount gradually increased. However, the water supply was erratic and maintenance costs were far higher than anyone had anticipated. The main canal kept washing away from the steep, sandy hillside near Bear River, and each break meant a costly delay of ten days or more. Eighty percent of the farmers were still not receiving water, and these were refusing to pay any assessments. For a second time the directors found it necessary to sell farmer's land for the amount of the delinquent assessments; and when no buyers appeared at public auction, the directors bought the land in the name of the Oneida Irrigation District. More and more farmers were petitioning to be excluded from the District--more and more farmers were selling their farms at a pittance and leaving the debt-encumbered District. 11 In the spring of 1915, the District was once again rife with rumor and dissension. An audit of the records from 1908 through 1914 was called for and as a result, George H. Carver, secretary to the District during that period, was released from office, one of the directors resigned, and the treasurer suspended. Carver, through a friend, had been quietly buying the District's unpaid bills at considerable discount, then paying these at face value. This was done at a time when the District was defaulting on redemption of mature bonds, on interest payments, and payment of all outstanding bills. The scheme involved an intricate plan by which some of the discounted bills were used as collateral for private loans at a local bank. Then the District's checks were issued in favor of the cashier of the bank, his signature forged, the check cashed at the District's office, and then the funds were used to retire the private loan. Neither the bank nor its cashier was aware of the procedure until the audit took place. 12 A severe financial crisis finally developed in 1916. Eastern bondholders were demanding payment on mature bonds and delinquent interest totaling over $40,000, while the District had less than $3,000 available. It was apparent that they were totally unable to pay, even at fifty cents on the dollar as some were suggesting. That summer, Amalgamated Sugar Company of Ogden, Utah, who held $50,000 in OID bonds, offered to mediate between the District and other bondholders for no compensation other than a promise from the farmers that they would raise more sugar beets. Amalgamated became deeply interested in keeping the District functioning because they owned two operating sugar factories, at Lewiston and Cornish, Utah, within twenty miles of the Oneida Irrigation District; and because the land, if properly irrigated, was excellent for raising sugar beets. The company hired a special irrigation engineer, T.H. Humphrey of Logan, Utah, and based on his thorough, but somewhat pessimistic report, proposed a plan by which Amalgamated would assume the entire District indebtedness and do whatever necessary to place the system in good, operating condition. The farmers were optimistic about the proposal and for the first time in twelve years they were excited about the prospects of getting adequate water to the land. 13 Amalgamated proposed to disband the OID entirely and reorganized into a smaller stock company. The new company was to consist of just 13,000 acres as Humphreys' recommended, not the 33,000 acres originally under the OID. Humphreys' report had pointed out that although the head canal was built to carry three hundred second feet of water, yet the siphon would carry just ninety second feet; and at no time had more than fifty second feet ever been delivered. Amalgamated proposed to recondition the entire system at an estimated cost of $300,000, including building the main reservoir dams several feet higher in order to provide sufficient water storage. They also offered to purchase and retire at their own expense all outstanding bonds at twenty-five cents on the dollar. In return for the bond retirement and new construction costs, the farmers who were to be excluded from the system were required to pay a certain fee per acre, and farmers remaining in the system were to pay $20.00 per acre to the new irrigation company, and sign a land mortgage amounting to $60.00 per acre in favor of Amalgamated Sugar Company. The company proposed to begin reconstruction immediately, and in addition, if the farmers would grow more sugar beets, there was a rewarding promise of a new sugar factory to be constructed in the 14 immediate area. The farmers overwhelmingly agreed to the proposal and the process of reorganizing commenced. The Oneida Irrigation District was abolished and a new stock company, Twin Lakes Canal Company, named after the main reservoir with its two major dams, was formed to replace it. Almost immediately conditions began to change. Land values doubled in one summer and new settlers were beginning to settle in the area again. But fifteen years of heartbreak and discouragement were not quite enough, more years of deep disappointment still confronted them. 15 Amalgamated originally planned to commence the rebuilding program immediately in order that the system would be ready for the 1918 irrigation season, then decided to wait until all the farmers had signed over their land mortgages. That accounted for one years' delay. Again the farmers were promised that reconstruction would begin the following year, but 1918, then 1919 went by and again nothing was done. The directors of the new irrigation company implored with Amalgamated to commence construction, but each year they found sufficient reason for further delay--the mortgages were not all signed, the war made materials difficult to obtain, company funds were required elsewhere--and each year Amalgamated promised the farmers the sugar factory would soon be constructed. The farmers became disillusioned and began to cut back their sugar beet acreage. In answer Amalgamated announced they would not build the proposed sugar factory because sugar beet acreage in the area did not justify it. 16 The failure to commence reconstruction of the system was much more serious for farmers who were required to make heavy annual mortgage payments. In order to ease the resulting financial strain Amalgamated agreed to waive interest payments on the mortgages for the first two years. Construction finally began in 1920, nearly three years late, and in November 1921, it was completed and ready for the next irrigation season. But much to everyone's chagrin, material and labor costs had doubled since 1917. It was now costing Amalgamated far more than the 1917 estimate of $300,000 to rebuild the system. By November 1920, Amalgamated required Twin Lakes Canal Company to issue bonds totaling $279,100 to cover part of the unexpected loss. Once again the system was plunged into debt. 17 Assessments to coffer the bond issue and extremely high maintenance costs were a severe burden to the farmers, and by 1922 they were once again becoming delinquent in their annual assessments. That year nearly twenty-five percent of all shares were delinquent and were bought by Amalgamated. Once again Amalgamated waived interest payments on mortgages for two more years. The farmers simply could not pay. Furthermore, the canal system was again in dis-repair because of several serious washouts in the main canal, and in the fall of 1922, the directors were forced to borrow an additional $100,000 from Amalgamated for the necessary repairs before they could irrigate the following season. It was several years before the Company was financially able to meet its maintenance and operation costs from its annual assessments. 18 How is it possible that the optimism and plans made in1902 could have been so far wrong? A system originally proposed for $282,000 and five years to build, finally took over $1,540,000 in clear expenditures and twenty years to complete. Bitterness and frustration was the farmer's reward, in addition to mortgages nearly impossible to pay off. Bondholders lost severely, and Amalgamated Sugar Company was stretched to the limits of its finances. Amalgamated estimated they suffered a loss of $337,000 above the amount held in mortgages, plus over $170,000 in waived interest on farmers mortgages, and on the Twin Lakes bond issue, which they had purchased, and the $100,000 loan which they also waived interest. 19 Some of the reasons for the mistaken estimates are found in the nature and complexity of more than seventy miles of canals and siphons-- extremely high maintenance costs, replacement costs for deteriorating wooden siphons and flumes, an expensive pumping plant to utilize all the water from the reservoir--all these added up to unexpected costs. Litigation, mismanagement, inflation, private avarice--this too accounts for part of the loss. But who lost the most? The farmer, certainly! Year after countless year he paid prohibitively high assessments on his dry land. Most of them kept paying because the necessity of water for his soil, and belief in a functioning system drove him on. These farmers finally paid off their mortgages to Amalgamated, just in time to meet the depression of the 1930's. The Twin Lakes Company is a technically superior and financially sound system now. They have built two additional reservoirs which increased their storage capacity approximately twenty-five percent, the canal and siphon system have been improved to avoid the costly maintenance although they still have an occasional washout, and two large pumps have been placed in Bear River to provide additional water and make the water supply adequate. For several years Twin Lakes has been one of southern Idaho's most popular fishing locations, but very few of the people who enjoy the benefits of the lakes are aware of the unusual difficulties they suffered in aborning. FOOTNOTES All the listed documents, unless otherwise noted, are located in the office of Twin Lakes Canal Company, Preston, Idaho. All county records are located in Franklin County Courthouse, Preston, Idaho. Franklin County was created out of Oneida County in 1912, consequently, all records prior to that date are filed in Oneida County in Malad, but copied for Franklin County. 1. The Oneida Canal Company was incorporated March 22, 1901, by Adelbert Henderson of Clifton, Stephen J. Calland and Philo w. Austin of Dayton, Peter Mickelson and Hyrum Jensen of Weston, and Arthur W. Hart and Charles R. Hobbs of Preston. See Records of Franklin County Incorporations, Franklin County Courthouse. Water filings recorded in Water Locations, Book 1, page 55, Franklin County Courthouse. At the time of the water filling, most of the water from Mink Creek had already been appropriated. The Oneida Canal Co. filing was recorded April 5, 1901, and was primarily for flood waters which could be obtained between October 15th and April 15th, then stored for the irrigation season. Just three weeks before the Oneida Canal Co. filing, Charles R. Hobbs filed for twenty second feet for use in irrigating approximately 80,000 acres on the west side of the valley. See Water Locations, Book 1, page 54. The reason for this rather curious filing is not clear but inasmuch as he is one of the primary petitioners in the Oneida Co. incorporation it is apparently in association with it. 2. See Parker's Report on Preliminary Survey Work, dated 1902; and letter, Parker to Arthur W. Hart, Secretary of Oneida Irrigation District, dated May 30, 1906. Parker expected the system to deliver 240 second feet to the Clifton reservoir site, which allows for twenty percent loss in transit. By comparing the system to irrigation projects in the southern end of the valley near Logan, Utah, he estimated the system would be superior to any other, cost less, and bring higher returns to the land. He estimated the annual costs for operation and maintenance at approximately $10,000 annually, or twenty-eight cents per acre. For D.N. Ross' report see "Report on the Feasibility of the Oneida Irrigation District", addressed to Oneida County Board of Commissioners, dated February 27, 1902. Ross approves Parker's plans and cost estimates, but curiously states that if the project were anywhere else, he would advise cutting the proposed acreage to be irrigated to half Parker's proposals. He also stated "A very perfect system will have to be adopted for the administration of the works and the distribution of the water supply in order that the success of the undertaking may be assured." 3. The Oneida Irrigation District was officially organized May 5, 1902. All the water rights and expenses concurred by the Oneida Canal Co. were transferred to OID for $8,000. The old company had managed to sell nearly $13,000 in stock to the farmers, but apparently that money was never completely collected. For the first year there were five OID directors, similar to the Oneida Canal Co. However, by late 1903 the number was limited to three in compliance with the state irrigation law passed in 1899 and amended 1903--Adelbert Henderson, President and General Manager; Stephen J. Callan, Director; Arthur W. Hart, Director, Secretary, and Attorney; and George C. Parkinson, Treasurer. The president was always an elected director, then elected president by the board of directors. According to law all the land was classified 'A', 'B', 'C' land according to its adaptability to irrigation. OID made the following original classifications: 'A' land, 27,482 acres and assessed $9.85 per acre; 'B' land, 3,738 acres and assessed $2.75 per acre; 'C' land, 640 acres and assessed $1.00 per acre. 4. There are references to some work being done in 1903 and perhaps even earlier, but it is not clear whether the earlier work was part of the original survey or work done by some individuals. During the construction, the entire canal was divided into small sections, or 'stations', and the contract for each station was let separately, mostly to farmer contractors. The construction from Mink Creek followed an old canal dug by Peter Peterson. In return for his canal site, OID allowed him private usage of their canal. 5. Orson P. Rumel, special auditor for the period 1902-1907 suggested that prospective bond buyers refused to buy the bonds, thereby hoping to force the bond price down to where they could be purchased at severe discount prices. Apparently Henderson lost several thousand dollars in the transaction as a result of his buying the outstanding warrants from the contractors, then using them as collateral for the loan he negotiated with J.N. Ireland Co. For years the bank insisted they should be paid face value for both bonds and warrants. The controversy was not settled until 1915 when the bank offered to surrender all the warrants and some of the bonds to OID if the District would give them clear title to $19,000 in bonds. This was done, but two years later, when the District went into receivership, the bank was able to collect just twenty-five cents on the dollar in return for the bonds. See OID Minute Book No. Two. p. 196; letter dated June 1, 1908, Arthur W. Hart to Henry H. Rolapp, Chairman of Special Investigating Committee; and letter dated September 25, 1917, Attorney J.D. Skeen to OID, concerning his role in settling the controversy on behalf of OID. 6. Series Two bonds were offered on the open market in August 1904, then given to Cannon commission only after OID had been unable to sell them at par value. Series Three bonds were sold in April 1906 to finance construction on what is now known as Twin Lakes, the original site near Clifton. See Minute Book No. One, p. 74, 82-86. The District inquired of Parker, the original engineer, for an explanation as to why the construction costs were nearly double his estimates. He stated no test pits had been dug on the site because of decision by the directors, that some ground which appeared to be earth proved to be heavily rock-filled, that prices for labor and material had practically doubled in four years, that the contractors were setting the canal much further into the hillside than his survey recommended, and that he did not include in cost estimates funds for purchasing a canal right-of-way. It had been his understanding that the right-of-way was to be donated. See letter dated May 30, 1906, A.F. Parker to Arthur W. Hart. 7. Reference to the firing of chief construction engineer H.J. Craven is found Hart testimony before auditor Orson P. Rumel and attorney Joseph Davis, briefly in Minute Book No. One, p. 80, and more completely in Arthur W. p. 135. OID borrowed $19,400 from Idaho State Bank, Preston and $14,000 from Deseret National Bank, Salt Lake City. Most of this money was used to pay delinquent interest on bonds. See Minute Book No. One, pp. 107,135,138. Parkinson's commission claim was for bonds sold to Amalgamated Sugar Company, Ogden, Utah. The OID directors were inclined to disallow the commission because it was thought to be illegal, but inasmuch as Parkinson had apparently paid others part of the commission he was allowed $3,000. Their approval was later rescinded. See Minute Book No. One, pp. 116, 123-127. 8. The ranch in question was the 2800 acre W.F. Armstrong ranch in Winder, Idaho. It was purchased in 1905 by a syndicate including Arthur W. Hart, George C. Parkinson, 0.0. Crockett, Clarence Chadwick, and Junius Jensen. They purchased the ranch, sold off nearly two hundred head of purebred livestock, and resold the land in smaller packages. They reserved three future reservoir sites, which A.W. Hart named the "Strong Arm Reservoirs", and by using these to enhance the land values were able to sell the entire parcel within two months for $10,000 profit. It is extremely difficult to establish guilt or innocence in the matter of comingled funds, although a jury trial and a second trial before a judge exonerated A.W. Hart in the matter. It is apparent that if he benefited from OID funds it was not from embezzlement or misuse, but in terms of his enhanced borrowing capacity from holding OID funds in his account. See A.W. Hart testimony before Orson P. Rumel and Joseph Davis, beginning p. 120, and financial statement of A.W. Hart to special investigating committee. 9. For "Report", by Engineer Richard R. Lyman, see Minute Book No. One, p. 221. The A.W. Hart lawsuit was decided by jury trial February 1908. A second suit was instituted and tried before Judge Alfred Budge of Fifth District Court, Pocatello, Idaho in April 1913. Judge Budge also exonerated him. Reference to the original suit is found in Judge Budge's decision in the latter case. Bishop's Court Trial was brought against Adelbert Henderson, his brother Marion Henderson, and Arthur W. Hart. The case was heard November 1911, before Bishop J.W. Condie. See The Preston Booster, March 28, 1912, p. 1. Copy on file in offices of The Preston Citizen, Preston, Idaho. Reference to the Cannon suit found in The Preston Booster, May 16, 1912, p. 1. Reference to Engineer D.A. Swan, who quit the District, see Minute Book No. One, p. 218. Suit by the farmers to avoid payment of assessments was heard before the Idaho State Supreme Court, May 1914, James Page et al vs Oneida Irrigation District. 10. References to the disputes among the directors found in Minute Book No. One, pp. 238, 244,251. Willard Boden resigned because of disagreements with the other directors. Lorenzo Jensen resigned for reasons of health. Josh Adams was voted down as president and replaced by Peter D. Maughan, although Adams remained opposed to Maughan's election. Ullrich's "Report", dated April 5, 1910, was addressed to W.G. DeCelle, Chicago, Illinois. He was critical of both management and the original engineering cost estimates of the system. Series Four bonds were approved November 1909. Most of this series was purchased by Zion's Savings and Trust Bank which led to the appointment of George Spencer as General Manager. See Minute Book No. One, pp. 268-274, 279, and Minute Book No. Two, pp. 14-16,21. 11. It is difficult to determine when the first water was actually delivered to the farmers. The minutes refer to this in a cursory manner. For example, an entry dated June 7, 1910, says water is to be delivered to every man according to his acreage, but nothing more is said. In 1917, Consulting Engineer, T.H. Humphrey, stated water was turned into the head of the main canal in 1906, put through to Dayton and Weston in 1908, and then some land irrigated in 1910. His "Report", thirty-seven pages plus blueprints, is bound under separate folder in Twin Lakes Office, dated January 1917. There are several references in the minutes to selling land for the amount of delinquent taxes, reclassifying land, or exempting land altogether, particularly land south of Weston which did not receive water. In 1913 the District held certificates on land sold for taxes totaling $92,600. See Minute Book No. Two, pp. 8,50,76,80, 87,100,130,144-175. 12. See J.W. Edmunds "Special Audit, January 1, 1908 to December 31, 1914", bound under separate folder in Twin Lakes Office. Carver was also accused of withholding state funds which were paid assessments on state land inside the District. The State entered a contract with OID in 1906 to irrigate 1680 acres of State Land. By 1915 the State had paid over $30,000 in water assessments, but apparently that year refused to pay any more to the District. See undated file copy of letter, Governor Alexander to OID. See also "Report of State Land Commissioner", dated November 2, 1917; and "Resolution, Idaho Attorney General to OID", dated June 28, 1918. Director S.J. Callan resigned because of a cash discrepancy resulting from a short time when he was Treasurer in 1908, not because of any misconduct as a director. See Minute Book No. Two, p. 212. Treasurer S.M. Lee was under suspicion because he had written most of the checks because he acted as Secretary-Treasurer from 1916 to 1919. 13. For reference to general meetings held with eastern bondholders see Minute Book No. Two, pp. 222-224, 245. The board of directors hired Attorney J.D. Skeen to act as their attorney through these years. He made several trips east in order to hold off threatened litigation for nonpayment of bonds and interest, although they eventually filed suit in the U.S. Federal District Court, Boise, Idaho, Corkill et al vs. Oneida Irrigation District. Skeen eventually became involved in a lengthy dispute with the directors over salary and expenses covering several years work. See his statement, dated September 25, 1917. 14. For Amalgamated proposals and plans see Minute Book No. Two, for May 1916, p. 231; October 1916, p. 245; July 6, 1917; April 1918, p. 279. In order to complete the arrangements with Amalgamated, and to limit the amount of land under the new company, the OID directors appointed a committee of six farmers, chair manned by I.H. Nash. The chief representative from Amalgamated Sugar Company was W.D. Beers, former State Engineer for Utah, then Chief Irrigation Engineer for Amalgamated, and also a major landholder in the District. See Minute Book No. Two, p. 255, 273. The cost for all excluded lands was set at 'A' land, $4.49 per acre; 'B' land, $1.86 per acre, and 'C' land $.86 per acre. The promise of a sugar factory was made by L.R. Eccles, Manager of Amalgamated, at the July 1917 general meeting. 15. The official change from the Oneida Irrigation District to Twin Lakes Canal Company took place March 2, 1920. The new company issued 13,000 shares of preferred stock at one share per acre, and 7,000 shares of common stock with secondary water rights. See Minute Book No. Three, p. 1-4. There is a reference in the Franklin County Citizen, dated August 1919, which says, "the Oneida system has two great reservoirs, they seem almost to be twin lakes." This is the earliest known reference to the term by which the company is now known. Copy on file in offices of The Preston Citizen. A reference in the same article refers to an extremely fast rise in land values after Amalgamated took over the bonded indebtedness. By 1922 a consensus of realtors showed the land with a water right was worth at least $200.00 per acre. It must be remembered that prior to 1917, OID frequently sold the land for value of delinquent taxes, often less than $5.00 per acre. See also "Report on Twin Lakes Canal Company Irrigation Project", by W.D. Beers, General Manager, dated February 14, 1922, p. 30. Copy bound under separate folder. 16. There are several documents and newspaper articles concerning the projected sugar factory and continued postponement of construction of the canal system. The best statement is found in letter dated September 20, 1923, Henry H. Rolapp, President of Amalgamated Sugar Company, to M.S. Eccles, Chairman of Real Estate Department of Amalgamated. He states that considerable difficulty was experienced in getting the farmers to sign mortgages with Amalgamated. They originally planned to commence construction once sixty-five percent of the farmers signed, but company lawyers advised them to wait until all had signed. He also infers that when costs soared in 1918 and 1919 that Amalgamated was also experiencing financial difficulties of its own, which helped force the delay in construction. This may also be reason why the projected sugar factory was never built, even though many farmers apparently never believed it would be built. Amalgamated also expected to buy all outstanding OID bonds for twenty-five cents on the dollar, but according to Rolapp, they had to pay fifty cents and seventy-five cents to many of the eastern bondholders. This would help account for the heavier than expected expenditures on the District. See also letter dated October 14, 1919, OID to Amalgamated Sugar Company. The Franklin County Citizen has several major articles dealing with the proposed sugar factory. See dates January 11, 1917, p. 1; February 15, 1917, p. 1; March 8, 1917, p. 1; July 5, 1917, p. 1; November 15, 1917, p. 1; February 21, 1918, p. 1; April 4, 1918, p. 1; July 24, 1919, p. 1. When the decision was made not to build the factory, farmers near Preston immediately began looking for another sugar company who would build in the area, and as a result PingreeIdaho Sugar Company, recently moved from California, agreed to build in Whitney, Idaho. 17. Much of the reconstruction completed by Amalgamated was on the major reservoir site. The two dams had been built to thirteen feet by 1910, and stored 3500 acre feet of water; however, most of it was not usable in one of the main laterals unless it was pumped through the siphon. Amalgamated raised the dams another twenty-two feet in order to increase storage capacity to 14,000 acre feet, deepened a cut between the two reservoirs, installed pumps to utilize the lower 4,000 acre feet, and moved the outlet of the south dam to a new location. See Beers "Report", and letter dated August 20, 1918, Engineers A.J. Wiley and J.L. Lytel to W.D. Beers. 18. Concerning the individual mortgages to Amalgamated, a few farmers borrowed from the Federal Land Bank and paid off Amalgamated completely. These farmers received no benefits when Amalgamated waived interest on the farmer's mortgages. When Amalgamated bought delinquent water shares in the 1920's, they allowed the farmers use of the water, but on condition they grow sugar beets. This was controlled by deducting delinquent assessments from the farmer's annual beet checks, and by refusing to accept cash payment for water shares held by Amalgamated. See Minute Book No. Three, November 20, 1922; February 5, 1923; June 29, 1923. The $279,100 bond was purchased by Amalgamated to defray part of the unexpected loss due higher costs. Amalgamated paid the remainder which amounted to $243,000. This amount is in addition to $834,623 which Amalgamated collected in farmers mortgages. See Minute Book No. Three, p. 11. The additional $100,000 loan Twin Lakes Co. obtained from Amalgamated in 1922 was primarily to build a tunnel 1300 feet long in order to avoid repeated washouts in the main canal. See Minute Book No. Three, pp. 57, 62. 19. The $1,540,000 is adduced by adding $834,623 in individual mortgages to Amalgamated, $279,100 in Twin Lakes bonds negotiated in 1920, $326,544 in Amalgamated expenses by February 1922, above the total of mortgage money, and $100,000 loan from Amalgamated to Twin Lakes Co. in October 1922. See Beers "Report", p. 64; Minute Book No. Three, See "Open Letter", dated July 16, 1923, Amalgamated Sugar Company to Twin Lakes landholders for reference to losses suffered due to waived interest. OFFICERS AND DIRECTORS PRESIDENT 1901-1908 - Adelbert Henderson 1908-1909 - Joshua Adams 1909- - Peter Maughan 1910-1912 - Joshua Adams 1912-1913 - James Taylor 1913-1914 - S. J. Callan 1914-1922 - James Johnson 1922-1943 - Thomas Preston 1943- 1947- I..H. Nash 1948-1952 - Lawrence.E. McDermott 1952-1953 - Lyman Balls 1953-1958 - Ray Bright 1958-1960 - Clyde Call 1960-1961 - Shirley Palmer 1961-1964 - J. Uless Nash 1964-1967 - V.D. Smart 1967-1970 - Perth Poulsen 1970-1973 - Carol Stocks 1973-1974 - Perth Poulsen 1974-1975 - Dennis Ralphs 1975-1986 - Jack Moser 1986-1994 - LaVern Talbot 1994-1999 - Bruce Naylor 1999-2005 - Jeffrey Johnson 2005-pres. - Clair Bosen DIRECTORS 1901- Adelbert Henderson 1901-1906 Philo W. Austin 1901-1914 Stephen Callan 1901-1906 Peter Mickleson 1901-1902 Chos R. Hobbs 1902-1907 Isaac Bright Joshua Adams 1908- Peter Maughan 1910-1913 James Taylor Wm Larsen 1913-1922 James Johnson 1914- L.H. Henderson Lorenzo Jensen Doren Perrine Isaac H. Nash David W. Buttars Thomas Preston 1922-1928 Issach Bright 1921- H.R. Bingham 1928-1932 T.C. Palmer 1932- G.A. Brower 1945- Byron S. Tanner 1943-1953 Lawrence E.McDermott 1948-1949 Moss Lewis 1948-1953 Lyman Balls 1950-1958 Ray Bright 1952-1960 Clyde Call 1953-1965 J. Uless Nash 1958-1961 Shirley Palmer 1960-1972 V.D. Smart 1961-1964 Moss Lewis 1964-1973 Carol Stocks 1965-1974 Perth Poulsen 2/72-4/72 E.O. Bergeson 1972-1976 Dennis Ralphs 1973-1979 Ivan Talbot 1974-1986 Jack Moser 1976-1987 Keith Buttars 1979-2000 LaVern Talbot 1986-1989 Jess Elgan 1987-1989 Lynn Atkinson 1989-1999 Bruce Naylor 1989-1998 Kent Howell 1998-2003 Bob Gunnell 1999-2005 Jeffrey Johnson 2000-pres. Clair Bosen 2003-pres. Wesley Beutler 2005-pres. Jim Naylor GENERAL MANAGERS 1901-1908 Adelbert Henderson 1909-1909 Lorenzo Jensen 1909-1912 George Spencer 1912- Ephraim Bergeson 1914- 1919 James Taylor 1919-1921 James Johnson 1921- Willard Boden 1922-1924 W.D. Beers (Beers acted as consulting engineer for several years) 1924-1954 Jack Sanford 1954-1965 Les Sears 1965-1977 Gordon Gailey 1977-1991 Dean Smith 1991-1995 Jack Moser 1995-2007 Earl Ward 2008-pres. Lauritz Smith PARTIAL LIST OF WATERMASTERS 1909- George McDermott 1914- E.G. Tanner 1915- Ira Schow 1921-1954 Gus Simons 1966- Rex Poulsen 1970-1975 MelRoy Larsen 1976-1977 Dean Smith 1977-1980 Warren Choules 1977-1980 George Johnston 1980-1990 Richard Reeder 1980-1986 John Stover 1986-1995 Earl Ward 1988-1990 Bruce Winward 1990-2000 Ron Kendall 1991-1992 Dean Smith 1993-2007 Bob Erickson 1995-pres. Ivan Jensen 2008-pres. Dennis Clark SECRETARY 1901-1907 Arthur W. Hart 1908-1908 Orson P. Rumel Treasurer 1906-1909 Geo. C. Parkinson 1908-1915 George H. Carver A -1908 S.J. Callan 1915-1916 J.W. Edmunds A 1908- Douglas A. Swan 1916-1926 E.R. Nielsen A 1908- James Callan 1926-1952 Jack Sanford A 1909- S.M Lee 1952-1965 Cleo L. Swenson 1965-1972 Les Sears 1972-pres. 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You can find more information about Dance Alive or Evergreen City Ballet online at www.evergreencityballet.org,call 425-228-6800,or visit their new studios and black box theater at 2230 Lind Ave. SW, Renton. Elementary. She invited Evergreen City Ballet to put the program on at Bryn Mawr this fall, reaching more than 500 students in three days. "This is great for our kids. We have such a diverse population, and a lot of these kids Those are just a few of the things Renton's Bryn Mawr Elementary School students learned about the art of ballet during physical education class this fall. In addition to the vocabulary lesson, students also learned about stretching, leaping, turning, bending and balance and had the opportunity to try different ballet positions. Devin Daniels, 9 years old and a fourth grader, says he enjoyed the unit, but it was different than he expected. "Balance comes from your stomach. I thought it came from your legs," he explains. "It was good. It was fun." The three-day ballet program, called Dance Alive, was brought to the school free of charge by ballet mistress Andi Bryndza of the Evergreen City Ballet to expose local students to fine arts. Now in its second year, the program has served more than 1,200 students in the South King County area. The program is expected to double its reach this year. "We want kids to get really excited about the art form," Bryndza says. PE and reading teacher Nina Williams heard about Dance Alive from a teacher at Benson Hill live in poverty," Williams says. "We are exposing them to something new that they would never have experienced otherwise." information about the ballet company to take home along with a coupon for a free lesson. They were also invited to Evergreen City Ballet to see upcoming performances such as "The Nutcracker" (December), "Peter and the Wolf" (February 2010) and "Sleeping Beauty" (March 2010), which feature children their own age. Williams says her students were attentive and receptive during the ballet unit. The kids enjoyed learning from Bryndza, who described ballet in terms the students could relate to, as in Spiderman, basketball and video games. The students' enjoyment was easy to see as they leapt, twirled and danced across the gym floor, giggling, laughing and smiling. Fourth grader Reanna Wong, 9, says she really liked the unit and admitted she hadn't known anything about ballet prior to the PE class. Her favorite part was leaping. "It was really awesome!" Wong says. At the end of the PE unit, students were given Artistic director Kevin Kaiser of Evergreen City Ballet was instrumental in the creation of Dance Alive in the fall of 2008. "After a long career in the arts, I wanted to give back to children," he explains. He selected Bryndza for the instructor's role because she works well with children. "Andi is an amazing teacher with little kids," he says. Kaiser and Bryndza say they hope the program continues to grow, so local children can learn more about ballet and other fine arts. "Now that word is getting out, more schools are receptive to the program," Bryndza says. "The potential for this project is huge!" Renton Magazine / February 201019	<urn:uuid:635dc0e7-4347-40aa-b03b-2703f3084464>	CC-MAIN-2017-43	http://evergreencityballet.org/press/rentonmagdancealive2-10.pdf	2017-10-18T13:13:01Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00783.warc.gz	119,589,688	702	eng_Latn	eng_Latn	0.999509	eng_Latn	0.999509	[ "eng_Latn" ]	false	docling	[ 3202 ]	[ 1.921875 ]	1	0
Mission Bay Doctors Ltd – Mediterranean Diet A DIET THAT COULD SAVE YOUR LIFE? If you're looking for a healthy eating plan, the Mediterranean diet might be right for you. The Mediterranean diet incorporates the basics of healthy eating — plus a splash of flavourful olive oil and perhaps even a glass of red wine — among other components characterizing the traditional cooking style of countries bordering the Mediterranean Sea. About 30 percent of heart attacks, strokes and deaths from heart disease can be prevented in people at high risk if they switch to a Mediterranean diet rich in olive oil, nuts, beans, fish, fruits and vegetables, and even drink wine with meals, a large and rigorous new study (Predimed) has found. The findings, published on The New England Journal of Medicine's Web were based on the first major randomised clinical trial to measure the diet's effect on heart risks. The magnitude of the diet's benefits startled experts. The study ended early, after almost five years, because the results were so clear it was considered unethical to continue. Despite the trial information, it does not mean cholesterol lowering medications, when advised by Mission Bay Drs, can be stopped altogether, it is designed to work alongside the medical aspects to improve your wellbeing together. Most healthy diets include fruits, vegetables, fish and whole grains, and limit unhealthy fats. While these parts of a healthy diet remain tried-and-true, subtle variations or differences in proportions of certain foods may make a difference in your risk of heart disease. BENEFITS OF THE MEDITERRANEAN DIET Research has shown that the traditional Mediterranean diet reduces the risk of heart disease. In fact, an analysis of more than 1.5 million healthy adults demonstrated that following a Mediterranean diet was associated with a reduced risk of death from heart disease and cancer, as well as a reduced incidence of Parkinson's and Alzheimer's diseases. The Dietary Guidelines for Americans recommends the Mediterranean diet as an eating plan that can help promote health and prevent disease. And the Mediterranean diet is one your whole family can follow for good health. KEY COMPONENTS OF THE MEDITERRANEAN DIET The Mediterranean diet emphasizes: Eating primarily plant-based foods, such as fruits and vegetables, whole grains, legumes and nuts Replacing butter with healthy fats, such as olive oil Using herbs and spices instead of salt to flavour foods Limiting red meat to no more than a few times a month Eating fish and poultry at least twice a week Drinking red wine in moderation (optional) Mission Bay Doctors Ltd – Mediterranean Diet The diet also recognizes the importance of being physically active, and enjoying meals with family and friends. Focus on fruits, vegetables, nuts and grains THE MEDITERRANEAN DIET TRADITIONALLY INCLUDES FRUITS, VEGETABLES AND GRAINS. FOR EXAMPLE, RESIDENTS OF GREECE AVERAGE SIX OR MORE SERVINGS A DAY OF ANTIOXIDANTRICH FRUITS AND VEGETABLES. Grains in the Mediterranean region are typically whole grain and usually contain very few unhealthy trans fats, and bread is an important part of the diet. However, throughout the Mediterranean region, bread is eaten plain or dipped in olive oil — not eaten with butter or margarine, which contains saturated or trans fats. Nuts are another part of a healthy Mediterranean diet. Nuts are high in fat, but most of the fat is healthy. Because nuts are high in calories, they should not be eaten in large amounts — generally no more than a handful a day. For the best nutrition, avoid candied or honey-roasted and heavily salted nuts. CHOOSE HEALTHIER FATS The focus of the Mediterranean diet isn't on limiting total fat consumption, but rather on choosing healthier types of fat. The Mediterranean diet discourages saturated fats and hydrogenated oils (trans fats), both of which contribute to heart disease. The Mediterranean diet features olive oil as the primary source of fat. Olive oil is mainly monounsaturated fat — a type of fat that can help reduce low-density lipoprotein (LDL) cholesterol levels when used in place of saturated or trans fats. "Extra-virgin" and "virgin" olive oils (the least processed forms) also contain the highest levels of protective plant compounds that provide antioxidant effects. Canola oil and some nuts contain the beneficial linoleic acid (a type of omega-3 fatty acid) in addition to healthy unsaturated fat. Omega-3 fatty acids lower triglycerides, decrease blood clotting, and are associated with decreased incidence of sudden heart attacks, improve the health of your blood vessels, and help moderate blood pressure. Fatty fish — such as mackerel, lake trout, herring, sardines, albacore tuna and salmon — are rich sources of omega-3 fatty acids. Fish is eaten on a regular basis in the Mediterranean diet. WHAT ABOUT WINE? The health effects of alcohol have been debated for many years, and some doctors are reluctant to encourage alcohol consumption because of the health consequences of excessive drinking. However, alcohol — in moderation — has been associated with a reduced risk of heart disease in some research studies. The Mediterranean diet typically includes a moderate amount of wine, usually red wine. This means no more than 150mls of wine daily for women of all ages and men older than age 65 and no more than 300mls of wine daily for younger men. More than this may increase the risk of health problems, including increased risk of certain types of cancer. This is intended to support, not replace, discussion with your doctor or healthcare professionals. We make every effort to ensure the information is accurate, up to date and easily understood. The Mission Bay Doctors accepts no responsibility for any inaccuracies, information perceived as misleading, or the success of any treatment regimen detailed in the handouts. Mission Bay Doctors Ltd – Mediterranean Diet If you're unable to limit your alcohol intake to the amounts defined above, if you have a personal or family history of alcohol abuse, or if you have liver disease, refrain from drinking wine or any other alcohol. PUTTING IT ALL TOGETHER The Mediterranean diet is a delicious and healthy way to eat. Many people who switch to this style of eating say they'll never eat any other way. Here are some specific steps to get you started: Eat your veggies and fruits — and switch to whole grains. A variety of plant foods should make up the majority of your meals. They should be minimally processed — fresh and whole are best. Include veggies and fruits in every meal and eat them for snacks as well. Switch to whole-grain bread and cereal, and begin to eat more whole-grain rice and pasta products. Keep baby carrots, apples and bananas on hand for quick, satisfying snacks. Fruit salads are a wonderful way to eat a variety of healthy fruit. Go nuts. Nuts and seeds are good sources of fibre, protein and healthy fats. Keep almonds, cashews, pistachios and walnuts on hand for a quick snack. Choose natural peanut butter, rather than the kind with hydrogenated fat added. Try blended sesame seeds (tahini) as a dip or spread for bread. Pass on the butter. Try olive or canola oil as a healthy replacement for butter or margarine. Lightly drizzle it over vegetables. After cooking pasta, add a touch of olive oil, some garlic and green onions for flavouring. Dip bread in flavoured olive oil or lightly spread it on whole-grain bread for a tasty alternative to butter. Try tahini as a dip or spread for bread too. Spice it up. Herbs and spices make food tasty and can stand in for salt and fat in recipes. Go fish. Eat fish at least twice a week. Fresh or water-packed tuna, salmon, trout, mackerel and herring are healthy choices. Grill, bake or broil fish for great taste and easy cleanup. Avoid breaded and fried fish. Rein in the red meat. Limit red meat to no more than a few times a month. Substitute fish and poultry for red meat. When choosing red meat, make sure it's lean and keep portions small (about the size of a deck of cards). Also avoid sausage, bacon and other high-fat, processed meats. Choose low-fat dairy. Limit higher fat dairy products, such as whole or 2 percent milk, cheese and ice cream. Switch to skim milk, fat-free yogurt and low-fat cheese. Tomato sauce… but not as we know it! In the trial, twice a week at least people ate "sofrito", which is a simple sauce with garlic, onion and tinned or cooked tomatoes, often used on pasta. 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Psych. 201 Creating APA-Style Tables in Microsoft Word A table can be an efficient way of communicating a lot of information in a small amount of space. It should be able to stand on its own, and should not be redundant with material presented in the text of your paper. It is not difficult to create a table in Microsoft Word, but there are a few tricks to making it conform to APA Style. See pp. 125 – 150 of the Publication Manual of the APA (6 th ed.) for sample tables in APA style. Below are the basic elements of an APA-style table. The Elements of an APA-Style Table * Table number. Tables are numbered with Arabic numerals in the order they appear in the paper. * Table title (italicized). The table title should be one double-spaced line below the table number. Capitalize the first letter of major words, and do not end with a period. The title should be descriptive, but succinct. * A horizontal line separates the table title from the column headings. * Column headings (labels centered over each column). Use upper- & lower-case. * A second horizontal line separates the column headings from the table data. * Data for your table go next. The table can be double-spaced or not, depending on how much information you need to convey. * End your table with a final horizontal line beneath the last row of data. The three horizontal lines listed above are the only three lines you should have in your table. You should not have any vertical lines. (See p. 141 of the APA manual for information about ruling of tables.) * Table notes go one double-spaced line beneath the final horizontal line. Begin with the word Note (in italics) followed by a period. General table notes are used to explain abbreviations or provide additional information. (See pp. 138 – 141 of the APA manual for an explanation of general, specific, and probability notes, and how to format them.) A Sample Table Below I will walk through an example for a simple table of means and standard deviations. These data come from a survey distributed in Fall 2007 to Psych. 201 students. As part of the survey, students indicated the number of hours per week they typically engaged in a variety of different activities (schoolwork, physical activity, socializing, watching TV, extracurricular activities, volunteering, and working at a job). First, I need to think about how I want to organize all this information. This is the most important step in creating a good table. Sketch it out for yourself before beginning. It makes sense to list all the variables down the left-most column, and then have two more columns next to that one, one for the means and one for the SDs. The next page illustrates what the table should look like in APA style. Following it are instructions for how to create it in Microsoft Word. Table 1 Number of Hours Per Week Spent in Various Activities Note. Schoolwork was defined as time spent doing class work outside of regular class time. How to Create the Table in Microsoft Word First, go to "Table," and choose "Insert…" "Table." You will see the following dialog box: Enter the correct number of columns and rows. I chose 3 columns (one for the variable name, one for mean, one for SD) and 2 rows (one for the header row, and one for the data). If you're not yet sure how many rows you need, it is easy to add or delete rows later by highlighting your table, going up to the "Table" menu, and choosing "Insert rows above," "Insert rows below," "Delete rows above," or "Delete rows below." You can also add or delete columns in the same way. You will now get the basic table shown below: Obviously, this table is not in APA-style format. In APA style, tables should have only horizontal and no vertical lines. To fix the table rules, go to "View," then "Formatting Palette." When the formatting palette appears on the screen, click the arrow next to "Borders and Shading." Highlight all the cells in your table, click the arrow next to the border "Type" on the formatting palette, and choose the picture without lines. Then highlight each row in your table that requires a table rule, and select that type of line from the "Type" list of possibilities. Your table should now look like this: Now you are ready to begin entering your variable names and data into the table. Just place the cursor into the table cell and type. Tab to move to the next cell in the table. Be sure to double-space everything. Below are a few handy tips: * Use the centering function (under Alignment and Spacing on the formatting palette) to center your table headers. Left-align the variable names in the left-hand column. Note that you should never try to space anything using the space bar (the "eyeball" method). Even if it looks correctly aligned on the screen, it will not be correct when you print the table out. * Be sure to align your numbers by the decimal point. To do so, first go up to "View" and choose "Ruler". You should now see the ruler at the top of the screen. Select the appropriate table columns by highlighting them, and go up to the top left-hand part of the screen, where the various tabs are displayed (see below): Choose the decimal tab, as illustrated here. Now click on the ruler where you want the decimal tab to appear (i.e., in the center of the column). Doing so for one column will place that tab in the same spot in all highlighted columns. Now, when you type numbers into the table, they will align automatically. That should get you started! Remember that you can always use the "Help" function in Microsoft Word if you run into trouble.	<urn:uuid:2e9a6bac-f616-4de3-aa34-ee5566a4bfd0>	CC-MAIN-2017-43	http://academics.hamilton.edu/documents/CreatingTables_F11.pdf	2017-10-18T13:05:08Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00784.warc.gz	8,456,333	1,210	eng_Latn	eng_Latn	0.998933	eng_Latn	0.999107	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2798, 3609, 5578 ]	[ 2.09375 ]	1	3
The Wharerātā Declaration Healthy indigenous individuals, families and communities through indigenous leadership July 2011 Wharerātā Group Wharerātā Wharerātā is a Maori word Whare – house Rātā – a tree with bright red flowers and a large canopy Wharerātā - A house of wisdom and understanding, a house of shelter and protection The Wharerātā Group * In advance of the 2009 International Initiative for Mental Health Leadership (IIMHL) conference in Australia, a special indigenous mental health leaders group was hosted by Dr. Mason Durie at Massey University in New Zealand – The Group included indigenous leaders in policy, practice and research from Canada, USA, Australia, Samoa, and New Zealand * In May 2010 the second Wharerātā meeting was held with additional participation, and the "Group" will continue to grow in size. * Like all collective action, this vision starts with indigenous health leaders using their influence and networks to contribute to positive indigenous mental health, locally, regionally, nationally and internationally. The Common Ground * Shared concerns of the Wharerātā Group: – Indigenous continue to face higher rates of mental illness – Inconsistent culturally competent services from mainstream health systems – Low numbers of indigenous leaders in mental health in the countries, and the challenges they face in bridging indigenous and non-indigenous fields * The Group wrote the Wharerātā Declaration as an approach to systematically resolve these concerns in IIMHL countries * While the Declaration focuses on mental health, the Group believes it also applies to health Intent of the Declaration * The Wharerātā Declaration hereby asserts: – That the foundation for healthy indigenous individuals, families and communities lies in the shared valuing of indigenous knowledge. – That the protection and support of health and mental health is the goal of indigenous leadership. * In mental health and in health, not only are indigenous perspectives on health worthy of inclusion, but they add value to western and medical perspectives on health. The Declaration - Overview * There are five themes that underlie indigenous contributions to mental health, or factors that lead to health: 1. Indigeneity 2. Best / Wise Practice 3. Best / Wise Evidence 4. Indigenous Leadership a. Informed b. Creditable c. Strategic d. Connected e. Sustainable 5. Indigenous Leadership Influence The Declaration - Overview * The Declaration envisions wellness for indigenous peoples, and indigenous leadership contributes and leads to five goals in health: 1. Pathways to health 2. Cultural integrity 3. Value for money 4. Facilitation of change 5. Contribution to community development Indigenous leaders search for the higher ground, reclaiming our cultures and communities The Declaration in Depth: Indigeneity * Indigeneity encompasses the diversity of indigenous groups and cultures, and the similarities: – A longstanding and enduring relationship with the natural environment – A distinctive language – A world view that is derived from ecological associations – Experiences that threaten language, land, custom, and social organisation – A determination to survive and prosper as indigenous peoples – and as global citizens – An aspiration that indigenous families and communities should have optimal health and wellbeing The Declaration in Depth: Wise/Best Practice * Health viewed from a western scientific lens leads to different questions and answers, than health viewed from an indigenous lens * Indigenous worldviews and practice – emphasise an ecological perspective that locates illness and poor health within a broad landscape - spiritual, social, economic, customary and environmental dimensions * Clinical worldviews and practice – focuses on the individual with attention to psychological and biological dimensions – treatment and care are primarily structured around individual patients, often on the premise that bio-medical perspectives are sufficient for a process of recovery Wise/Best Practice continued * Wise practice upholds indigenous and cultural knowledges, and adds clinical knowledges as appropriate * Cultural and clinical perspectives together have cumulative gains that outweigh the benefits from a single track * A combined approach that explores the biological and psychological functioning of individuals, and at the same time locates the individual in an ecological context Clinical insights Bio-medical Bio-psychological Indigenous insights Cultural knowledges Indigenous worldviews Wise / Best Practice The Declaration in Depth: Wise/Best Evidence * Wise/Best Evidence is the measurement of Wise/Best Practice – Where an intervention is based on western science, scientific measurement is appropriate. – Where an intervention is based on indigenous knowledge and custom, another set of measures is necessary. * More than one set of criteria is necessary to determine a satisfactory outcome, and with an indigenous lens there is more room for discussion about the validity of evidence, and multiple levels of evidence – client based – practice based – research based Wise/Best Evidence continued * Determining outcomes is not solely about resolving the symptoms of an individual – there are broader changes that should also result from programs and services: – Functional outcomes: Family functioning, a capacity to work, involvement in tribal or community life, and a sense of contentment are relevant to health gain – Clinical outcomes: personal insight, the absence of psychopathology, and sound reality testing are also markers of health gain – Indigenous research points increasingly to advantages accruing from traditional healing and cultural affirmation. Wise/Best Evidence continued Multiple Rationales Service organisation Funding Impact Multiple measures of outcome Functional Clinical Cultural Multiple levels of evidence Client Practice Research Multiple Rationales Service organisation Funding Impact Multiple measures of outcome Functional Clinical Cultural Multiple levels of evidence Client Practice Research The Declaration in Depth: Indigenous Mental Health Leadership * Leadership is not for its own sake, but is driven by outcome goals to achieve indigenous wellness, within networks and using influence * Indigenous mental health leadership is characterised by five qualities a. Informed b. Creditable c. Strategic d. Connected e. Sustainable Indigenous Leadership: Informed * Informed by multiple knowledges – the "bridge builder" between knowledges – ability to work at the interface between conventional and new knowledges – ability to move between disciplines (addictions and mental health, qualitative and quantitative, etc) – well versed in indigenous and non-indigenous worldviews * Comfortable with ambiguity and the unknown * Able to find common ground through negotiation and mediation, without losing integrity or reputation Indigenous Leadership: Credible * Leadership can be measured by one's credibility, as this has a direct impact on one's influence: – Credibility within indigenous circles – Credibility within the health sector – Personal credibility – values such as integrity, creativity, self reflection, humour, empathy, vision, capacity to care for others * The "bridge-builder" between peoples Indigenous Leadership: Strategic * Future oriented * Creative – moving beyond convention in order to advance the cause * Facilitating and empowering others * Able to promote consensus through skilled negotiation * Negotiates to advance longer term goals Ehara taku toa, he taki tahi, he toa taki tini My success should not be bestowed onto me alone, as it was not individual success but success of a collective Indigenous Leadership: Connected * Tribal connections * Community connections * Sector connections – In health, with professional peers * Professional connections – In policy and leadership * Part of a leadership network Indigenous Leadership: Sustainable * Sustaining one's own leadership is about work-life balance, to maintain one's own leadership as relevant and useful – Supportive operating environment – social, work, family – Succession pathways for one's career – Opportunities for ongoing training – Consistent with wider development goals of tribes, of communities The Declaration in Depth: Leadership Influence * Leadership is about the ability to influence change, and to raise awareness of indigenous health perspectives in such areas as: – Mental health development – Political purchase – Contracting for outcomes – Population health – Primary mental health care – Relationships and boundaries – Workforce development initiatives The Declaration in Depth: Leadership Influence * Indigenous leaders have visible and active networks, through which change can be influenced: – Tribal – Indigenous communities – Service sector – Professionals – Political The Wharerātā Leadership Framework Leadership Influence through Networks Tribal Community Community Service Sector Service Sector Academic & professional Academic & professional Political Leadership for the Higher Ground - Outcomes Pathways to health Cultural integrity Cultural integrity Value for money Value for money Facilitation of change Contribution to development Leadership Qualities to Influence Leadership Qualities to Influence Informed Informed Creditable Creditable Strategic Strategic Connected Connected Sustainable Sustainable Leadership Influence through Networks Tribal Political Leadership for the Higher Ground - Outcomes Pathways to health Facilitation of change Contribution to development Next Steps * Circulate the Wharerātā Declaration in the International Journal of Public Service Leadership, Vol.6(1) Feb 2010 * Continue to add successful models examples of activities in indigenous mental health to the Wharerātā website at www.indigenous-mental-health.ca * Maintain close relationships with the IIMHL executive, and offer options and solutions on how to strengthen cultural competency and indigenous leadership through IIMHL with member countries – Offer to work closely with the IIMHL to highlight indigenous mental health and success stories at next conferences Next Steps * Continue to raise awareness of the Declaration to indigenous leaders and mental health organizations, and support indigenous peoples to define their own ways to show official support for the Declaration * Plan to meet in advance of the IIMHL 2011 conference – Collect existing data on numbers of indigenous mental health leaders in each IIMHL member countries – Focus on successful practices to "build leaders" What can you do to support the Wharerātā Declaration? * The Wharerātā Declaration can be used to spark discussion on real-world application of Wise/Best Practice in mental health: – What works in the intentional and thoughtful combination of cultural supports and clinical supports in mental health? – What works in the application of Wise/Best practice in mental health leadership? * Consider ways to increase your own culturally competent practice, in relationship with indigenous peers and local community. * Use the Wharerātā Declaration as a basis for growing Indigenous leadership in mental health and health. What can you do…. * Consider what your organization can do to partner with indigenous communities to contribute to the vision of indigenous wellness * Consider how your networks could build support for the Wharerātā Declaration and in turn grow your indigenous health and mental health leaders * Join us in the vision of mentally healthy indigenous communities in your country For More Information: Wharerātā Group Homepage: indigenous-mentalhealth.ca * Online Library: – trauma – addictions – cultural competency – etc * Discussion Forum The 2009 Wharerātā Group members and authors of the Declaration: * Dr. Mason Durie - Massey University, New Zealand * Ray Watson - Commissioner, Mental Health Commission, New Zealand * Carole Maraku – Te Upoko o Te Rae, New Zealand * Dr. Reese Tapsell – Director, Midland Forensic Mental Health Services, New Zealand * Dr. Te Kani Kingi – Director of Academy of Maori Research, Wellington, New Zealand * Nani McCloskey - Te Upoko o Te Rae, New Zealand * Kimini Anderson – Queensland Health, Australia * Dr. Helen Milroy - University of Western Australia * Sailau Sualii-Sauni – Otago University in Samoa * Dr. Spero Manson - Cook Inlet Tribal Council Inc., United States * Carol Hopkins - Youth Solvent Abuse, Canada * Rose Sones – Assembly of First Nations, Canada	<urn:uuid:bdca538e-1f4e-49cc-92ff-ca827ef6cf22>	CC-MAIN-2017-43	http://www.thunderbirdpf.org/wp-content/uploads/2015/08/Wharerata-Declaration-July-2011.pdf	2017-10-18T13:02:10Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00783.warc.gz	574,831,863	2,534	eng_Latn	eng_Latn	0.904264	eng_Latn	0.978037	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "kiu_Latn" ]	false	docling	[ 141, 336, 1060, 1622, 2097, 2429, 2812, 3368, 4041, 4589, 5154, 5752, 6117, 6458, 6953, 7337, 7751, 7974, 8331, 8702, 8925, 9640, 10224, 10650, 11268, 11647, 12581 ]	[ 1.484375 ]	1	3
Journeys of Discovery Travel "Spirits of the Southwest" May 1 – 7, 2018 With Gayle Lawrence - Journeys of Discovery and Susan Duval - Susan Duval Seminars Canyon de Chelly AZ - Chaco Canyon NM - Mesa Verde CO and other Native American sites Join Gayle Lawrence and Susan Duval as we expand our Hearts, Souls and Spirits on a magical adventure to the American Southwest and the Navajo culture. Exploring these mystical places takes you deep into that inner landscape that affirms we are all part of something much greater than ourselves. The expansive vistas from atop a mesa that appear to stretch to the edge of the earth take us back to a time when living on the land was the Ancient Anasazi peoples way of life. The Navajo Nation covers over 27,000 square miles of unparalleled beauty, is home to more than a dozen national monuments, tribal parks, historical sites, and is peppered with lakes and ponds. The Navajo people, or Diné, relate to the land as their mother and believe they're an extension of Mother Earth and a part of her beauty. Because of this belief, the Diné treat the land with the utmost respect. We will be captivated by the Navajo stories of creation, the animals as spirit messengers and their reverence and deep personal bond with all life. Millions of geological years unfold as your eye follows a canyon wall downwards and the howl of a coyote confirms you are in a sacred place alive with the Spirits of the Ancestors. Navajo guides will help interpret petroglyphs, ancient messages left in stone and the true history of the American Indian culture which is very different than traditional history books tell us. Mystical beauty, fantastical rock formations, adventure and exploring an ancient way of life in the great houses of remote Chaco Canyon, the cliff dwellings at Mesa Verde and the magical natural beauty of Canyon de Chelly will surely have you falling in love with the land of the Navajo Nation and her people. Join Gayle and Susan for a spiritual odyssey in the American Southwest! Tour Itinerary: May 1, 2018: Arrive in Durango, CO and transfer on your own to Strater Hotel / check in. Where Old West meets Southwest, Downtown Durango is a Nationally Registered Historic District and home to historic boutique hotels, award winning restaurants, fabulous art galleries, museums, and shops. Strater Hotel: one of the West's iconic hotels and a prominent downtown Durango landmark deep in the heart of the San Juan Mountains where mineral hot springs abound. The hotel is adorned with beautiful handcrafted woodwork, period wallpaper and American Victorian walnut antiques which are used to decorate the hotel and guestrooms. http://strater.com Day 2: May 2 Depart Durango, CO for Canyon De Chelly, AZ (4 Hours) After an early breakfast, we'll board our private bus and depart for Canyon de Chelly in Chinle, Arizona. We arrive at the Thunderbird Lodge late morning and enjoy lunch. Our adventure begins in Canyon de Chelly as we explore the North and South rims of the canyon, offering stunning views of the canyon floor. We return to Thunderbird Lodge mid-afternoon and you are free to enjoy optional activities such as a horseback ride into the canyon, hiking or exploring museums and other nearby attractions. After dinner at Thunderbird, we will spend time with a local Navajo couple as they share stories about their culture and spiritual beliefs and lead us in a Navajo blessing ceremony. Overnight Thunderbird Lodge Meals B, L, D Thunderbird Lodge Canyon de Chelly is operated by the Navajo Nation: Yá'át'ééh, we are privileged to welcome you to a sacred place for our people, the Diné. As Navajo we believe that our people journeyed through three worlds in various forms before emerging from Mother Earth into this world, the Sparkling World. http://thunderbirdlodge.com Canyon de Chelly: Nowhere in Navajo land is the blend of past tradition and present culture more evident than at Canyon de Chelly National Monument. The Navajo people still have a mystical bond to this red stone canyon that cuts an almost tropical path of trees and flowers through the desert. Canyon de Chelly is home to several periods of Indian culture dating from 350 A.D. to 1300 A.D., and the 26-mile canyon's sheer cliffs range from 30 ft to more than 1,000 ft, providing a spectacular backdrop for hundreds of Anasazi ruins, ancient petroglyphs as well as modern Navajo homes and farms. We will visit the canyon's many world-famous sites, including Spider Rock, White House Ruins and Canyon del Muerto. Today is full of adventure as we explore the floor of the canyon with our Navajo guide who will share his knowledge of the Navajo ancient ways and beliefs. The sheer beauty of this remarkable place is humbling and overwhelming. Our guide will make some stops for quiet reflection to absorb the energy of this sacred space and connect with the Spirits of the Ancestors who still watch over their ancient homeland. Then we will enjoy a tasty picnic lunch at a lovely spot in the canyon. After a full day of exploring amazing ruins, non-stop stunning views of natural beauty and feeling the energetic presence of the Ancient Ones, we return to Thunderbird Lodge for dinner and a relaxing evening of discussion and star-gazing. Meals: B, L, D Day 4: May 4 Drive from Canyon de Chelly to Farmington, NM Another day of discovery and adventure waits as we depart for Farmington, NM making stops along our way at some other world famous places within the Navajo Nation. Part of any unique travel adventure has to be shopping for unique artisan crafts and treasures and our first stop will be the Hubbell Trading Post about an hour away. Then on to Window Rock, Spider Rock and the Salmon Ruins Pueblo and Museum. Hubbell Trading Post: Began in 1876 and is the oldest continuously run trading post in the Navajo Nation. The Site's beauty is derived not from its rather drab exterior but from its remarkable traded goods and wares. Artists and weavers come from all over to sell and trade their crafts for household items, groceries and cash. Window Rock Tribal Park and Veterans Memorial: Window Rock is the capital of the Navajo nation and this small park near the Navajo Administration Center features the graceful red sandstone arch for which the capital is named – Window Rock. Here the Navajo built a memorial to the famous Navajo Code Talkers who used their language to provide unbreakable radio communications during WW2. They exemplify the unequaled bravery and patriotism of the Navajo people as depicted in the 2002 film "Windtalkers". We hope to have a meditation at the site with a local Navajo guide to honor and show our respect to these brave men and their service to our country. Lunch in Window Rock. We will also visit the giant monolith, Shiprock, which rises over 7,000 ft into the heavens. This huge stone tower is a sacred place to the Navajo. Salmon Ruins Pueblo and Museum: a 2.5 hr drive takes us to our final stop at this ancient Chacoan Pueblo site in the northwest corner of New Mexico; situated on the bank of the San Juan River. It hosts an elevated tower kiva in its central portion and a great kiva in its plaza. A 20 minute drive takes us to our hotel in Farmington, NM where we check in and then enjoy a great dinner at one of the best restaurants in Farmington. Overnight Fairfield Inn Meals: B, L, D Day 5: May 5 Full day tour Explore Chaco Canyon After breakfast we head out for a full day to explore the very mystical and remote Chaco Canyon. Chaco Canyon, is the largest excavated prehistoric ruins in North America and was the center of the ancestral Puebloan culture from AD 850 to 1200. Ancient sites within the park include Chacoan great houses, kivas, rock art and stunning vistas . The geometric layout of structures captivates visitors from around the world. Getting to Chaco is part of the adventure as the dirt entry road off the highway is a bumpy washboard ride. The remote location of Chaco adds to the mystical beauty and adventure of visiting this National Tribal Park. Picnic lunch in Chaco Canyon Overnight Farmington Meals: B, L, D Day 6: May 6 AM Visit to Aztec Ruins NM / Drive to Mesa Verde, CO Before heading west for a 2 hour drive to Mesa Verde, Colorado we'll visit the Aztec Ruins National Monument just outside of Farmington. Here we find a monumental great house, 3 stories high and longer than a football field, with perhaps 500 rooms including a ceremonial great kiva over 41 feet in diameter. A short trail winds through this massive site offering a surprisingly intimate experience. Along the way we discover roofs built 880 years ago, original plaster walls, a reed mat left by the inhabitants, intriguing T shaped doorways, provocative north-facing corner doors, and more. The trail culminates with the reconstructed great kiva which we are allowed to enter. The kiva inspires contemplation, wonder, and an ancient sense of sacredness. We continue to Mesa Verde, CO and the Far View Lodge located within the park boundaries and enjoy lunch. We spend the afternoon exploring this other-worldly site which offers much more than a piece of history, nature and beauty. This peaceful place lends a tranquil atmosphere and deeper connection with each other and the powerful majesty of Mother Earth. Mesa Top Loop Road winds past archaeological sites and overlooks, including Sun Point Overlook with panoramic canyon views. Petroglyph Point Trail has rock carvings and the Cliff Palace Loop Road takes us past Cliff Palace, Balcony House, and overlooks to other cliff dwellings. Know Before You Go: Getting into a cliff dwelling can be strenuous and they are at 7,000 feet elevation. Please consider your physical health before hiking or going on tours. Trails are steep and uneven, with steps and ladders. Visiting cliff dwellings or hiking is not recommended for those with mobility issues, fear of heights, heart or respiratory problems. During our tour, those who choose "not" to hike, climb ladders etc. to enter a cliff dwelling will have the option to view these sites on the overlooks on a vehicle driven tour. Cliff Palace: The largest cliff dwellings, is viewed as one of the top ten places to visit in a lifetime and has over 150 individual rooms and more than 20 kivas for spiritual rituals. This one-hour, ranger-guided tour involves climbing five, 8-10 foot ladders, on a 100 foot vertical climb. Walking distance is about 1/4-mile round-trip Balcony House: The tunnel, passageways, and 32-foot entrance ladder make this the most adventurous cliff dwelling site to explore in the park. This ranger-guided tour involves climbing a 32-foot ladder, crawling through a 12-foot tunnel, and climbing up a 60-foot open rock face with two 10-foot ladders to exit the site. We return to Far View Lodge for our farewell dinner in the Metate Room. After dinner, those who are eager to spend more time in this sacred place can explore more of Mesa Verde with our guide. Or enjoy your last evening relaxing on the balcony at sunset, awed by the natural beauty surrounding you. Far View Lodge: The Far View Lodge is a peaceful retreat that sits on a high shoulder of the mesa. This is the perfect place to sit outdoors on peaceful evenings and watch the sunset or hawks circling a darkening sky. The lodge is located 15 miles inside Mesa Verde National Park, at 8200 feet elevation. The road to the lodge is a series of switchbacks through lush valleys and canyons displaying spectacular views and photo opportunities of snowcapped peaks and wildlife. Purposely the lodge does not have in room televisions or phones to preserve the tranquility of this natural setting. All rooms have balconies with views into three states and awesome stargazing opportunities. http://www.visitmesaverde.com Meals: B, L, D Day 7: May 7 2018 Transfer from Mesa Verde to Durango, CO (1 Hour) If you are an early riser, enjoy breakfast as you watch a beautiful sunrise over Mesa Verde. Early morning there will be some time for a final adventure with our guide visiting other sites before we must say farewell and depart for Durango. Flight reservations home should not be booked until the afternoon. Meals: Breakfast Spirits of the Southwest Tour Cost: $2,499.00 Per Person Based on 12 guests in double room / Single Supplement $425.00 What's Included: Professional Tour Guide escort Modern, air-conditioned private bus 6 Night's accommodations at noted lodges and hotels 6 Breakfasts 5 Lunches 5 Dinners Full Day Tour of Canyon de Chelly with private Navajo guide / Lunch Included Bottled Water on the bus All National Park Entrance Fees and tours as noted in the itinerary Special arrangements for ceremony and meditation time with local Navajo Applicable Taxes and Fees What's Not Included: Airfare to Durango, CO / transfer from airport to Strater Hotel upon arrival Tips and gratuities to tour group escort Tips to individual tour guides at specific National Parks Anything not specifically noted in the tour itinerary Alcoholic beverages Tour Registrations handled by: Journeys of Discovery Travel Contact Gayle Lawrence to register or for more information 727-785-5563 email@example.com www.ajourneyofdiscovery.com Susan Duval www.SusanDuvalSeminars.com	<urn:uuid:19c04002-2adb-4348-9658-deb97cd12d69>	CC-MAIN-2017-43	http://ajourneyofdiscovery.com/files/Southwest_Tour_itinerary_May_1-7_2018.pdf	2017-10-18T12:46:09Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00784.warc.gz	15,570,866	2,968	eng_Latn	eng_Latn	0.993602	eng_Latn	0.997334	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2989, 6097, 9471, 12254, 13342 ]	[ 1.5625 ]	1	1
THE BIBLE STUDY PROGRAM WEEK 105 – Psalm 147 – Proverbs 2 & Hebrews 5 – 6 Overview – This study is a 6 day program covering both the Old Testament (OT) and the New Testament (NT). This study program is to take place on a daily basis (Monday through Saturday). The study will involve reading/studying 6 OT chapters and 2 NT chapters per week. The OT chapters will only be covered 1 time with the NT chapters being covered 3 times. Depending on reading speed, chapter length, etc., total study time should take approximately 15 to 30 minutes a day. In other words, by simply dedicating only about 15 to 30 minutes a day (6 days a week) to Bible study, in roughly 2 ½ to 3 years, you will have read and studied the entire Bible. If followed, you will have read the OT once and the NT three times, while studying through the entire Bible. The KJV (King James Version) is used to prepare the questions. How it works – Read, study, and/or answer questions as outlined below. Place an “x” in the blank after you have completed each day’s study. If you are unable to do the study on the set day, either try to “double up” and get back on schedule or if you get several days behind, simply skip to the current day’s schedule. If necessary you can always come back weeks or months later and study the chapters you missed. You will be able to identify any missed chapters easily if you consistently mark your studied chapters with an “x.” Practically speaking, however, this is not advisable and the student is encouraged to “stay on the daily schedule.” In short, this program will not work, if you do not commit yourself to a daily study habit. We also suggest that the student keeps the weekly study program sheets in a 3 ring binder for easy reference. It is likewise necessary that everyone in the local congregation who is involved in this study program get together weekly or at least biweekly to review the questions and answers. WEEK 105 – ( ______/______/______ ) to ( ______/______/______ ) 1. Sunday – Worship/Time With Family/Review Answers With Others 2. Monday – 1) OT – Psalm 147 (Read & Answer Questions) ___ 2) NT – Hebrews 5 (Read) ___ 3. Tuesday – 1) OT – Psalm 148 (Read & Answer Questions) ___ 2) NT – Hebrews 5 (Read & Answer Questions) ___ 4. Wednesday – 1) OT – Psalm 149 (Read & Answer Questions) ___ 2) NT – Hebrews 5 (Read & Word Study/Research) ___ 5. Thursday – 1) OT – Psalm 150 (Read & Answer Questions) ___ 2) NT – Hebrews 6 (Read) ___ 6. Friday – 1) OT – Proverbs 1 (Read & Answer Questions) ___ 2) NT – Hebrews 6 (Read & Answer Questions) ___ 7. Saturday – 1) OT – Proverbs 2 (Read & Answer Questions) ___ 2) NT – Hebrews 6 (Read & Word Study/Research) ___ WEEK 105 – DAILY PROGRAM 1. Sunday – Worship/Time With Family/Review Answers With Others 2. Monday – 1) Psalm 147 – Read & Answer Below a) Like others in this section, this psalm begins, “________ ye the ______….” b) What early verse tells us that God “…healeth the broken in heart, and bindeth up their wounds?” c) Unlike man, is God able to number the ______. d) Psalm 147:5 reads, “Great is our ______, and of great _______: His understanding is __________.” e) What verse teaches us that God “lifteth up the meek?” f) What verse says that the “Lord taketh pleasure in them that fear Him, in those that hope in His mercy?” g) Speaking of God’s (and NOT Jack Frost/Mother Nature) power and control over nature, what verse declares that God, “casteth forth His ice like morsels: who can stand before His cold?” h) How many times does this psalm specifically mention the name/term “Jerusalem?” i) Did God deal with Israel/Jerusalem in a special way (i.e., in fulfilling His promise to Abraham, ushering in the Messiah, etc.)? j) Does this psalm end with the same phrase that it begins with? 2) Hebrews 5 – Read Only 3. Tuesday – 1) Psalm 148 – Read & Answer Below a) How many times in this brief psalm is the term “praise” found? b) Psalm 148:2 reads, “Praise ye Him, all His ________: praise ye Him, all His ______.” c) Stressing the FACT that GOD is the CREATOR and that the creation cries out regarding the praiseworthiness of God, Psalm 148:5 tells us, “Let them _______ the ______ of the Lord: for He ______________, and they were __________.” d) The short phrase “and all deeps” is found in what verse? e) What verse tells us that “Kings of the earth, and all people,” need to praise God? f) After listing numerous things that should praise God, Psalm 148:13 states “Let them ________ the name of the Lord: for His _______ _______ is excellent; His _______ is above the earth and heaven.” g) What late verse contains the phrase, “…the children of Israel…?” h) What is the last phrase of this psalm? 2) Hebrews 5 – Read & Answer Below a) Hebrews 5:2 declares, “…that he himself also is compassed with infirmity.” What person is this speaking about? b) As stated in Hebrews 5:3, under the Old Law, a sacrifice for sin was offered by the high priest “…for the ________, so also for __________....” c) How many times is “Melchisedec” mentioned in this chapter? d) Speaking of Christ, Hebrews 5:9 reads, “And being made perfect, He became the author of eternal __________ unto all them that ______ Him.” e) The phrase, “…seeing ye are dull of hearing” is found in what verse? f) Hebrews 5:13 tells us, “For every one that useth milk is ___________ in the ______ of righteousness: for he is a ______.” g) The phrase, “…by reason of use…” is found in what late verse? h) Speaking of those who are skillful in God’s Word and who STUDY it, the latter part of Hebrews 5:14 says that such people “…have their senses ___________ to discern both ______ and _____.” d) Speaking of Christ, Hebrews 5:9 reads, “And being made perfect, He became the author of eternal __________ unto all them that ______ Him.” e) The phrase, “…seeing ye are dull of hearing” is found in what verse? f) Hebrews 5:13 tells us, “For every one that useth milk is ___________ in the ______ of righteousness: for he is a ______.” g) The phrase, “…by reason of use…” is found in what late verse? h) Speaking of those who are skillful in God’s Word and who STUDY it, the latter part of Hebrews 5:14 says that such people “…have their senses ___________ to discern both ______ and _____.” 4. Wednesday – . 1) Psalm 149 – Read & Answer Below a) Psalm 149:1 reads, “_______ ye the Lord. _____ unto the Lord a _____ song, and His praise in the congregation of _______.” b) What early verse begins, “Let Israel rejoice…?” c) Referencing God, Psalm 149:2 ends, “…let the children of ______ be ________ in their King.” d) Psalm 149:4 declares, “For the Lord taketh __________ in His people: He will beautify the ______ with salvation.” e) What verse in this chapter reads, “Let the high praises of God be in their mouth, and a two-edged sword in their hand?” f) What late verse contains the phrase, “…this honour have all His saints?” g) How many times is the term “saints” used in this brief chapter? h) How many times is the term “sing” used in this brief chapter? i) What is the last phrase of this psalm? 2) Hebrews 5 – Read & Word Study/Research a) Speaking of the earthly High Priest (i.e., as seen under the Law of Moses), what verse says, “…that he himself also is compassed with infirmity?” b) Who was “Aaron” (Hebrews 5:4)? c) What Old Testament Scripture is referenced in Hebrews 5:5? d) What Old Testament Scripture is referenced in Hebrews 5:6? e) Was Christ a High Priest after the order of “Aaron” or “Melchisedec?” f) The mental anguish and suffering discussed in Hebrews 5:7-8 is in reference to ________. g) According to Hebrews 5:9 does OBEDIENCE really matter? h) Is it possible for a person to “not grow” and also for a person “to grow” in the knowledge of God? i) Is maturity (i.e., “full age”) IN CHRIST connected with being able to properly use one’s senses based upon a proper understanding/discernment of God’s Word? 5. Thursday – 1) Psalm 150 – Read & Answer Below a) What is the opening phrase in this short chapter? b) What is the ending phrase in this short chapter? c) How many times is the term "praise" used in this short chapter? d) Psalm 150:2 begins, "________ Him for His mighty acts…." e) Psalm 150:2 continues, “…praise Him according to His __________ ___________." f) What are the first two words of Psalm 150:4? g) Psalm 150:6 begins, “Let ______ ______ that hath breath praise the Lord….” 2) Hebrews 6 – Read Only 6. Friday – 1) Proverbs 1 – Read & Answer Below a) This inspired book opens, “The ________ of __________....” b) In describing the purpose of proverbs, Proverbs 1:2 reads, “To know _________ and ___________; to perceive the words of _______________.” c) Proverbs 1:3-4 continues, “To receive the instruction of _________, _________, and judgment, and _________; To give __________ to the simple, to the ________ man ____________ and _____________.” d) According to Proverbs 1:7, “The _____ of the Lord is the beginning of knowledge….” e) Proverbs 1:7 continues, “…but ______ despise wisdom and instruction.” f) Beginning a section, what verse declares, “My son, if sinners entice thee, consent thou not?” g) Beginning a section, wherein “wisdom” is personified, what verse begins with the words, “Wisdom crieth without…?” h) What late verse reads, “For that they hated knowledge, and did not choose the fear of the Lord?” i) What is the first word of Proverbs 1:31? j) In grand summary, Proverbs 1:33 states, “But _______ hearkeneth unto me shall dwell ________, and shall be quiet from ______ of _____.” 2) Hebrews 6 – Read & Answer Below a) What is the first word of this chapter? b) In Hebrews 6:6, does the inspired apostle discuss some who “fall away?” c) things of you…?” In what verse does Paul urge them, "But, beloved, we are persuaded better d) What beautiful verse begins, “For God is not unrighteous to forget your work and labour of love…?” e) __________ to the full __________ of _____ unto the end.” Hebrews 6:11 reads, "And we desire that every one of you do shew the same f) Hebrews 6:12 continues, “That ye be ____ _________, but followers of them who through _______ and _________ inherit the promises.” g) What verse in this chapter specifically mentions that “God made promise to Abraham?” h) What verse says that we have “hope…as an anchor of the soul…?” i) According to this inspired chapter, “Jesus” is “an high priest for ever after the order of _____________.” 7. Saturday – 1) Proverbs 2 – Read & Answer Below a) As is seen throughout the book (i.e., as a father speaks to his son concerning righteousness and TRUE wisdom), this chapter begins, “___ ____....” b) Again showing the nature of Proverbs, are the terms “wisdom” and “understanding” used in Proverbs 2:2? c) Like above, are the terms “knowledge” and “understanding” used in Proverbs 2:3? d) What is the first word of Proverbs 2:4? What is the first word of Proverbs 2:5? e) Concerning the SOURCE of TRUE WISDOM, Proverbs 2:6 reads, “For the _____ giveth _________: out of ___ ________ cometh ___________ and ____________.” f) Proverbs 2:11-12 tells us that discretion and understanding shall deliver one from “the way of the _____ man.” g) What verse begins a discussion of “the strange woman” (i.e., the evil woman)? h) What verse speaks of the one who “forsaketh the guide of her youth, and forgetteth the covenant of her God?” i) Proverbs 2:20 begins, “That thou mayest _____ in the way of ______ men….” j) What late verse declares, “But the wicked shall be cut off…?” 2) Hebrews 6 – Read & Word Study/Research a) Hebrews 6:1 begins, “Therefore leaving the principles of the doctrine of Christ, ____ ___ go on unto ___________....” b) What is the inspired writer talking about in Hebrews 6:1-2 when he speaks of “not laying again the foundation of” various things therein mentioned? c) Does Hebrews 6:4-5 describe one who has obeyed the gospel, and is thus saved? d) In what verse does the writer describe one who crucifies to himself “the Son of God afresh, and put[s] Him to an open shame?” e) The phrase, “…in that ye have ministered to the saints, and do minister” is found at the end of what verse? f) What verse begins, “That ye be not slothful…?” g) What does the term “slothful” mean? h) What Old Testament Scripture is referenced in Hebrews 6:14? i) What are the “two immutable things” (Hebrews 6:18)? j) How many times is the term “hope” found in this chapter?	<urn:uuid:9ada3a4f-4f32-491a-a054-e093c392a40f>	CC-MAIN-2017-43	http://thebiblestudyprogram.com/uploads/105Packet.pdf	2017-10-18T12:46:18Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00788.warc.gz	343,639,618	3,272	eng_Latn	eng_Latn	0.986126	eng_Latn	0.989551	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2726, 4910, 8149, 10544, 12534 ]	[ 1.5078125 ]	1	3
\| 09:00 - 09:30 \| ACREDITATION \| \| \|---\|---\|---\| \| 09:30 - 10:00 \| \| \| \| 10:00 - 10:30 \| OPENING \| “Solar Telescopes HASTA and MICA” Carlos Francile \| \| 10:30 - 11:00 \| OPENING CONFERENCE “First Solar Eclipse observations performed by Argentinean Observatories” Santiago Paolantonio \| \| \| 11:00 - 11:30 \| \| “Teaching of the Astronomy with digital cameras” Leonardo Pelliza \| \| 11:30 - 12:00 \| \| \| \| 12:00 - 12:30 \| “Astronomy for equity, inclusion and diversity” Beatriz García \| “A didactics of the Astronomy: a meaningful experience” Néstor Camino \| \| 12:30 - 13:00 \| \| \| \| 13:00 - 15:00 \| \| \| \| 15:00 - 15:30 \| “Eclipses: approach from América” Alejandro López \| WORSHOPS FOR TEACHERS AND GENERAL AUDIENCE “Solar System for blind people: a multisensorial experience” Beatriz García “Low cost teaching of the Astronomy” Charles Fulco \| \| 15:30 - 16:00 \| \| \| \| 16:00 - 16:30 \| ROUND TABLE “Sky and Culture: different views, equivalent values” \| \| \| 16:30 - 17:00 \| \| \| \| 17:00 - 17:30 \| \| \| \| 17:30 - 19:00 \| COFFE BREAK \| COFFE BREAK \| \| 19:00 - 20:30 \| “The Sun and their different features” Cristina Mandrini \| “The Sun, our dynamic star” Hebe Cremades \| February 25th : Free Day (Tour to the Alerzal or to “Trochita”, optative). February 26th : 03:00 to 07:30 Travel to Facundo. 9:30 to 12:00: Eclipse observations 13:00 to 15:00 Closing Lunch (“Asado”). 15:00 to 19:00 Back to Esquel.	<urn:uuid:23c06148-e7cd-4b38-bc2c-2920db5566a6>	CC-MAIN-2017-43	http://sion.frm.utn.edu.ar/WDEAII/wp-content/uploads/2016/03/WDEAII-AGENDA-ENG-final.pdf	2017-10-18T13:08:07Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00787.warc.gz	312,651,404	507	eng_Latn	eng_Latn	0.969389	eng_Latn	0.969389	[ "eng_Latn" ]	false	docling	[ 1410 ]	[ 1.9609375 ]	1	0
Virtual Mentor American Medical Association Journal of Ethics August 2014, Volume 16, Number 8: 648-651. HISTORY OF MEDICINE Music and Medicine: Harnessing Discipline and Creativity Lisa M. Wong, MD It is one of the superficialities of our time to see in science and in art two opposites. Theodor Billroth (1829-1894), musician and surgeon Imagination is the mother of both [1]. Music and healing have been inextricably linked throughout history. The Greek god Apollo was not only god of the sun, but god of both healing and music. The highly refined skills developed in musical training—listening, collaboration, empathy, attention to detail, and aspiration to excellence—are skills that are equally highly valued in the practice of medicine. Several innovative physicians in the last 300 years were also highly accomplished musicians: * In Russia, Dr. Alexander Borodin (1833-1887) played several instruments and composed two symphonies, three operas, and two string quartets, among other works. He was an organic chemist and physician who also helped establish the first medical school for women in St. Petersburg [3]. * In France, Dr. Rene Laennec (1781-1826) was a flutist who was known to build his own wooden flutes. He later went on to invent the first stethoscope—a long hollow tube made of wood [2]. * In the US, Dr. Thomas Sudhof, winner of the 2013 Nobel Prize in Medicine for his work in cell transport, credited his bassoon teacher Herbert Tauscher as his source of inspiration [4]. There have been and are thousands of physician-musicians we will never hear about—these are just a few. Is there a connection between the training one undergoes and the skills one needs to become an accomplished musician and the training and skills it takes to be an excellent physician? Let us consider the life and practice of the exemplary physician-musician Dr. Theodor Billroth (1829-1894), who is widely recognized as one of the most influential and innovative surgeons of his day. Although he first wanted to pursue a career as a pianist, his family persuaded him to study medicine, and he ultimately embraced the field and established himself as a disciplined scientist, superlative teacher, and surgical pioneer [5]. In Vienna, Billroth had the opportunity to push the boundaries of surgery: he was among the first to develop surgical procedures for cancers of the larynx and thyroid, along with the gastrojejunostomy techniques that still bear his name. He was as methodical as he was innovative; when he developed a surgical procedure, Billroth considered its pathophysiologic basis and practiced on cadaveric specimens and animal models prior to operating on patients. Billroth was also a pioneer in surgical ethics: many of his then-innovative ideas are now standard practice. He advocated transparency in surgical care, insisting on postsurgery audits and open discussion about unsuccessful as well as successful procedures to improve patient outcomes—a precursor to today's morbidity and mortality rounds. As an educator, he invited students to observe his operations, organized meetings for article reviews, and developed a journal. What is less known in medical circles is that Billroth's creativity was fueled by his deep engagement in music. An accomplished pianist at an early age, he later learned the viola and violin and became a close friend of composer Johannes Brahms. At the age of 38, Billroth became chief of surgery at the University of Vienna, the youngest physician to hold that position. Billroth initially found it difficult to socialize with his older medical colleagues and was happy for the companionship and musical collaboration he had with Brahms and other musical luminaries his age residing in Vienna. Billroth hosted frequent evening musical gatherings for friends and fellow musicians, which often featured premieres of the works of Brahms [6]. The composer, in turn, relished holding discussions with people in other fields. He was fascinated by the logic of scientific reasoning and greatly admired Billroth's understanding of medicine and music [7]. In gratitude for their friendship, Brahms dedicated the first two of his string quartets to Billroth in 1873. Two years later, Brahms dedicated his third quartet to another musician-physician, T.W. Engelmann (a cellist and physician interested in cardiac physiology) [8]. Billroth, humbled, wrote to his colleague Engelmann about this honor from Brahms: "I am afraid these dedications will keep our names in memory longer than the best work we have done; for us, not very complimentary, but beautiful for humanity which, with the right instinct, considers art more immortal than science" [9]. So what is it that musicianship can bring to doctoring? In his 2011 article "What Musicians Can Teach Doctors," Frank Davidoff compares the training of highly skilled musicians with that of highly skilled physicians and considers the flexibility necessary for creativity to flourish in the arts of music and medicine. While recognizing that not all fine physicians are musicians, Davidoff suggests that a number of elements important to musicians (and other artists) also bear upon good doctoring. These include the fact that the practice of medicine is, like music, essentially "performance"; that learning and teaching in both fields are best accomplished through coaching; that practice is as important as talent, or more so; that continual integration of practice into daily work and performance is essential; and that expertise in both disciplines results from innovation by individual practitioners that is built on a foundation of fluency with standard procedures [10]. Practice in the arts can help inculcate these values and hone these skills. Dr. Daniel Roses, distinguished professor of surgery at New York University and musician, describes what made Brahms and Billroth so unique and successful: They examined everything they did with relentless self-discipline: nothing left their hands that was indifferent. They accepted no truth second hand. They retested, reapplied, reassessed…and ultimately reformed the heritage in surgery and music which they had inherited [11]. Creativity, in each case, was balanced by a clear dedication to excellence. Creativity coupled with dedication to excellence and lifelong commitment to practice is a formula for success in many vocations. The centrality of these skills and attributes to both medicine and music, nonetheless, can only enhance the masterful performance, life, and enjoyment of the physician-musician. References 1937;25(4):218. 1. Sunderman WF. Theodor Billroth as musician. Bull Med Libr Assoc. 2. Roguin A. Famous names and medical eponyms: Rene Theophile Hyacinthe Laënnec (1781-1826): The man behind the stethoscope. Clin Med Res. 2006;4(3):230-235. 4. Tom Südhof [interview]. Lancet. 2010;376(9739):409. 3. Gillespie WF. Doctors and music. Can Med Assoc J. 1935;33(6):676-679. 5. Roses D. Brahms and Billroth. Amer Brahms Soc Newslett. 1987;V(1):1-5. 7. Roses, 2. 6. The leisure corner. JAMA. 1953;152(10) 964-965. 8. Fielding HG. Medical men who have loved music. Musical Q. 1921;7(4):527-548. 10. Davidoff F. What musicians can teach doctors. Ann Intern Med. 2011;154(6):426-429. 9. Roses, 3. 11. Gardner L. Billroth and Brahms–a study in science and music [video]. Lee Sedwick Production; 2013. http://vimeo.com/65902000. Accessed June 26, 2014. Lisa M. Wong, MD, is an assistant clinical professor of pediatrics at Harvard Medical School in Boston and has been a pediatrician at Milton Pediatric Associates since 1986. An active musician, she performs with the Longwood Symphony Orchestra, of which she was president for 20 years. She mentors musical premedical and medical students and is a founding member of Arts&Humanities@HMS. Dr. Wong's first book, Scales to Scalpels: Doctors Who Practice the Healing Arts of Music and Medicine, was published by Pegasus Books in 2012. Related in VM Expanding Humanities Training Beyond Medical School, August 2014 "The Best of Doctors Go to Hell": How an Ancient Talmudic Aphorism Can Inform the Study and Practice of Medicine, August 2014 The viewpoints expressed on this site are those of the authors and do not necessarily reflect the views and policies of the AMA. Copyright 2014 American Medical Association. 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Think of You Count: 32 Wall: 2 Level: Improver Choreographer: Gaye Teather & Phil Carpenter - January 2017 Music: Think Of You - Chris Young ( Duet With Cassadee Pope). [CD: I'm Comin' Over] : Available From I/Tunes And Amazon - 114 bpm INTRO: 16 COUNTS FROM MAIN BEAT SECTION 1: RIGHT ROCK BACK, RECOVER, WALK FORWARD RIGHT, LEFT, RIGHT SHUFFLE FORWARD, LEFT KICK BALL STEP FORWARD. 1 – 2 Right Rock Back, Recover Weight on Left 3 - 4 Walk Forward Right, Left. 5 & 6 Right step forward, Left step beside Right, Right step forward. 7 & 8 Left kick forward, Left step beside Right, Right step forward. SECTION 2: LEFT ROCK FORWARD, RECOVER, LEFT LOCK STEP BACK, RIGHT BACK, LEFT CROSS TAP, LEFT KICK BALL CROSS. 1 – 2 Left rock forward, Recover weight on Right 3 & 4 Left step back, Lock Right over Left, Left step back. 5 - 6 Right step back, Tap Left toes across Right foot. 7 & 8 Kick Left foot forward, Left step beside Right, Cross Right over Left.(12.00) SECTION 3: LEFT SIDE ROCK, RECOVER, LEFT BEHIND, ¼ TURN RIGHT, LEFT STEP FORWARD, RIGHT JAZZ BOX TURNING ¼ TURN RIGHT. 1 – 2 Left step side Left, Recover weight on Right. 3 & 4 Left step behind Right, Turn ¼ Right stepping Right Forward, Left step forward (3.00). 5 - 6 Right cross over Left, Left step back. 7 - 8 ¼ Turn Right stepping Right to Right side with long side step, Left touch beside Right. (6.00) SECTION 4: ¼ TURN LEFT, ½ TURN LEFT, LEFT COASTER STEP, PIVOT ¼ TURN LEFT, RIGHT KICK BALL BACK. 3 & 4 Left step back, Right step beside Left, Left step forward. 1 – 2 ¼ Turn Left stepping Forward on Left , ½ Turn left stepping back on Right.(9.00) 5 - 6 Right step forward, Pivot ¼ turn Left (6.00). 7 & 8 Kick Right foot forward, Right step beside Left, Step back on Left. REPEAT DANCE FACING NEW WALL - ENJOY AND HAVE FUN * Choreographers Note* Tags: Reverse Rocking Chair At the end of wall 2 add the following 4 count Tag (You will be facing front) 1 – 4 Rock back on Right. Recover onto Left. Rock forward on Right. Recover onto Left At the end of wall 4 add the following 8 count Tag (You will be facing front) Reverse Rocking chair. Back. Touch. Side Left. Touch 1 – 4 Rock back on Right. Recover onto Left. Rock forward on Right. Recover onto Left 5 – 8 Step back on Right. Touch Left toe in front of Right foot. Step Left to Left side. Touch Right Beside Left. PHIL & GAYE'S BIG FINISH End of Wall 11: You'll be at 6.00. E/MAIL: firstname.lastname@example.org Gaye Teather email@example.com	<urn:uuid:505cc2ad-3f8e-4f83-abec-b34fee054d69>	CC-MAIN-2017-43	http://www.copperknob.co.uk/downloadsheetpdf.aspx?StepsheetID=115992	2017-10-18T13:09:11Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00788.warc.gz	429,171,812	719	eng_Latn	eng_Latn	0.728389	eng_Latn	0.65215	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2446, 2519 ]	[ 1.4375 ]	4	2
DISTRICT LITERACY PLAN RICHMOND 2012 Community Context Richmond is an ethnically diverse, growing and dynamic urban centre. The 2011 Census lists the population as just under 200,000 with more than 60% being of Chinese or South Asian heritage. Life expectancy on average in Richmond is 83.4 years. Richmond's economy supports 135,000 jobs mostly in the hospitality, retail, light manufacturing, fishing and agricultural sectors. The average price of a single family home in Richmond is approximately $1 million. The proportion of rentals is 29.1%. Although statistics generally indicate a vibrant and wealthy community, Richmond has two statistics which are a continued source of concern. Richmond has an overall poverty rate in excess of 22% with the second highest child poverty rate in Canada. Increasing use of the Food Banks and the Community Meal Programs, are evidence of these statistics. In addition the 2008 Canadian Health Literacy study listed that more than 60% of Richmond residents have a health literacy level below level 2. Seniors, new immigrants and the unemployed are the most vulnerable in the population. These statistics create a distinct challenge in enhancing the literacy levels of Richmond's population beyond the basic level of functioning in English. Task Group The central task group for Literacy Richmond consists of representatives of a variety of community agencies. They oversee the work of the Literacy Outreach Coordinator, ensure that the goals of the Richmond Literacy Plan are being addressed, make suggestions for further literacy work and monitor the spending of the community grants. Meetings are held on an as needed basis. Members of this group are: Margaret Dixon Literacy Outreach Coordinator De Whalen Women's Resource Centre (Financial Steward) Lee Ann Smith Richmond Public Library Barbara Fitzpatrick Sunrise Rotary Club, Chair of Task Group Anne Swann Vancouver Coastal Health Pinky Dang SUCCESS In addition, a Community Partners Meeting is held bi-monthly. Participation in these meetings varies from 16-24 people representing the wide spectrum of not-forprofit organizations in Richmond. At these meetings progress on the Literacy Plan is discussed and suggestions for further enhancements are made. Each group that has received community funding reports on the progress of their project. Various guest speakers dealing with a particular aspect of literacy are often received at these meetings. Community Development & Literacy Collaboration The culture of collaboration is well established in the Richmond context. With respect to Literacy, all community funds expended require a partnership between at least two community groups. In almost all partnerships, the Public Library is one of the links. Some of the best partnerships have happened when intergenerational collaborations are established. An example would be the Richmond Family Place (young children) and the Women's Resource Centre (adult women). In particular it is evident that the issue of poverty is emerging as a crucial factor in the literacy needs of Richmond residents. Consequently the Food Bank and the Poverty Response Committee have established a strong bond with the Women's Resource Centre and the Richmond Family Place. Goals and Actions for the Current Year The majority of the work of Literacy Richmond this year has been focused on the following goals. * Coordinate and streamline Richmond Literacy activities and resources * Organizations in Richmond will work together in a collaborative fashion to increase literacy in Richmond * Develop the level of literacy within vulnerable adult population The goals of coordination and collaboration have been developed through several initiatives. 2011 saw the opening of the Neighbourhood Learning Centre. This facility serves the Richmond community and is open year round. Its goal is to provide an array of services, support and resources for the individuals from infants to seniors. Groups that have rented the facility have a focus on literacy. Although no long term renter has yet come forward, the short term rentals have been successful. A second initiative has been through continued support of a variety of intergenerational programs. The Cook Early Learning Centre was established through a partnership with Richmond City Centre Community Association and Richmond School District No 38. The program is inspired by the pre-schools in Reggio Emilia, Italy which are known for their high quality of care and for their use of natural and sensory materials. The Cook Early Learning Centre provides a rich, nurturing and responsive learning environment for pre-school aged children and their families. Many of the families who use the centre are new to Canada, speaking little or no English and many are just learning how to navigate themselves in the community. This centre is unique in that it is walk-in only. Families using this centre live in the neighbourhood. The Early Learning Facilitator works closely with City Centre staff to provide the supports that these families need. The Centre operates at full capacity two afternoons per week. Another new initiative was a partnership with Volunteer Richmond and The Women's Resource Centre to offer weekly parenting sessions in Mandarin from July to November 2011. A partnership with Richmond Multicultural Community Services offered sessions for new immigrant and refugee families. Get Ready for School is a play based literacy program at the Food Bank where children have literacy activities supported by two volunteers while their caregivers pick up the weekly family food supplies. Continued support has also been given to programs supporting the literacy learning of caregivers and their children through the following programs: - Gardening Fun for Families, a community garden literacy based program working with the South Asian community. - Strong Start/Mother Goose, offering support for Muslim families. - South Asian Women and Tots Reading Program, developing the skills of both caregivers and their children. - Speak, Read Succeed, offering oral conversation, resume preparation and interview skills for immigrant populations. - Chai at Chaupal, offering oral conversation circles at the Temple to Sikh women. - Each one, Teach one, offering financial literacy courses on a variety of topics. Indications of Success Each community group that receives funding is required to submit a final report detailing their expenditures and an evaluation of the success of the initiative. In each of the projects funded there were common themes: * more time for the sessions * more sessions for more participants * repeat or extend the sessions * more conversation opportunities * increase the frequency of the sessions * more individual tutoring For many projects the intergenerational aspect of the program was a major component of its success. In particular caregivers, especially elderly ones, benefitted greatly from learning with the children. They felt that it was a safe environment in which to learn literacy skills. In addition, this helped with childcare issues. Raise-A-Reader For the first time Raise-A-Reader funds were received by Literacy Richmond distributed through Decoda Literacy Solutions. After consultation with community partners it was decided to develop an adult based literacy group with the Phillipino live-in caregivers (FIRST). This has been done with the support of the SD #38 SWIS (Settlement Workers in Schools). It will focus on developing their literacy skills to enable them to participate more fully in Canadian society. The literacy skill development is done within the context of Canadian culture. A second goal is to raise their level of literacy to a higher vocational level so that when they are able to repatriate their families into Canada their employment opportunities will be greater. Challenges As usual, sustainability is a major challenge. The need to provide child minding is often an issue. Many of the initiatives do not run year round and so gains in learning may be lost. We continue to find ways the address each of these challenges and for many, the increased partnerships have resolved some issues. 2012-2013 For the coming year, the goal of coordination of services and cooperation will continue to be addressed. Promotion of the Neighbourhood Learning Centre throughout the Richmond community will be actively pursued. Ways to enhance the health literacy of Richmond residents will be explored in partnership with Vancouver Coastal Health and the public library. Financial Literacy courses for both youth and older adults will be provided. A CALP grant partnership between Literacy Richmond, Kwantlen Polytechnic University, and the Richmond Public Library has been sought with additional community support from the Richmond Women's Resource Centre, the Family Integration and Resource Support Team (FIRST), and Let's Read Together. Ways to further utilize Raise-A-Reader funds will also be examined. Exploration of initiating an Immigrant Parents As Literacy Supporters (IPALS) within the Spanish community has begun. Finally cooperation with the Richmond Public LIbrary will continue as they adjust and implement their Strategic Plan, "Richmond-City of Readers."	<urn:uuid:f2c77a50-56e6-4e83-a8fd-bf5c5cfa3b7d>	CC-MAIN-2017-43	https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/uploads/sd38.pdf	2017-10-18T13:13:21Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00788.warc.gz	1,021,216,572	1,760	eng_Latn	eng_Latn	0.996614	eng_Latn	0.997337	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2482, 5180, 7173, 9338 ]	[ 2.125 ]	1	0
Ethel Benjamin Address Access to Justice – Who Needs Lawyers? 7 November 2014 Her Honour, Justice Helen Winkelmann, Chief High Court Judge E nga mana, e nga iwi Tena koutou, tena koutou, tena tatou katoa I begin by speaking in praise of the New Zealand Law Foundation and the Otago Women Lawyers' Society for hosting this event. I am humbled by the knowledge of the very notable women who have spoken in previous years and honoured to be associated with the Ethel Benjamin Address. This is an important event in the annual legal calendar because it ties us so strongly to a not very distant past in which women, including the young law student and lawyer Ethel Benjamin, fought for the right to equality in New Zealand. It is an event which reminds us that the pioneers in that fight fought hard. They fought hard for equal education, for the right to vote, for economic fairness, and for the right to lead a life free of violence. But I think the most important thing about the Ethel Benjamin address is that it gives us an opportunity to talk and think about the fights that lie ahead. Ethel's admission to the profession owed little if anything to support for gender equality from within the profession. The legal profession was one of the very last professions to admit women to its membership, and Ethel had to wait upon an Act of Parliament to allow her to use her law degree. The Female Legal Practitioners Act 1896 was just one of a string of Acts of Parliament which for almost a century saw our country at the forefront of social reform as it affected the rights of women. It is easy to trace the legislative initiatives that fed into the slow but not inexorable move toward a greater deal of equality for women; the Electoral Act 1893, the Female Legal Practitioners Act 1896, the 1919 Women's Parliamentary Act. The latter gave women the right to stand for Parliament, leading to the election of the Labour candidate Elizabeth McCombs, although not until 1933. Then the Government Services Equal Pay Act 1961, the Equal Pay Act 1972 and the 1976 Property (Relationships) Act. The role played by the courts has not been so dramatic, usually clarifying the direction a march which left from Parliament House, not the courthouse, should head. But in numerous decisions the Courts have given effect to women's property rights and acknowledged and attached value to a women's non-monetary contribution to a relationship (decisions such as Reid v Reid, X v X , Jack v Jack). 1 Through judicial decisions courts have recognised the right of women to live lives free of sexual and domestic violence. Last year the Employment Court released its decision in Service and Food Workers Union Nga Ringa Tota Inc v Terranova Homes and Care Ltd, breathing new life into the Equal Pay Act. 2 This thumbnail sketch says something about the courts and the role of our profession. The role the courts play in our society is not generally to lead broad and bold social change. Rather, it is to work out the just outcome in a particular case. Teasing out, and applying how a statute or principle applies to the citizen. This is where justice operates most meaningfully. It is at the level of the individual that we experience every aspect of our society. For centuries judges and lawyers have worked together to ensure that all can enjoy the benefit of the protection of the law, including those who are vulnerable by reason of limited means, limited education, their minority status or their gender. We know that it was the work of the courts that drew Ethel Benjamin to the legal profession. She was obviously a remarkable child, reading the law papers and listening to her parents discussing the latest case in the courts. In an interview given to the Christchurch Press in 1897 she said: Is it not desirable that women should be able to consult members of their own sex regarding the many delicate questions on which they daily need to be advised? To the woman lawyer women can speak without reserve, and many whom modesty compelled to suffer in silence rather than confide their troubles to the opposite sex, will now have an opportunity of going to a woman lawyer for legal advice. Although using language and sentiments appropriate to the time, Ethel was speaking about concepts to which we can all relate today. She was concerned to ensure that women could access justice, identifying as a barrier to that a male dominated profession. It is the idea of "Access to Justice" that I want to speak about in today's address. At first blush, this is an uncontroversial topic. Who could doubt or challenge the importance of access to justice? We can all agree, that access to justice is a good thing. However there are developments and trends in how the civil justice system is operating that have implications for access to courts, and to justice before the courts. The first topic I address today is the increasing view of civil justice as a user pays system, a view which places little value on the role that civil justice plays in our society. The second but related topic is the growth in the unmet need for access to justice. This is sometimes referred to by 1 Reid v Reid [1979] 1 NZLR 572 (CA); X v X [2009] NZCA 399, [2010] 1 NZLR 601; Jack v Jack [2014] NZHC 1495. 2 Service and Food Workers Union Nga Ringa Tota Inc v Terranova Homes and Care Ltd [2013] NZEmpC 157, (2013) 11 NZELR 78. commentators as the "justice gap". The symptom of this justice gap I focus upon is the increasing number of unrepresented litigants before the courts. What I would like to do is encourage debate about the first topic, the recasting of civil justice as a private benefit. As for the second, the growing justice gap, I aim to spark the profession to action. The title to this address, "Access to Justice: Who Needs Lawyers?", is intended to be provocative, but serious nonetheless. As I reflect upon developments within the civil justice sector I see the weakening of the exclusive and central role that lawyers have played in our courts. Ultimately I believe that if this continues it will be not just to the detriment of the profession, but also to the detriment of civil justice in our society. A useful definition of what comprises our conception of access to justice is that of Lord Neuberger who says that access to justice: 3 … has a number of components. First, a competent and impartial judiciary; secondly, accessible courts; thirdly, properly administered courts; fourthly, a competent and honest legal profession; fifthly, an effective procedure for getting a case before the courts; sixthly, an effective legal process; seventhly, effective execution; eighthly, affordable justice. For today I confine myself to the aspects of that definition that touch upon the need for affordable justice and associated with that access to legal representation. I also limit myself to discussion of access to civil justice. Although access to justice in relation to criminal law is of equal importance, different considerations are engaged. To adequately discuss a topic that broad would require more time than today allows. Why is access to justice important in the civil sphere? It is because access to justice is the critical underpinning of the rule of law in our society: the notion that all, the good, the bad, the weak, the powerful, exist under and are bound by the law. That condition cannot exist without access to courts. Courts of law developed as a substitute for self-help remedies. The civil action has been described as "civilisation's substitute for vengeance". 4 They are essential to social order. The courts' decisions articulate clearly how the law applies to the citizen, and thereby allow others to order their conduct and affairs so as to comply with the law. Through the independent operation of the courts, society also orders itself in the certain knowledge and 3 Lord Neuberger Justice in an Age of Austerity (Tom Sargant Memorial Lecture, 15 October 2013). 4 E J Couture "The Nature of the Judicial Process" (1950) 25 Tulane Law Review 1. belief that all can have a remedy for a wrong, and that no-one, no matter how rich or powerful, is above the law. Critical to this belief that underpins civil society is access to courts to challenge the wrongful acts of others. Unless we have this access, we will live in a society where the strong will by any means, including violence, always win out against the weak. This will be a society in which, once binding civil obligations, are recast as voluntary. In 1988 the Chief Justice of Canada put it this way: 5 [T]here cannot be a rule of law without access, otherwise the rule of law is replaced by a rule of men and women who decide who shall and who shall not have access to justice. There are indications that far from being viewed as a democratic institution, civil courts are, for policy purposes at least, regarded as a luxury service for which users should pay. There is a new language that is used in connection with courts; people who come before the courts are called customers, judges and lawyers are referred to as stakeholders, District Court centres are referred to as franchises. We are now to understand that we are part of a market for justice services and our product is being "marketised". One feature of this market approach to the courts is the rise in court fees. Court fees are charged by the Executive. The Executive provides the infrastructure for the courts to operate and charges court fees to recoup the cost of this. In New Zealand they are set high, and undoubtedly act as a barrier to accessing the courts. The imposition of court fees reflects a user pays approach to the provision of civil justice. It undervalues the intrinsic value to society of a civil justice system. It ignores that although the courts produce something of value to the individual litigant, they also produce something of value to our broader society. It is because of the broader role our civil justice system plays that parties who come to court accept that by doing so they forego their right to privacy in relation to aspects of their dispute. They accept that it is the norm that the judgment issued in their case will be a public document, as will the fact that they have sought the courts' assistance to decide the rights and wrongs in their particular case. Commenting upon the court fee regime, Priestley J in his Harkness Henry Lecture, made the following comment: 6 One extraordinary feature of Ministry of Justice control of the financial aspects of the judicial arm is the entire system of the court fees and hearing fees … A strong 5 BCGEU v British Columbia [1988] 2 SCR 214. 6 John Priestley "Chipping Away at the Judicial Arm" (2009) 17 Wai L Rev 1. argument can be made that the requirement to pay filing fees and hearing fees amounts to the sale of justice. Is there anything comparable with the other two arms of government? There is not. It would never seriously be suggested that a citizen would have to pay $100 to consult his or her Member of Parliament, or $5,000 for the privilege of travelling to Wellington to lobby a Minister. Why is recourse to the judicial arm of government, for the purpose of the courts' constitutional role of resolving disputes, any different? The Judge was of course echoing the powerful words of the Magna Carta: To no-one will we sell, to no-one deny or delay right or justice. Courts in other jurisdictions have seen the issue of court fees as a constitutional issue. In the very recent decision of the Supreme Court of Canada, Trial Lawyers Association of British Columbia and Canadian Bar Association v Attorney-General of British Columbia, the Court addressed the limits of the Provincial Government's power to legislate concerning the administration of justice. 7 Although not doubting the Provincial Government's power to require the payment of court fees, the Supreme Court held that the regime created did not grant adequate discretion to the court to ensure that fees did not prevent access to the courts. McLachlin CJ said: 8 The historic task of superior courts is to resolve disputes between individuals and decide questions of private and public law. Measures that prevent people from coming to the courts to have those issues resolved are at odds with this basic judicial function. The resolution of these disputes and resulting determination of issues of private and public law, viewed in the institutional context of the Canadian justice system, are essential to what the superior courts do. Indeed, it is their very book of business. In an earlier 1998 English case, Regina v Lord Chancellor, Ex Parte Witham the English Court of Appeal struck down a court fees regime that took away an existing exemption from court fees for litigants in person who were in receipt of income assistance. 9 In delivering the judgment of the court, Laws LJ founded his analysis squarely on the proposition that access to justice is a fundamental common law right. 10 7 Trial Lawyers Association of British Columbia and Canadian Bar Association v Attorney-General of British Columbia 2014 SCC 59. 9 R v Lord Chancellor ex parte Witham (1998) QB 575 (HC) at 581. 8 At [32]. 10 The New Zealand Court of Appeal recently cited Laws LJ's judgment as authority for the proposition "that access to the Courts for the purpose of seeking justice, especially when decisions of the Government are involved, is a fundamental right", Canterbury Regional Council v Independent Fisheries Ltd [2012] NZCA 601, [2013] 2 NZLR 57 at [136]. As I have mentioned, the fees payable in respect of proceedings in the High Court are high. For example for a straightforward proceeding involving a one day hearing, Court fees alone would amount to $6,700. 11 When the most recent review of civil fees was undertaken in 2012, the New Zealand Bar Association provided a thoughtful submission, suggesting a lesser rate of increase was appropriate. The Bar Association observed that the proposed hearing fees for a one day trial would be approximately 49 per cent more than those for a comparable UK trial. This was even though the UK daily fee was set on a cost recovery basis, and included judicial administrative time. The Bar Association also compared our fees to those charged in comparable jurisdictions in Australia, and concluded that: 12 …even without converting from Australian dollars to New Zealand dollars, … individuals and small businesses pay much lower hearing fees in the … states [of Western Australia, South Australia, New South Wales and Queensland] and in the Federal Court, than the proposed New Zealand daily charge of $3,200. I do not contend that there should be no court fees. Although the provision of court services is a public good, in the civil realm there is also an aspect of a private benefit to it. It is reasonable that some contribution to the cost of that be made. But it follows from the public good/private benefit dichotomy that fees should not be set at the level of full cost recovery. Moreover, because access to justice should be available to all, and not just to those who can afford the price set upon access to the courts, only those who can afford that contribution should be required to pay. The fee regime should not operate to deny access to the courts. Although the Bar Association did not carry the day on most of the points it raised in its submission, advocating for a more reasonable level of court fees is something the profession must continue to embrace. Another manifestation of the growing attitude that civil justice is a private benefit is the continuing pressure on civil legal aid. The provision of civil legal aid is critical to ensuring 11 Calculated as follows: $1,350 for filing an initiating document, $1,600 for scheduling, $500 for one interlocutory application on notice, $3,200 for one day's hearing, and $50 for sealing of the judgment: see the High Court Fees Regulations 2013, sch 1. The Registrar has power to waive fees for those dependent on income-tested benefits or superannuation, or if the applicant would otherwise suffer undue financial hardship if he or she paid the fee: see reg 19. 12 New Zealand Bar Association "Civil Fees Review – Public Consultation Paper – September 2012" (9 November 2012). access to justice. Writing after World War II, when the value of upholding the rule of law was perhaps more readily understood than it is today, the émigré scholar EJ Cohn wrote: 13 Legal aid is a service which the modern state owes to its citizens as a matter of principle … Just as the modern state tries to protect the poorer classes against the common dangers of life, such as unemployment, disease, old age, social oppression, etc, so it should protect them when legal difficulties arise. Indeed the case for such protection is stronger than the case for any other form of protection. The State is not responsible for the outbreak of epidemics, for old age or economic crises. But the State is responsible for the law. Civil legal aid funding (excluding Treaty of Waitangi claims) has reduced from $60m in 2010–11 to $49.4m in 2013–14. A fixed fee regime has been introduced and set at a level which has caused many practitioners to decline to do legal aid work. The financial threshold for eligibility for legal aid is set very low. 14 The maximum level of gross annual income for single legal aid applicants is $22,366, and $35,420 for an applicant with a partner or one dependent child. People are encouraged to resolve their disputes outside of the court system. No-one can quibble with the view point that it is desirable that people resolve their disputes without resort to the courts. Disputes should be resolved outside of a courtroom if that can be done in a way that at least roughly reflects the rights and obligations of those affected, but sadly that is not always possible. It is especially not possible for the already vulnerable. Present levels of civil legal aid inevitably mean that many individuals cannot look to the courts to enforce their rights or obtain a remedy for a wrong. To the extent that those unable to obtain legal aid do come to the court unrepresented, this is a false economy. It is a false economy because of the greater demand that is placed upon court resources and court time by the unrepresented litigant, a point I return to shortly. That takes me to the second challenge to access to justice identified at the beginning of my address: the growth in the justice gap, the unmet need for civil justice in New Zealand. I am going to focus upon a particular symptom of this, the unrepresented litigant. You might think that people arguing their own cases before courts is the system operating how it should, people are accessing the courts. But fundamental aspects of our system of justice are built upon the assumption that parties will be legally represented. This means that growing levels of unrepresented litigants are a challenge to the functioning of that system. 13 E J Cohn "Legal Aid for the Poor: A study in comparative law and legal reform" (1943) 59 LQR 250 at 253. 14 In the civil justice area, applicants will receive legal aid if they seek to launch an eligible proceeding, if they are an eligible applicant on the basis of financial status and other criteria, and the prospective proceeding has sufficient merit. See Ministry of Justice Eligibility Guidelines (8 July 2014). Equally as important, is the fact that those who come before the courts unrepresented risk being disadvantaged by their lack of representation. In New Zealand, just as elsewhere, more and more people come before the courts unrepresented. Although there is no trend information available, judges and court staff know from observation that unrepresented litigants before the courts are growing in number. The unrepresented litigant is a particular feature of judicial review and appellate work. The Ministry of Justice is able to say that of the 60 civil applications for leave to appeal to the Supreme Court filed this year, 32 have been filed by unrepresented litigants. In the Court of Appeal, of the 228 active civil files, 56 involve unrepresented litigants (25 per cent). In the Auckland High Court registry 40 per cent of judicial review cases have one or more unrepresented litigant, and 30 per cent of appeals have one or more unrepresented litigant. 15 Why is there this increase in unrepresented litigants? We do not know the answer to that question in New Zealand, but a study currently underway may give us some insight. 16 We know from international studies that by far the most consistent reason for proceeding without representation is lack of money. 17 People cannot afford legal representation because it is too expensive. As legal aid schemes become more and more constrained, both in terms of eligibility and in terms of the remuneration available to lawyers, this problem worsens. If you cannot afford legal representation, and legal aid is not available to you, your alternatives are to represent yourself, or not take your claim to court. We also know that some litigants come before the court unrepresented because they choose to. Some of these have had bad experiences with legal representation. Some are vexatious or querulant litigants, pursuing repeated and relentless litigation, ultimately without merit. We need to avoid the development of querulant behaviour because of inadequate access to legal advice. Querulant behaviour benefits no-one. It can consume the life and wealth of the querulant and their hapless opponent, and place enormous stress upon the resources of the court and the well being of the court staff. 18 15 These figures are collated from information provided by High Court registry staff in Auckland. In the Wellington High Court 35 per cent of active judicial review and 20 per cent of active appeals involve unrepresented litigants. 16 Bridgette Toy-Cronin "Going to Law Without a Lawyer – Self-Represented Litigants in the civil courts" (to be published). 18 Genn, above n 17. 17 J MacFarlane "The National Self-Represented Litigants Project: Identifying and Meeting the Needs of SelfRepresented Litigants, Final Report (May 2013)" at 39, cited in Hazel Genn "Do it yourself law; access to justice and the challenge of self representation" (2013) 32(4) Civil Justice Quarterly 411. Finally, following on from recent Family Court reforms, some come before the Court unrepresented because they are only entitled to legal representation with leave. The trend to increasing numbers of unrepresented litigants has to be seen against the background that our systems and rules are not designed to support unrepresented litigants bringing their cases before the court. As Adrian Zuckerman, in his article No Justice Without Lawyers — The Myth of an Inquisitorial Solution, says: 19 Since lay persons are not familiar with the substantive law and court procedure, they have difficulty to prepare adequately and to comply with rules and court orders, with the result that the court is forced to devote disproportionate time and effort to cases involving [them]. He refers to this as the "efficiency deficit". Information the Ministry of Justice has collected from the Registries of the Supreme Court, Court of Appeal and High Court confirms that unrepresented litigants consume a disproportionately significant amount of Registry time, and that dealing with unrepresented litigants contributes significantly to workplace stress. The impact of the unrepresented litigant is still greater when the case comes before the court. The unrepresented litigant has none of the knowledge of the law to make decisions as to how a case should be pleaded, or what evidence is relevant to the case. Even if they have undertaken their own researches and attained some mastery of the law and the process, they are embroiled in the dispute. They will not and cannot have the benefit that counsel has of some level of emotional detachment from the dispute, a key feature of effective advocacy. Most judges and counsel would tell you that a trial with an unrepresented litigant will take far longer to hear than a trial where all parties are represented. Judges regard themselves as under a duty to do what they can to ensure that the unrepresented party understands what is going on in court and has a good and fair opportunity to present their case. Legal representation allows the hearing to proceed without this level of judicial intervention and also allows for more focused and direct production of evidence and argument of legal principle. In order to protect their rights, citizens must have a means of accessing and understanding substantive law. It is in the provision of legal advice in advance of trial, that most of the important work is done by lawyers. However assiduous the Judge is in ensuring a fair Adrian Zuckerman "No Justice Without Lawyers — The Myth of an Inquisitorial System" (2014) 33 Civil Justice 19 Quarterly 355. hearing, if that early work has not been done, those efforts cannot make up for deficiencies in how the claim is formulated, and the evidence selected. By the time the case comes before the Judge the die has largely been cast. Moreover, if there is a serious power imbalance between the parties, such as there may be in relationship property or day-to-day care cases, the Judge may not pick up on that fact. Even where that power imbalance is evident, such as where an individual sues the Crown, the time that a case is before a judge will probably provide too small a window of opportunity to redress that balance. As Zuckerman says: 20 No increase in the inquisitorial nature of the proceedings can make up for the adversarial deficit in such situations. What of the impact on the process itself and the other party? How active can judges be in assisting the unrepresented party place the relevant claim and evidence before the court? How much should they intervene to ensure that the unrepresented party's claim is not skilfully swept away by the represented party, without the true merit of the claim ever being considered? The adversarial processes, and indeed the rule of law, have at their heart, the notion of the impartial Judge who holds "the balance between the contending parties without himself taking part in their disputations". 21 The risk of a judge having to make up for the knowledge deficit and presentation deficit that occurs in an unrepresented litigant's case is that they become an effective participant in the dispute. In her article, "Do it yourself law: access to justice and the challenge of self representation" Dame Hazel Genn puts the matter as follows: 22 The purpose of a Judge's passivity is to prevent her from reaching a view on the case too quickly and failing properly to weigh all of the evidence. Adversarial presentation is thought to be an effective way of combating the human tendency to judge swiftly those things that are familiar. This is the psychological process known as confirmation bias by which we hear and evaluate evidence in a way that is consistent with our pre-existing beliefs, rather than allowing our beliefs to be formed by the evidence. It is a natural and common tendency in human reasoning. One form of confirmation bias is jumping to a conclusion on the basis of a small amount of evidence and then fitting the rest of the evidence to the initial hypothesis. There is also another aspect to the adversarial model which depends upon legal representation. It is the reliance that judges place upon counsel to never knowingly mislead the court in matters of fact or law. This duty of counsel enables the system to function efficiently and maintains its integrity. It frees the Judge from having to conduct his or her 20 At 367. 22 Genn, above n 17. 21 Yuill v Yuill [1945] 1 All ER 183 (CA); and see also the discussions of these concepts by Denning LJ in Jones v National Coal Board [1947] 2 QB 55 at 63 (CA). own inquiries to independently check the veracity of what they are told by counsel. For counsel this duty flows from the fact that counsel are officers of the court. It is also a manifestation of the obligation on all lawyers to uphold the rule of law, an obligation now given statutory recognition in the Lawyers and Conveyancers Act 2006. 23 When analysed in this way, it becomes clear that representation for a party is central to the Judge performing the Judge's task. And what of the understandable tendency for judges to ask the lawyer for the represented party to help out a little in dealing with the unrepresented party? A request that the lawyer point out the sixth schedule to the High Court Rules to an unrepresented appellant may seem innocuous, but what does that do the represented party's estimation of the court system? What do they make of the court asking the lawyer they are paying to help the party who is suing them? What I have described up to this point is a growth in the number of unrepresented litigants before the courts and just how it is that the unrepresented are disadvantaged notwithstanding judicial attempts to level the playing field. I have also described how this is causing difficulties for how the court functions and how it risks changing the fundamental nature of the adjudicative task. 24 The numbers who forego commencing proceedings altogether are more difficult to assess than the numbers of unrepresented litigants. We can confidently predict that they are far more significant in number than those who choose to represent themselves. The unrepresented litigant is the visible tip of a very large but submerged problem- an unmet need for access to civil justice. This is the problem I earlier referred to as the justice gap. The court system is for many a foreign land and the notion of bringing proceedings without legal representation can be compared to the fearful prospect of being stranded in a foreign land unable to speak the language, and without the money needed to find your way home. We should be very concerned to assess the extent of this unmet need for justice. If courts dispense justice for only the few, what does this mean for our concept that we are a nation that exists under the rule of law? 23 Lawyers and Conveyancers Act 2006, s 4(1). 24 The right to self-representation offers theoretical access to the courts for litigants that may be illusory. At the same time, the right to act in person can generate significant negative effects and costs for opponents and the court: see Genn, above n 17. As pressing as it is to understand the extent of these issues, I suggest that still more pressing is the need to start addressing them. Are there solutions to these problems? In other jurisdictions, the United Kingdom, Australia and Canada, these issues have been the subject of considerable public debate and publicly funded research. 25 Solutions that have been proposed to date tend to focus upon making it easier for unrepresented litigants to argue their cases before the courts. Suggestions have included simplifying rules of procedure, but caution needs to be exercised in acting upon such proposals. The current processes of the courts have been developed to ensure fair and open hearings. It is difficult to see just how far simplification of the essential processes, such as pleading and discovery, can be taken without compromising these objectives. In New Zealand attempts in the District Court to simplify the court processes to cater for unrepresented litigants were widely regarded as problematic, producing complexity rather than simplicity, and leading to a drop off in the level of civil proceedings filed in the court. They have now been repealed. Another suggestion is the creation of information packages to assist the unrepresented. In New Zealand the Ministry of Justice has created a web based resource for the unrepresented. These initiatives are worthwhile, but information packages are unlikely to make up for the advocacy deficit identified earlier. More hopeful have been various initiatives to provide pro bono legal assistance to assist those wishing to bring proceedings in court. Litigants can thereby access the skill and objective judgement of the advocate. Although these type of schemes in New Zealand are presently very limited, there are very good models we can look to overseas. In Singapore and in most of the Australian states, the Law Societies and the Bar Councils have been active in supporting pro bono legal advice schemes, some located in the courthouse, to assist unrepresented litigants. Some of these schemes are very sophisticated, such as the Queensland Public Law Clearing House. Another focus of commentators is on assisting the unrepresented litigant in the hearing. It is commonly suggested that judges should adopt a more inquisitorial approach to proceedings before them. Recent reforms in the Family Court assume that there will be no legal representation in certain types of cases without leave of the Judge, and that the Judge will undertake an inquisitorial function. However, as the above discussion I hope outlines, this 25 See for example the Civil Justice Council's "Report and Series of Recommendations to the Lord Chancellor and to the Lord Chief Justice: Access to Justice for Litigants in Person (or self represented litigants)" (November 2011). Also Report of the Judicial Working Group on Litigants in Person (July 2013) available at <www.judiciary.gov.uk/Resources/JCO/Documents/Reports/lip_2013.pdf> approach is inconsistent with our present model of justice. It is significant I suggest, that European civil law systems which do depend upon an inquisitorial system, also require that parties be represented. In France, Germany, Italy and other European countries, a party must be represented before the Court. There is also the suggestion that facilitating the role of the McKenzie friend may solve some of the difficulties of the unrepresented litigant. A McKenzie friend is someone allowed, with the leave of the court, to sit with an unrepresented person. The McKenzie friend may give them advice, but has no right to address the court unless granted leave to do so. As part of its review of the Judicature Act the Law Commission addressed the role of the McKenzie friend, and sought submissions in connection with the continuation or alteration of that role. The New Zealand Law Society supported the retention of the role of McKenzie friend. They said: 26 McKenzie friends are able to provide advice and support to a number of the most vulnerable litigants in the court system and accordingly enhance access to justice. Given the new restriction on legal aid, this support is likely to become increasingly important as many litigants will be unrepresented. It is certainly true that the ability to have the support of a trusted friend or advisor can give some who cannot afford legal representation the necessary confidence to take their case to court, and to argue it. The McKenzie friend who is seated near the party for moral support and advice at hand can be of real assistance to an unrepresented litigant. But the role of McKenzie friend cannot fill the advocacy gap, unless the McKenzie friend has all the attributes of the lawyer. In the United Kingdom there are now professional McKenzie friends. So prevalent is this trend that the UK Legal Services Consumer Panel has released a report on the phenomenon. Summing up the development the report writers said: 27 Arguably, lawyers and McKenzie Friends are not in direct competition as their roles are meant to be different and the client base using McKenzie Friends is uneconomic for lawyers to serve. Increasingly, though, the McKenzie Friend role is evolving to mirror the end to end service provided by lawyers - they will offer any form of assistance the client requests. For example, rights of audience are meant to be granted to fee-charging McKenzie Friends only in exceptional circumstance, but some McKenzie Friends told us this is the rule rather than the exception. Fee charging McKenzie friends are not a significant phenomenon in the New Zealand court yet. But we know that trends that emerge in other common law jurisdictions usually find their way to this land. Whether or not the McKenzie friend is fee charging there are reasons to doubt the utility of the development of this role as a substitute for legal representation. 26 As noted in Law Commission Review of the Judicature Act 1908: Towards A New Courts Act (NZLC R126, 2012). 27 Legal Services Consumer Panel Report "Fee-charging McKenzie Friends" (April 2014). The report writers identify a number of risks associated with the use of McKenzie friends: agenda driven McKenzie friends, poor quality advice, a lack of understanding of the limitation of the role and breach of privacy. McKenzie friends have none of the professional obligations of counsel – they have no obligation of confidentiality, or duties to the Court. Tribunals are also seen as a way to ease access to justice. Tribunals can operate with less formality, and in some tribunals leave is required for legal representation. Every system needs to allow for the simple and speedy resolution of low value civil disputes, and the Disputes Tribunal in New Zealand performs this role effectively. But tribunals are not the answer to the broader issues. As soon as the issues before a tribunal become complex, the same disadvantages to an unrepresented litigant arise. An English study conducted in the 1980s revealed that in appeals before legal tribunals those with legal representation were significantly more likely to win than those without representation. 28 The more complex the matters before the tribunal, the more the tribunal will come to resemble a court. There are then, no easy answers. But the profession must take an active part in understanding the nature of the problem, and striving for the solution. At the moment we have serious market failure. No-one could suggest we do not have enough lawyers in New Zealand. There is an adequate supply of lawyers. But we have a very large unmet need for legal representation. The legal profession has to help meet that need if it is to retain the central position it now has in our system of civil justice. It has exclusive rights of audience in court to represent litigants. If the profession is unable to provide that representation in a form and at a price that allows people to use those services, it will not be long before the question is asked why should that exclusivity be maintained? There are many strands to be explored. The first is consideration of how legal services are offered. At the moment a 19th century model reigns supreme. The lawyer is engaged and provides services from the commencement of the proceedings to the end, and on a time and attendance basis. There is no incentive for efficiency. The profession could explore different pricing models including fixed price services. It could also research overseas trends towards unbundling services. For example, a client might come to the lawyer just to have the pleading drafted, and to get some basic advice about the scope of evidence and legal principles, leaving the client to look after the rest. 28 Hazel Genn and Yvette Genn "Effectiveness of Representation in Tribunals" (Lord Chancellor's Department, 1989) at 113. And supplementing all of this is the provision of pro bono services. The New Zealand profession provides thousands of hours of pro bono legal advice a year, through community law centres and on line legal clinics. However there is currently no focus upon facilitating access to the courts for those unable to afford legal representation. There are many overseas models that could usefully be explored. Why should the profession do so much for free? The first reason is that it is the right thing for a profession sworn to uphold the rule of law, to do. Public service is one of the defining characteristics of a profession, certainly of the legal profession. And more than that, if the profession wishes to retain its preferred status before the courts, its exclusive right of audience, then it must show that the profession continues to lie at the heart of the collaborative enterprise which strives toward providing access to justice to all. I conclude with two observations. The first is that for the well-being of our society, its peacefulness and economic prosperity, the public good that civil justice provides must be reflected in the policy settings that impact upon access to the courts. In particular it must be reflected in the level of court fees and the funding of legal aid. My second observation relates to the challenge of providing legal representation at a level that allows greater access to justice. The profession that Ethel Benjamin fought to enter was not an innovative profession. It failed to understand or respond to the social justice imperative for according women equal status. Back in the 19th century, it took Parliament to put the profession straight on this. The challenges for the profession today are just as pressing as they were then — perhaps more pressing. It is for the profession to play its part, a critical part, in meeting the challenge to provide access to justice for all in our society. To do this, the profession will have to innovate. It will have to be prepared to initiate and engage in debate about these issues and to question, and if necessary change, its current way of doing business.	<urn:uuid:54a5f1ed-bbbd-4f5a-8d24-f939890d65d5>	CC-MAIN-2017-43	https://www.courtsofnz.govt.nz/speechpapers/WinkelmannJEthelBenjaminAddress.pdf	2017-10-18T12:58:54Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00789.warc.gz	930,064,143	8,607	eng_Latn	eng_Latn	0.998677	eng_Latn	0.998845	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2463, 5427, 8116, 10817, 13643, 16393, 19550, 22505, 25155, 28151, 30734, 33730, 36854, 39634, 41794 ]	[ 1.390625, 0.7734375 ]	4	3
ST. MARGARET'S PRIMARY SCHOOL, EAST GEELONG DEMOCRATIC PRINCIPLES The philosophy and practice at St. Margaret's Primary School support and promote the principles and practice of Australia Democracy, including a commitment to: - elected Government - the rule of Law - equal rights for all before the law - freedom of religion - freedom of speech and association - the values of openness and tolerance. St. Margaret's Primary School demonstrates this by: - prominently displaying posters of democratic values. - proudly flying the Australian flag in our school grounds. - through the integrated inquiry units of work the students undertake studies in the dimensions of the Civics and Citizenship. - Offering students the opportunity to receive the "Spirit of St. Margaret Award" that incorporates democratic and social values. Updated: 2015 Review: 2019	<urn:uuid:34bfc633-6a29-445f-8854-0623c1ad484f>	CC-MAIN-2017-43	http://smgeelongeast.com.au/images/1.2_Democratic_Principles.pdf	2017-10-18T13:13:31Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00787.warc.gz	314,284,285	176	eng_Latn	eng_Latn	0.993143	eng_Latn	0.993143	[ "eng_Latn" ]	false	docling	[ 859 ]	[ 2.25 ]	1	2
I. INTRODUCTION The Preservation Plan's Purpose In 2001, the City of Carbondale received a Certified Local Government grant from the Illinois Historic Preservation Agency to prepare a community-wide Historic Preservation Plan. The Historic Preservation Plan is intended to provide the City and the Preservation Commission with specific community preservation goals and objectives, and an action plan to implement the goals, objectives, and recommendations included in the Plan. The Preservation Plan was also to include a review of the community's historic resources, based on a Master List of Historic and Architecturally Significant Properties in Carbondale, a list of an estimated 300 properties which had been assembled by the Preservation Commission through a windshield survey and compilation of two professional surveys. The review of this list would take the form of recommendations for nominations to the National Register of Historic Places and Carbondale Register of Historic Places. Of particular interest were to be recommendations for local historic districts and neighborhood preservation districts, which were enabled by the 1989 Preservation Ordinance, but have yet to be established. Also among the project requirements was a review of the City's Comprehensive Plan and Zoning Ordinance, in order to develop recommendations for possible amendments to the ordinance or other regulatory measures for the protection and continued use of historic properties. Among the duties of the nine-member Preservation Commission, as established in Section 152D-1 Preservation District of the Zoning Ordinance, are: * to conduct an ongoing survey to identify properties, improvements, and areas that have historic, architectural, or community interest; * to investigate and recommend to the City Council designations of properties and areas which have special historic, architectural and/or community value as historic districts, landmarks, and neighborhood preservation districts; * to review applications for alteration, construction, and demolition affecting properties formally under consideration for designation or designated historic districts, landmarks, and neighborhood preservation districts; * to advise and assist owners of property or structures within designated districts on physical and financial aspects of preservation, renovation, rehabilitation, and adaptive use, and/or procedures for inclusion on the National Register; * to recommend to the City Council the nomination of properties to the National Register; Introduction * to inform and educate the citizens of Carbondale concerning the historic and architectural heritage of the City; and * to review the City Zoning Ordinance and recommend to the Planning Commission and the City Council any amendments appropriate for the protection and continued use of properties which are locally designated. While this is not a complete list of the duties of the Preservation Commission as specified in the Zoning Ordinance, this selection of tasks is particularly relevant to the content of this Preservation Plan. The intent of this Plan is to create a work program focusing on preservation education, property designation, and procedural aspects of the Preservation Commission's duties. The Preservation Plan provides goals, objectives and actions, along with priorities, for these areas of the City's preservation program. The Planning Process ArchiSearch, Historic Preservation Consultants, was hired in July 2001 to prepare the Preservation Plan under the guidance and direction of the Preservation Commission and City staff. In July, ArchiSearch had an initial meeting with City staff and the Preservation Commission to discuss the Preservation Plan and citizen participation. Based on this discussion, a Community Interactive Workshop was held on September 20, 2001, at which time local citizens were invited to express their concerns and desires for the historic resources of the City. The event was publicized in the City's bi-monthly newsletter, the Carbondale Communique, the City government's cable channel and on the City's website. A direct mailing was also done targeting owners of historic properties, neighborhood organizations, and others. Fifty-four people participated in the workshop for over two hours which included focus group sessions. Focus groups of eight to ten people addressed the three basic questions of planning: What do we have? What do we want? How do we get it? Group responses were posted for "voting," with all workshop participants receiving nine stickers to place as votes on the overall responses. The meeting concluded with a review of the top answers and an invitation for discussion among the participants. (A summary of these responses is included in the Appendices of this Plan.) The following morning, the Preservation Commission, City staff, and ArchiSearch met to review the workshop responses. Based upon the results of the workshop and discussions with the Preservation Commission, ArchiSearch prepared a partial draft plan containing goals, objectives, and actions for review by City staff and the Preservation Commission at their November 19, 2001 meeting. After review and comment by the Commission, a draft was presented by ArchiSearch at a February 27, 2002 meeting with the Preservation Commission. The draft was revised based on comments from City staff and the Preservation Commission. The consultant's involvement with the project concluded with a presentation of a final draft of the Plan to the City Council on April 16, 2002. Introduction What is "Historical"? Webster defines "historical" as "of, relating to, or having the character of history; based on history." Many people in the field of historic preservation use the terms "historic" and "old" interchangeably, i.e. a historic building or an old building. Conversely, some people think of "historic" as conferring some sort of status, which is typically not the case. The outcome of the "historic" versus "old" debate is that we have greatly expanded our concept of what can be considered significant in historic preservation. The earliest efforts in our country focused around the obvious: homes of presidents, governmental buildings, and grand mansions. In recent years, we have increased our concept of what is historic to include the vast realm of properties which represent our development history. From gas stations and diners on Route 66 to wagon ruts left from migration along the Santa Fe Trail, from neon signs along our Main Streets to simple bungalows in our neighborhoods and now to ranch style houses, many types of properties can help us better understand our history, even our recent history. We may focus around particularly unique aspects of "historic," for example, Buckminster Fuller's geodesic dome home in Carbondale or the Brooks Catsup Bottle water tower in Collinsville. National attention on properties such as these from the recent past has been spearheaded by the fact that these properties are just as susceptible to change, even demolition, as many of our older properties. Increasingly, historic preservation has focused not just on single buildings, but on neighborhoods, farmsteads, and other groupings which comprise historic districts. Importantly, historic districts may consist of more than just groupings of buildings to include other features which lend character. Such features may include streetlights, brick streets, building setbacks, landscaping, and outbuildings, such as garages and carriage barns. These are all historic resources which contribute greatly to our communities. This document and the Carbondale Zoning Ordinance define "historic resources" as follows: Carbondale's historic resources are those properties and improvements which reflect the historical, cultural, political, economic, artistic, social, ethnic or other heritage of nation, state, or community; or which have a special community or aesthetic interest or value to the City. These resources may also be representative of an architectural or engineering type inherently valuable for the study of a period, style, craftsmanship, method of construction, or use of indigenous materials. They establish a sense of time and place which is unique to the City of Carbondale. 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C O NT A CT U S: MARKET DRAYTON: Stafford St Market Drayton Shropshire TF9 1HX T: 01630 656300 NEWP OR T: A u d le y A v en u e N ew p o rt S hr op sh ire T F 10 9 B X T : 01 95 2 82 02 22 E: email@example.com www.ternvets.co.uk OFFICE HOURS: Mon-Fri 08.30-18.00 Sat 08.30-12.00 Your dedicated farm team available 24/7 Tern Vets Ltd PUTTING CARE INTO PRACTICE SCHMALLENBERG 2017 Farmers are being urged to submit animals with suspected Schmallenberg virus (SBV) for subsidised post-mortems as the number of confirmed cases of the disease grows. The disease has been detected on local farms as well as across the UK. Treatment: At present there is no treatment and no vaccines available for Schmallenberg. Transmission: Schmallenberg is transmitted by midges – but not animal to animal – and when pregnant sheep and cattle are bitten by an infected midge it can cause severe malformations of foetuses in the womb. The very mild Autumn of 2016 may have contributed to the recent outbreak as it meant midges were able to survive much longer than normal. History of Schmallenburg: The disease emerged across Western Europe in November 2011. By July 2013, calves, lambs and kids with severe skeletal deformities had been reported in at least 24 European countries. No cases of Schmallenberg virus causing deformed calves or lambs were confirmed in 2014/2015, possibly as a result of immunity built up by animals following the 2011/12 epidemic. What are its effects? Symptoms are quite mild, but usually affect a number of animals in a flock or herd. You may see: loss of appetite, diarrhoea, loss of production but these all disappear after a few days. It has serious effects if the animal is pregnant when the midge bites: you can get delayed abortions, difficult births, affected new-born animals may have deformed, twisted limbs and spines +/- brain defects leading to the birth of weak and blind calves and lambs. PLEASE PHONE US IF YOU ARE WORRIED ABOUT SCHMALLENBURG IN YOUR CATTLE OR SHEEP. 01630 656300 OFFICE NEWS Some of you will have met our new vet Jonathan Mayer who started last month; he is a local dairy farmers son and graduated from the University of Nottingham in 2016. Jon worked in a dairy practice down in Somerset before coming back home to Shropshire. He has a particular interest in young-stock health and dairy cattle lameness which led him over to America where he had an extended placement in the 'Mid-west'. When he's not working (either at home or at Tern!) he's a keen cyclist, chef and climber. Heat Detection part 2: In part two of our focus on heat detection we will look at factors affecting heat behavior in dairy cows. Various factors related to environment, cow health, nutrition and herdmates can affect heat or oestrous behaviour. 1. Footing Surface To what extent does a slippery footing surface affect expression of heat? Research conducted in USA compared heat activity of high-producing Holstein cows that were observed for one hour every eight hours, 30 minutes on dirt and 30 minutes on grooved concrete. Duration of heat was longer for cows observed on dirt, and mounting and standing behaviour nearly doubled when cows were checked for heat on dirt as compared to concrete. Some of our farmers who use sand cubicles would agree with this; the sand that is kicked off the beds hugely increases grip on concrete passageways and they notice an increase in bulling activity, duration and number of mounts. Spreading sand on concrete areas (loafing areas, collecting yards, passageways) can be a simple and very effective way to assist heat detection on every farm, as well as reducing slips, falls and accidents for the cows. 2. Feet and Leg Problems Cows with sore feet or legs or poor conformation exhibit less mounting activity, or they stand to be mounted when not in heat because it is too painful to move and avoid being mounted. One UK study involving 770 cows with nearly 1500 lactations showed that lameness caused by specific lesions on the hoof was associated with a 7-day increase in days to first service and added 11 days to the calving interval compared to herdmates without lameness. These differences were greater for cows with sole lesions that started between 36-70 days after calving, the time when cows should first be detected in heat. For those cows the interval to first service increased by 17 days and added 30 days on to the calving interval. No-one wants lame cows, and the effect on heat detection is huge. Make sure cows have a routine trim before dry off and any early lactation lameness is dealt with immediately. Our foot trimmer Craig comes highly recommended if you need a hand with getting on top of lameness issues on your farm, his mobile number is 07779 017878. 3. Variation During the Day We often hear farmers remark that most mounting occurs in early morning or during the evening. In a study conducted in Canada, video cameras monitored oestrous activity in a cubicle shed 24 hours a day. This study showed that nearly 70 percent of the mounting occurred between 7 p.m. and 7 a.m. This observation suggests that cows are most likely to exhibit mounting activity when they are not distracted by farm activities such as feeding, milking, and scraping out. 4. Herdmate Status (Stage of Estrous Cycle) Pregnant cows are the least likely group of herdmates to mount a cow in heat. Farmers must rely on the other non-pregnant cycling herdmates to detect heat. In one US study, a bulling cow individually met each of 19 cycling herdmates in a barn for 10 minutes. Herdmates close to, or in oestrus mounted the oestrus cow 2.5 times in the 10 minutes, whereas cows in mid-cycle mounted less than once overall. Therefore mid-cycle cows are poor heat detectors so farmers must rely on cows in or near heat to detect other oestrous cows. In small herds, most of the herd may be pregnant at certain times and as more animals become pregnant, the number of potential heat-detecting animals is reduced. The situation is similar for seasonal herds; after an intensive breeding period, when a high percentage of the herd is pregnant, it becomes increasingly difficult to identify the few non-pregnant cycling cows in heat. 5. Nutritional Factors It is usual for cows to lose up to 0.5 Body Condition Score (BCS) after calving, but mounting activity has been shown to decrease in cows that lost more weight after calving than herdmates with minimal weight loss. It is a good idea to monitor BCS change between late dries and post-natal checks at your regular vet visits. 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Asha for Education TM Site Visit Questionnaire Asha Zurich • Weidmannstrasse 14• 8046 Zurich www.asha-zurich.ch Dear Volunteer Thanks for conducting this site visit. The following set of questions is only a suggested guideline. Some of the following questions may not be relevant or applicable to the particular project you are visiting, but please do try to answer as many of them as possible. Please note that Parts B & C necessitate that the information be gathered through conversations with the children and their parents, and not simply the group's teachers and staff. Please feel free to attach any documents/photos you feel are pertinent to the project. Thanks. - Asha for Education --------------------------------------------------------------------------------------------------------------------------------------------------- Date: Name of the Project: Name of the Organisation Running the Project (if different): Was your site visit announced? Yes, it was planned No, it was a surprise visit \| \| Project Contact \| You Name \| \|---\|---\|---\| \| \| \| (Asha volunteer conducting the visit) \| \| Name \| \| \| \| Address \| \| \| \| Phone(s) \| \| \| \| Fax \| \| \| \| E-mail \| \| \| PART A: Particulars about the organization and its environment 1. What are the different focus areas of the organization? (give a rough estimate of the % of their total effort/funding) Community development % Education % Health % Other % (please specify) They emphasize equally on Education and Health. Besides, they stress on the sports, environmental awareness and the dignity of labor. 2. What is the administrative structure of the group (e.g. Board of Directors/Grassroots-based)? Board of Directors. 3. Are there any other organizations working in the area providing any one or all of the services provided by the visited organization? (Briefly mention their names and their objectives) \| Organization \| \| Objectives of the organization \| \|---\|---\|---\| \| Government Rural \| Health \| Health \| \| Hospital, Bhawragarh \| \| \| \| Village. \| \| \| \| (2 km away from the \| \| \| \| organization) \| \| \| \| Government Primary \| Education \| \| \| School, \| \| \| \| (Jela Parishad Schools, \| \| \| \| Under Sarva siksha \| \| \| \| Abhiyan) \| \| \| \| (In every 1 Km distance) \| \| \| PART B: The organization and the community it serves (Information to be gathered from parents and children) 1. Approximately how many families live in the area? (Not very clear) approximately 120 families. 2. What do the parents do for a living? (Agricultural worker, daily wage laborer etc.) Agriculture. (Paddy and vegetables). 3. At the time of enrollment, does the school ask for the names of both parents? Ans: YES (As per the rules of the Government). Yes No, just the father's name No, just the mother's name 4. How often do the teachers meet the parents? Once in a month (approximately) (The market day is held once in every week and mostly on Wednesday. On that day, there is a huge gathering and the volunteers organize the Parents-Teacher's meeting there. And eighty percent of the parents cooperate. ) 5. How do the parents participate in the organization's activities? (e.g. by contributing their time, money or labor in the school’s activities etc.) The parents hardly involve in the activities of the organizations though the volunteers are constantly trying. 6. Are there any Government Schools in the area? Yes Yes No 7. If yes, how far are the Government Schools from the community? 1 km away. 8. Why did the parents choose this school over the Government School? The prior reasons are Education, Food and Health. Comments: Although other Government schools are there, the service is not up to the mark (Both in terms of education and food ). I visited one Government school there and came to know that the teachers do not come to the school regularly. The students hardly find any interest in the classes. As per the Government's rule, the students are supposed to avail nutritious food (one time a day), but the quality of the food is not good at all. In contrast, here in LBP school, the scenario is totally different (I shall discuss these in details). 9. When you visited, how many children were present in the class? What is the regular class strength? 45 – 50 students Comments: I visited 1st , 2nd , 3 rd , 4 th, 10 th and 12 th standards in LBP school at Hemalkasa, and K.G, 1st and 2nd standards at LBP school at Neil Gonda. And each class I checked the attendance records and found that almost all the students are present (except one or two). The regular capacity of the students is about 45 to 50, but they accommodate more than that. 10. Do the children seem to enjoy coming to school? Really they do.. the Education system is very much interactive. When I visited the classes, I found that the students are given various tasks and the children were really enjoying. (details I shall put forward later). PART C: Project particulars (Information to be gathered from students and staff) 1. What is the mode of teaching in the school? (Check the appropriate choices) A. Formal (State Board, Central Board etc.) State Board, ``Maharastra Rajya Secondary and Higher Secondary Board, Nagpur Division Board, Nagpur ''. till what class? 12 B. Non-Formal Education (NFE) Does not rise. C. Vocational D. Other. Please specify 2. If A (Formal), up to what grade (LKG, 5 th , 7 th etc.) does the school conduct classes? Up to Class 12 3. If B (Non-Formal Education) how many of the children also attend formal schools in the area? Does not rise If none do, does the project plan this for the future? - 4. If Non-Formal Education, does the organization create its own study material (books, games)? Does not rise 5. If C (Vocational), what do the children do after they finish training? Vocational training is the part of the School education in LBP. But they do not provide any certificate. The training includes agricultural methods, Bamboo crafting, Tailoring ( for girls ) and a little mechanical engineering etc. 6. How many students are currently enrolled? 602 students How many new students were enrolled in the past 12 months? 90 – 100 students (approximately) Comments: In last 12 months, 50 new students are enrolled in 1st standard and approximately 45-50 students are enrolled in standards 2nd – 11th . There is a per-primary section which shelters near to 30 children. They are not enrolled yet. These students are taught in Maria (a tribal language). 7. How many students left in the past 12 month, and why? Approximately 10 – 12 students (as a whole from the school). In the 1st standard, the students mostly drop because of the home-sickness. Some times because of some family problems, the students also left school. For example, sudden death of father or old age, naturally bring forth a lot of responsibilities on the elder son and the students leave school and involve themselves in agricultural activities. 8. How many school days were missed in the past 6 months by all students? (Question is not very clear) Attendence: 98 % (approximately) Comments: The LBP school is a residential school. The students miss the school very less and whenever they do it is because of illness ( like cough and fever and stomach ache etc.) 9. How many days was the school open in the past 6 months? (The information is provided for 12 months) As per the Government regulation, in 12 months there should be 207 working days. But as per the record, the school is open for 230 days approximately (in 12 months). Comments: The LBP school being residential, the teachers overlook many governmental holidays and take classes.. 10. How many staff or volunteers are recruited from the community? Approximately, 40 % of the staffs and volunteers are recruited from the community in the whole LBP. Out of which 10-12 % are recruited in the school. In LBP school, there are 29 non-teaching staffs out of which 10-12 fellows are from the community. Out of all the teaching staffs, 30 % teachers belong to the community (Including government and non-governmental staffs. ) . How many of the staff are women? Out of the community based staffs and volunteers working under LBP as a whole, the 50% are women. Out of 22 teachers, there are four government approved female teachers . Besides, there are also 3 non-governmental female teachers working in the LBP school. 11. How many teachers are there in total? 22 teachers How many new teachers have joined in the past 12 months? 1 male teacher + 1 female teacher ( government approved), 1 female teacher (from LBP). 12. How many teachers have left the school in the past 12 months, and why? No teachers have left. 13. How many days did the teachers miss work in the past 3 months? The teachers in general do not miss the classes. If required, the take leave formally ( on and average for 1-2 working days ) . 14. Does the organization train the teachers? Yes Yes No If yes, how do they provide the training? Often, LBP organizes some training workshops ( 1 – 2 days long ) or orientations on Saturday and Sunday. In the workshops concern mostly the communication skills (English) and new teaching techniques. The teachers are also sent to some orientation programs outside LBP . 15. Does each child have their own books? How many books does a child have on average? Yes, all the students have their own books. From 1st -8th standards, the text books are provided by the government (Under Sarva Siksha Abhiyan). Approximately, each students have 9 -10 books with them. Comments: The other supplementary materials like note books, work books, practical books, pens etc. are provided by LBP itself . As per the students what LBP provides is sufficient for them. 16. Does each child have their own school uniform? Are there enough school uniforms for all children? Yes, they are provided with two sets of uniforms per year and what LBP provides is enough. Besides, other cloths (used but washed in a proper way) are also provided to the students for day to day use. 17. How much is the staff paid? The government appointed teacher get salary of Rs.30,000 (approximately) . For the volunteers, the LBP provide the salary and it varies from Rs. 4000-8000 at the most. The permanent teachers get approximately 10,000 at the most. Is it on par with the salary paid to the staff in the Government schools? Yes No No, not at all. In comparison to Government staffs in the LBP school, the LBP volunteers get very less amount. Comment: But LBP provides the volunteers free meals (three times a day ), free medical facilities, quarters and hostels for stay. (Please have a look at the accounting books of the organization and answer the following questions) 18. Have the teacher salaries in the last 6 months been paid on time? Yes. Yes No PART D: Financial resources of the organization (Feedback from the person conducting the site visit – you may again request the accounting books/ overview of Operating Expenses (OPEX)) 1. Is there a deviation between the OPEX and our approved budget? No Yes No Are all items covered in the budget? Yes NoNo Maybe If yes, what is the deviation (list per item)? Comments: I have reviewed the record of expenses . It is maintained for all the students (no separate record of 100 students is available) . According to my observation, the expenditure per student exceeds Rs. 930 and it is more than Rs.2000. 2. Do you think the proposed amounts in the budget are reasonable? No. Yes No Maybe As per my opinion, the proposed amount is not reasonable. 3. Is there anything you think should be added or removed from the budget? Yes Yes No If you recommend any changes to the budget, please explain your reasons for this. Let me explain the reasons step by step. 1. As per the discussion with Mr. Aniket Amte, I came to know that the official rate of the expenses per tribal student is Rs. 2,700 (For Governmental organization) . In that respect, Rs. 930 seems lesser. 2. As stated earlier, as per the record it is clear that Rs 930 is not sufficient. I have visited their store room, kitchen and have attended them during the dinner time, reviewed the quality of the food items and what I found is satisfactory. Meal is provided four times a day :(Break fast (6 am), meal (10 am), Fruit or milk (2 pm) and Dinner (7 pm) ). The LBP provides all kinds of stationary items including pens, pencils, note books etc and even cloths also. Besides in the hostels, th LBP has arranged solar water heaters (The number is more than 20). There is Computer class room for the students having 40 computers which run on solar power. In order to manage the power cuts, there is a provision of inverters in all the hostels. Besides, most importantly, LBP hospital takes care of the health issues of the students free of cost. In order to maintain all these ,no contribution comes from government's side. So, in this regard ASHA can think of an increment in the proposed budget 3. The students on the average bears less interest to choose science stream after passing The teachers are trying their best to grow interest among the students. It would have been better if ASHA could fund some academic teams who could interact with the students to motivate them to take science stream. 4. The volunteers who are teaching the students are very active and works hard. But the salary they draw is much lesser than that provided by the government. So ASHA can think in this regard. 5. For the computer classes, the teachers are requiring some educational softwares which are expensive. If ASHA can assist in this regard, it would be really nice. 6. The students posses inherent urge to do better in games and they are quite interested in athletics. Availing minimum facilities and coaching some of the students have even competed at National level. If sophisticated equipments and tools were provided, the students could have done better. Possibly, ASHA can think in this line. In fact whatever changes to the budget I have proposed, is based on the the discussion with Mr. Amte and other volunteers. During conversation I asked them whether this changes to the existing scheme will be helpful or not and all of them agreed in this regard. PART E: Comments (Feel free to attach documents if necessary) (Introduction) As a volunteer of ASHA Zurich, this is my first visit to Lok Biradari Project (LBP) Education: The label of Education and the efforts the teacher pay in educating the young minds in LBP school is really praise worthy. This group by their selfless efforts have tried to build up an ideal educational platform where the fetching of knowledge is not at all based on parrot learning, but the young minds earn the former through proper involvement. Being educated from a Governmental institution from our country I never experienced this environment which I witnessed on coming to this remote village. One experience I want to share. It was Mithil, who has graduated in computer engineering and now working as a volunteer here in LBP. It was the evening time, Mithil was taking the computer class. And in the class there were almost 50 students. Standing on the door step I was watching the class...He was teaching the uses of computer to the children. Some days earlier he has shown them a fantasy movie titled ``Bahubali'' .. So, on that very day, in the projector , Mithil was explaining the students about how the virtual world and magical environment were generated in the movie through computer animation by a short video, he downloaded from Youtube. Later, I came to know that he was explaining the students the uses of computer..The students were really enjoying the class. Then in another session he gave the students some task that they have to display on projector . And to my astonishment, I found each and every students equally enthusiastic and eager to perform the task...Then I asked Mithil , whether the buddies are comfortable with operating the computers or not. On my request, Mithil told the children to sit down before computer and to perform some task they like. There were 40 computers available in the room and the students joyfully avail the seats before computers. I found them operating on Ubuntu . Some of the children wrote something in ``Libre office writer'' and some of them started playing some mathematics game. In the meantime the bell rang (at 5 pm) and Mithil told them to leave. But it was a great and unusual experience I witnessed on coming to this remote village(`` Hemalkasa''), that even though the bell rang but the students are least interested to leave the classes and wanted more tasks to perform. Finally, Mithil has to provide 20 minutes more ...I was really spell bound.. Just before visiting the class of Mithil, I visited the other classes. I started with Standard 10. I found the students in the chemistry laboratory. The teacher there was demonstrating some experiment and the students were interacting with him. Then I visited Standard 12, and at that time they had the history class. I interacted with them in Hindi. But the students were more comfortable with Marathi. Most of the students I found little shy, but many of the students were very smart. I was very happy to see that the students know proper mannerism. In all the classes and on the walls of the school, I found some educational activities displayed by the students; For example, while going upstairs, one can see the ascending numbers on the wall, or can see the number line in the balcony. I visited one class where the teacher was conducting a special class for the students to educate them properly in English communication. The students I found there were from 7th, 8 th and 9 th standards. The projector was being used to educate the students and in the class I found several interactive mediums to teach parts of speech, appropriate prepositions etc. I selected two and three students randomly and gave them some task to perform. Two of them did properly but the other could not. I then asked all the students to complete the task. Almost whole of the class responded..and they solve the problem. I later came to know that all the interactive mediums available in the class were actually constructed by the students themselves. In the fourth standard I asked the students to sing a song if they know. All the students together sang some local song (in Marrathi) in unison. And the children were so spontaneous that after completion of the first song they willingly wanted to do another. But I had some other appointments, and hence I took permission from them and left. When I entered the second standard, I found the teacher and the students are involved in preparing small bamboo sticks. The teacher introduced himself as Mr. Tushar Kabgati and who was newly appointed and told that he was taking mathematics class. Being curious to know what actually they are planning to do with the bamboo sticks I was informed by Tushar that he is planning to illustrate the place values and the whole preparation is for the sake of that purpose. While visiting the standard one, I found similar scenario. The children were preparing garlands with small earthen balls and by this method they were being taught multiplication. I could not not help but involve with them. I took four garlands each carrying 10 balls and asked them many balls are there; and in no time the whole class replied in unison, "Chalisa" in Marathi (which means forty). Then I asked them, " How many garlands shall I require to get 100 balls?" This time not all of them but most of the children replied together, "Daha" (ten). What I realized that here the teaching and learning is something that is enjoyed by both teachers and students. In the night time, after dinner, I went to computer room to talk with Mithil and I found him surrounded six high school students. I came to know from him that after the class hours, the volunteers pay special attention to the students in preparing the home work. While discussing with the Headmaster, I came to know that this time out of all the students who appeared in High school and Higher secondary final examinations, all of them have qualified with flying colors . According to him this is the first time in the history of the LBP school. And Interestingly, this time from their school a tribal boy named Sachin Chaithu Toppa has secured 2nd position in High school final from Maharastra State Board.	<urn:uuid:ff6380ba-57b0-4772-974b-3afd4f7a23f2>	CC-MAIN-2017-43	http://asha-zurich.ch/Portals/0/docs/2015/sitevisit/Site%20visit%20report_LBP.pdf	2017-10-18T12:43:04Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00788.warc.gz	23,147,384	4,599	eng_Latn	eng_Latn	0.997268	eng_Latn	0.999491	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1204, 2502, 4702, 5794, 7736, 10591, 11677, 14352, 20142, 20588 ]	[ 1.5, 1.6015625 ]	2	2
78CO - All For Strings - Book 1 - Cello Free Pdf Books All for strings is a comprehensive three-volume method surrounded by a wealth of supplementary materials for teaching and performance.This complete curriculum covers virtually every aspect of beginning through intermediate string study, emphasizing technical skills, rhythmic understanding, and quality musical experiences. Many of the National Standards for Music Education can be easily implemented into the classroom setting with the varied components All for Strings has to offer.Book 1 provides a well-rounded course of study for all beginning string students. It begins with "Starting by Rote" and "Starting by Note" approaches to music reading. Photos, diagrams, and logos intergrated throughout the book reinforce all new concepts introduced. Carefully selected and composed technical materials and musical selections provide excellent opportunities for learning and growth. Rhythm exercises and theory games are also provided, as well as duets, trios, and ensembles. Paperback Publisher: Kjos Music Company (June 10, 1985) Language: English ISBN-10: 0849732247 ISBN-13: 978-0849732249 Product Dimensions: 0.5 x 9 x 12 inches Shipping Weight: 5.6 ounces (View shipping rates and policies) Average Customer Review: 4.8 out of 5 stars See all reviews (12 customer reviews) Best Sellers Rank: #53,586 in Books (See Top 100 in Books) #4 in Books > Arts & Photography > Music > Theory, Composition & Performance > Conducting #23 in Books > Arts & Photography > Music > Instruments > Strings > Cellos #99 in Books > Textbooks > Humanities > Performing Arts > Music This book is good for beginners from age 6 and above. It covers almost all basics in music notation, and progress at an easy pace throughout the book. Selection of music is nice, though sometimes I came across a few other adaptations and variaty in other books. I am a violin teacher, and I highly recommend this book as teaching material for new beginners to music. When learning an instrument, everyone teaches things in their own order. This is no different. It does progress reasonably, at a good rate, and doesn't forget to teach you anything you need to know before moving to the next thing. As with most beginning books when learning an instrument, the lesson songs aren't exactly inspired aesthetically, but they are quite functional. It does a good job of hitting all the bases, and this is very important in a beginning book. It is very effective at introducing a new player to the cello and the basics of how to play. However, I do want to say that while the book is invaluable, so is a good teacher. If you want to learn the cello, in order to do it well, you will need both. The book can only do so much. It can not see when your technique is incorrect and correct you. I haven't tried any other beginning books so I'm not sure about how it compares to them, but I liked it and I found it easy to learn using this book. Bought this for my six year old as he began cello. Starts out explaining each string in the first position and gives numerous, simple examples to get the hang of bowing and fingering. Overall, good for kids. Book came exactly how it was described, very happy with purchase. Bought 2 products from the same company and they charged me sipping and handling on both instead of one fee, yet they shipped together... I'm an absolute beginner cellist. My teacher suggested this book and we are working through it. It takes me little by little, learning and absorbing as I go. I see why she recommended it. This is an excellent course for teaching stringed instruments. It is thorough and has enough material to play to reinforce the new concept being taught. 78CO - All for Strings - Book 1 - Cello Music Minus One Cello: The Cello Soloist: Classic Solos for 'Cello and Piano (Sheet Music & 2 CDs) 84CO - All For Strings Theory Workbook - Book 1 - Cello 79CO - All For Strings Book 2: Cello All for Strings : Cello/Book Three (80 CO) Essential Elements Movie Favorites for Strings: Violin Book (Parts 1/2) (Essential Elements for Strings) Essential Elements for Strings - Book 1 with EEi: Cello New Directions for Strings Cello Book 1 Essential Elements 2000 for Strings: A Comprehensive String Method, Cello Book 2 Sound Innovations for String Orchestra, Bk 1: A Revolutionary Method for Beginning Musicians (Cello), Book, CD & DVD (Sound Innovations Series for Strings) Essential Technique for Strings (Essential Elements Book 3): Cello (Intermediate Technique Studies) Essential Elements 2000 for Strings - Book 1 - Cello - BK+CD Essential Technique 2000 for Strings (Book 3) Cello - BK+CD Pop & Rock Hits Instrumental Solos for Strings: Cello, Book & CD (Pop Instrumental Solo Series) Solo Time for Strings, Book 4 for Cello Essential Elements for Strings - Book 1 (Original Series): Cello Essential Elements for Strings - Book 2 (Original Series): Cello Favorite Hymns Instrumental Solos for Strings: Cello, Book & CD (Instrumental Solo Series) Sound Innovations for String Orchestra, Bk 2: A Revolutionary Method for Early-Intermediate Musicians (Cello), Book, CD & DVD (Sound Innovations Series for Strings) Top Praise & Worship Instrumental Solos for Strings: Cello (Book & CD) (Top Praise & Worship Instrumental Solos: Level 2-3)	<urn:uuid:78b0ee9f-9da1-488b-a1c5-8ccb0ed942e3>	CC-MAIN-2017-43	https://ebooksite-a5faf.firebaseapp.com/QwaLJ/78co%20All%20For%20Strings%20Book%201%20Cello%20Free%20Pdf%20Books.pdf	2017-10-18T12:59:48Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00788.warc.gz	693,494,813	1,215	eng_Latn	eng_Latn	0.711904	eng_Latn	0.992629	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 55, 2978, 4604, 5317 ]	[ 2.1875 ]	2	1
BEACH BUMS BEACH BUMS Robert Blatt Much Too Much Noise Manchester for Jorge Gomez and Mark So at the beach, comfortable over and over, like waves 1 Playing tones. Playing chords. Playing melodies. Playing pulses. 4 Playing noises. Playing songs. Playing recordings. Playing broadcasts. Playing transmissions. Playing interferences. Playing malfunctions. Murmuring. Speaking. Singing. Humming. Whistling. Mimicking sounds. Responding to sounds. Merging with sounds. Harmonizing with sounds. Amplifying sounds. Attenuating sounds. 26 Displacing sounds. Delaying sounds. Distorting sounds. Filtering sounds. Transposing sounds. Transforming sounds. Making sounds with objects found at the beach. 33 Making sounds with objects brought to the beach. Moving quiet sounds to and from your ears. 35 Moving quiet sounds to and from someone else's ears. Moving open cavities to and from your ears. 37 Moving open cavities to and from someone else's ears. Moving headphones to and from your ears. 39 Moving headphones to and from someone else's ears. Humming into someone else's ears. Whistling into someone else's ears. Whispering into someone else's ears. 42 Blowing air into someone else's ears. Making audio recordings. 45 Making visual recordings. Making written recordings. Making mental recordings. Describing what you hear, out loud or to yourself. 49 Describing what you see, out loud or to yourself. Describing what you feel, out loud or to yourself. Describing what you think, out loud or to yourself. Reading a book, out loud or to yourself. Reading passages from a book, out loud or to yourself. Reading sentences from a book, out loud or to yourself. Reading words from a book, out loud or to yourself. Reading vowels from a book, out loud or to yourself. 57 Reading consonants from a book, out loud or to yourself. Reading a book from front to back, out loud or to yourself. 59 Reading a book from back to front, out loud or to yourself. Flipping pages in a book. Allowing pages in a book to be flipped by the wind. Flipping pages in a book from front to back. Flipping pages in a book from back to front. Opening a book. Closing a book. Turning over a book. Turning a book around. Lying on the beach, on your back and on your front. Lying on the beach, on your left and on your right. Lying on the beach, toward the sun and away from the sun. Lying on the beach, toward the sea and away from the sea. Rubbing sunscreen on your body. Rubbing sunscreen on someone else's body. Covering your body with sand. Covering someone else's body with sand. Moving your body in and out of the sand. 77 Moving someone else's body in and out of the sand. Moving your body across the sand. Moving someone else's body across the sand. Moving your body in and out of the water. Moving someone else's body in and out of the water. Moving your body across the water. Moving someone else's body across the water. Submerging your head in and out of the water. 85 Submerging someone else's head in and out of the water. Lying on the water. Resting stationary in the water. Swimming. Catching a wave. Releasing water in the air. Releasing sand in the air. Releasing a towel, sheet, kite or otherwise in the air. Holding a towel, sheet, kite or otherwise in the air. Throwing a beach ball, frisbee, football or otherwise. Fishing, casting out a line and reeling it back in. 96 Barbecuing, each piece of food flipped from one side to the other. 97 Watching a fire, allowing it to grow and recede. Drinking. Smoking. Sharing. Reciprocating. Touching someone. Feeling someone touch you. Embracing someone. 107 Feeling someone embrace you. Entering inside someone. 109 Feeling someone enter inside you. Walking in a circle. Walking along a line. Walking in a circle in different directions. Walking along a line in different directions. Walking in a circle for different distances. Walking along a line for different distances. Walking in a circle, expanding and contracting in a spiral. Walking along the shoreline. Moving to and from the beach. Moving to and from the sea. Moving to and from the shoreline. Moving to and from the sky. Writing words in the sand. Drawing images in the sand. Forming objects in the sand. Creating visions in the sand. Leaving impressions of your body in the sand. Leaving impressions of someone else's body in the sand. Leaving impressions of objects found at the beach in the sand. Leaving impressions of objects brought to the beach in the sand. Removing objects from the beach. Adding objects to the beach. Changing the location of objects. Changing the direction of objects. Changing the shape of objects. Exchanging objects. Tracing the contours of the beach. Transcribing the contours of the beach. Tracing the contours of the sea. Transcribing the contours of the sea. Tracing the contours of the shoreline. Transcribing the contours of the shoreline. Tracing the contours of the sky. Transcribing the contours of the sky. Moving a light parallel to the horizon. Moving a light perpendicular to the horizon. Adjusting the brightness of a light. 147 Adjusting the color of a light. Turning a light on and off. Turning your body left and right. Tilting your body left and right. Tilting your body up and down. Turning your head left and right. Tilting your head left and right. Tilting your head up and down. Closing and opening your eyes. Moving your eyes left and right. Moving your eyes up and down. Facing the sun, eyes closed. Facing the sun, eyes briefly open but mostly closed. Facing the sun, eyes just barely open. Facing the sun, eyes open but looking away when it is too intense. Breathing in and out through your nose. 163 Breathing in and out through your mouth. Breathing in through your nose and out through your mouth. 165 Breathing in through your mouth and out through your nose. Thinking. Sleeping. Daydreaming. 169 Dreaming. Praying. Meditating. Hallucinating. Tripping. Entering a trance. Ignoring your mind. Contemplating the beach in the present. Contemplating yourself in the present. Remembering the beach in the past. Remembering yourself in the past. Imagining the beach in the future. Imagining yourself in the future. Imagining the beach as another place. Imagining yourself as another person. Imagining sounds you can see but cannot hear. Imagining images you can hear but cannot see. Imagining sounds beyond your limits of hearing. Imagining images beyond your limits of seeing. 188 Imagining sounds beyond the beach, the horizon or the earth. 189 Imagining images beyond the beach, the horizon or the earth. Imagining sounds in a grain of sand. Imagining images in a grain of sand. Listening from one location at a time. Listening from one direction at a time. Listening to one sound at a time. Listening. Watching from one location at a time. Watching from one direction at a time. Watching one image at a time. Watching. Sensing from one location at a time. Sensing from one direction at a time. Sensing one percept at a time. Sensing. Concentrating on the beach. Concentrating on the sea. Concentrating on the shoreline. 207 Concentrating on the sky. Concentrating on the air. 209 Concentrating on the wind. Concentrating on the light. Concentrating on the shade. Concentrating on the vegetation. Concentrating on the wildlife. Concentrating on the human. Concentrating on the artificial. Concentrating on the situation. Concentrating on the occurrence. Concentrating on the periphery. Concentrating on the close at hand. 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