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Plants for Pollinators
Many of our insects feed on nectar, so need flowering plants for their survival. Butterflies, moths, bees and hoverflies all need sources of nectar and pollen to thrive. As they travel from flower to flower, they also pollinate them, enabling them to set seed or bear fruit.
The list we have compiled covers all types of plants from Trees to Bedding and Bulbs….
TOP TIPS
Autumn
Winter
Spring
Summer
Early
Late
Herbs
Oreganum vulgare (Oregano)
Rosemarinus officinalis (Rosemary)
Ocimum basilicum (Basil)
Borago officinalis (Borage)
Foeniculum vulgare (Fennel)
Allium schoenoprasum (Chives)
Thymus (Thymes)
Menthe (Mints)
Salvia Officinalis (common sage)
Hyssop officinalis
Melissa officinalis (Lemon balm)
Symphytum officinale (Comfrey)
Lavandula all types (English and French)
Annual Bedding
Alyssum maritimum (Sweet Alyssum)
Calendula officinalis (Pot Marigold)
Antirrinum majus (Snapdragon)
Viola cornuta (Pansy and Viola)
Cosmos bipinnatus (Cosmos)
Helianthus annuus (Sunflower)
Lathyrus odoratus (Sweet Pea)
Choose a sheltered sunny spot
Place each plant in groups or drifts so that the colour and scent are easy to detect
Prolong the flowering season – select plants for all seasons so you all round interest for insects
choose flowers with a simple open structure as they are the easiest for insects to feed from
Remember to provide a night-time feast for moths. Plant some night-scented flowers.
Trees
Prunus family (Ornamental and edible Cherries)
Malus family (Ornamental and edible Apples)
Sorbus family (Rowan Trees)
Salix caprea (Pussy Willow)
Acacia dealbata (Mimosa)
Corylus avellana (Hazel)
Amelanchier lanmarkii
Aesculus hippocastanum (Horse Chestnut)
Crataegus monogyna (Hawthorn)
Ilex aquilfolium (Holly)
Catalpa bignonioides
Laburnham x waterei (Golden Rain Tree)
Zinnia elegans (Zinnia)
Perennials, Biennials and Annuals
Verbena bonariensis
Euphorbia Chariacas (Spurge)
Nepeta (Catmint)
Salvia family (including ornamental and Herb cultivars)
Alcea rosea (Hollyhock)
Digitalis purpurea (Foxglove)
Geum
Solidago (Golden Rod)
Nicotiana sylvestris (Tobacco plant)
Zaluzianska ovata (Night scented Phlox)
Helianthus (Sunflowers)
Rudbeckia (Coneflowers)
Echinacea
Ami majus and other members of the carrot family
Scabious (Pin cushion flower)
Cirsium rivulare
Silene caroliniana (Pink Campion)
Chrysanthemum leucanthemum (Ox-eye daisy)
Myositis sylvatica (Forget-me-not)
Polygonatum (Solomons seal)
Erysimum cheiri "Bowles Mauve"
Achillea Millefolium (Yarrow)
Hellebores (Christmas Rose)
Cyclamen
Agapanthus africanus
Primula vulgaris
Primula veris
Primula elatior
Dicentra spectabilis (Bleeding Heart)
Narcissus
Tulips
Fritillaria meleagris (Snake's head fritillary)
Muscari latifolium (Grape Hyacinth)
Alliums
Poppies
Anemone
Dandelions
Clover
Daisy
Ranunculus
Phaecalia
wild flowers
(weeds)
Shrubs
Photinia fraseri
Mahonia japonica
Ceonothus (Californian Lilac)
Fatsia japonica
Skimmia japonica "Rubella"
Cytisus
Choysia (Mexican Orange Blossom)
Buddleja davidii
Hydrangea (selected species)
Erica (Heathers)
Sarcoccoca confusa (Christmas Box)
Caryopteris x clanodensis
Hedera helix (Common Ivy)
Lonicera Fragrantissima
Chimonanthus Praecox
Lavandula sp. (All, English and French)
Climbers
Jasmine
Honeysuckle
Cornilla
Wisteria
Hedera
Climbing Hydrangea
Passionflower
Clematis | web | https://riversidegardencentre.com/userfiles/files/Plants%20for%20Pollinators.pdf | 0.464448 | {
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By Kathleen Mulroy (Based on a true story)
Meg wanted to be perfect. She brushed her hair until it was perfectly shiny. She kept her hands perfectly clean. She kept her clothes perfectly neat.
Meg didn't like messy sandboxes. She hated it when one shoelace was longer than the other. And she really didn't like dirt. Playing tag looked like fun . . . but she might mess up
Almost-Perfect
Meg
Perfectly shiny hair!
Perfectly clean hands!
Perfectly neat clothes!
her hair or get her shirt dirty!
On Meg's birthday, her mommy and daddy gave her a special gift. It was a puppy! He was tan with white paws and soft brown eyes.
"Oh, I love him!" Meg said. "I'm going to call him Mittens."
The next day, Meg played with Mittens in the yard. She threw the ball over and over again. They had
ILLUSTRATIONS BY DONALD WU
so much fun. Then Mittens jumped into Meg's lap. With dirty paws!
"Eww!" Meg yelled. "Mommy! Mittens got me dirty!"
Mommy came outside. She gave Meg a hug. "Puppies are messy," she told Meg. "I know it's hard for you. But I hope you can have fun with Mittens, even if it means getting a little dirty."
he drooled a little on her clothes. Sometimes he drooled a lot on her clothes! After a while, Meg worried less about the mess. Mittens was fun to play with! He was always happy to see her.
Soon Meg started trying other new things. She waded in the lake with her family. She played in the sand box. She played tag at recess.
One day, Mommy even had to remind Meg to change her dirty clothes! But Meg didn't mind. Things didn't need to be perfect for her to feel happy. ●
The author lives in Idaho, USA. | web | https://www.churchofjesuschrist.org/bc/content/shared/content/images/magazines/friend/2019/09/september-2019-friend-magazine-jesus-christ_2273274.pdf | 0.420661 | {
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The American Red Cross lifeguard training class is for anyone 15 years of age by the last class session. This course trains lifeguards to act with speed and confidence in emergency situations both in and out of the water. Topics include: water rescue skills, surveillance and recognition, first aid, breathing and cardiac emergencies, CPR, AED, and more. Participants will achieve a two-year certification upon successful completion of the course and are eligible for a Lifeguard and/or Swim Lesson Instructor position with the City of Wahoo.
Prerequisite: All candidates must pass a pre-test. The goal of the pre-test is to ensure participants have a reasonable expectation to successfully complete the course. The pre-test consists of the successful demonstration of the following skills:
Swim 300 yards continuously demonstrating breath control and rhythmic breathing. Candidates may swim using the front crawl, breaststroke, or a combination of both. Swimming on the back or side is not allowed. Swim goggles may be used. There is no time requirement for this skill.
Starting in the water, swim 20 yards. The face may be in or out of the water. Swim goggles are not allowed. Surface dive, feet-first or head-first to a depth of 7-10 feet, retrieve a 10-pound object, return to the surface, swim 20 yards back to the starting point while maintaining two hands on the object and exit the water without using a ladder or steps. This event must be completed within 1 minute, 40 seconds.
Tread water for 2 minutes using only the legs. Hands should be placed under the armpits.
When:
Pre-Test: Sunday, May 20 th
5:30pm-7pm
Aquatic Center
Remaining class schedule:
Monday, May 21 st
4pm-8pm
Tuesday, May 22
nd
6pm-9pm
Wednesday, May 23 rd
6pm-9pm
Friday, May 25 th
6pm-9pm
Tuesday, May 29 th
8am-12pm & 1pm-5pm
Wednesday, May 30 th
1pm-5pm
Thursday, May 31 st
8am-12pm & 1pm-5pm
Friday, June 1 st
Note: Students must attend every meeting and class at the times listed…no exceptions! Check your schedule! Attendance in the course does not guarantee lifeguard certification. Students must pass written and practical exams.
Cost: Civic Center members: $140/student (includes all class materials) Non-Members: $165/student (includes all class materials)
Registration: Begins March 26 th . Class size is limited to 10 students. Register either in person at the Civic Center or online at www.wahoociviccenter.com.
Questions: Contact Andrea at ([REDACTED_PHONE] for more information. | web | http://wahoociviccenter.com/pdf_c/Lifeguard%20Training%20Class%20Flyer.pdf | 0.492796 | {
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COMMUNICATION: PART 6
Your choice of words is more important than you think! And—your words are important to carry out an effective leadership role. So let us continue with our quest for many communication choices for the leader.
Giving Choices: When you require something of a person, it is wise to have options in mind. Control of a decision to do something or make a choice empowers a capable person and adds a dimension of freedom to a situation that would otherwise be stifling. The key is that you allow more than one choice and do not care what option or order the person selects. It is an excellent technique for many situations.
It is also an excellent technique for children who need to experience the opportunity to make good life choices. Life involves options and choices, and learning to make appropriate choices is part of the maturing process.
Examples---
You might have a choice to go to a dance or ride your exercise bike. The goal is to exercise, and both options meet the goal. The choice is yours.
Tim has two reports he must complete within the next 24 hours. The goal is to meet the deadline. Does it matter to you which report he completes first? The choice of what report he does first is Tim's choice—and empowers Tim in the decision-making process.
You might ask a youngster to eat either the peas or string beans, but it is necessary to eat one or the other. The vegetables are green; therefore, you might not care which one the youngster selects. A choice is empowering for a youngster.
Words of Encouragement:
Everyone likes to be recognized for the positive work they do. Recognition of a good job means you state your appreciation of the same. This verbal approval gives a person the impetus to move forward with your support.
Examples---
Encouragement could be when a person recognizes or praises a behavior or outcome that helps the company magnify the mission or philosophy. It is appropriate to acknowledge and encourage personal attributes through words of encouragement.
When a person feels that they cannot do a specific assignment or behavior, your encouragement, as an employer or friend, to keep trying might be the words that prevent a person from giving up—or (heaven forbid) committing personal harm. It helps to establish a person's feeling of individual control and worth. Usually, a person's encouragement and trust will result in saying, "Hey, I can do this!"
Recognition of Difficulty:
Difficult times and situations come to all of us! Because they do, we often do not pay attention to people's difficulties around us. However, a difficult situation for one person is not for another. One way to recognize difficulty is to show empathy—not sympathy.
Empathy means that you understand another person's feelings but do not enter into the same state of mind exhibited by that person. A full understanding of a person's difficulty might not be possible; however, at least you should try to understand how YOU might feel under the same circumstance. To remain helpful, you must remain aloof enough to maintain personal control and see the entire problem.
Sympathy (being different than empathy) means that you enter into the same emotional state of mind as the person having difficulty, SHARING, and FEELING with the same understanding of the emotions or feelings exhibited. It relates wholly to someone's problems. If you enter the same emotional state (becoming sympathetic), you wallow in the person's difficulty.
Carolyn Taylor, Ed.D. M.N. R.N. | web | https://www.leadershippoweronline.com/files/138086227.pdf | 0.431015 | {
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MENTAL HEALTH MATTERS
A MONTHLY NEWSLETTER FROM ATLANTIC BEHAVIORAL HEALTH
MENTAL HEALTH AWARENESS | April 2023
Alcohol Awareness Month
Have you ever looked forward to having a drink after work, at a social gathering, or to just unwind? If so, you are one of over 86% of the American population who enjoys alcohol now and then.
It is common in our culture to enjoy a social drink. For many people, this is never a problem. But for many others, drinking can get out of hand and cause problems in their life, with school, at work, and in relationships. Alcohol misuse and abuse can even be deadly.
Rethinking drinking is a good idea for all of us. Even if it never causes you a problem, it is good to be informed and aware of the potential risks for yourself and your loved ones.
National Alcohol Awareness Month was started by Marty Mann, the first woman to complete the Alcoholics Anonymous 12-step recovery program back in 1987. The mission was to raise awareness of the dangers of alcohol abuse. That goal continues to this day.
* About 400,000 adolescents in the U.S. have an alcohol use disorder
* 140,000 people die from excessive alcohol use
* Over 10,000 deaths occur each year due to alcohol
Why Is National Alcohol Awareness Month Important?
Denial in alcoholism is a real disease – Anybody suffering from substance abuse or struggling with alcoholism would deny it. They underestimate their ability to control the craving or to quit, the amount of alcohol they drink, and the impact it has had on their life. Denial is a common trait or symptom of alcoholism that has to be counseled.
There's a stigma surrounding alcoholism – What comes to your mind when you think about alcoholism? A drunk man living in rags on the streets, drinking hard liquor on the job, and appearing at the bar every night? The movies' depiction of alcoholism is only a quarter of the truth, and this is why millions of people have trouble recognizing the problem or seeking help.
Alcoholism claims thousands of lives annually – Alcoholism is the third-leading preventable cause of death in the United States, claiming the lives of more than 90,000 people every year.
NATIONAL ALCOHOL AWARENESS MONTH -April 2023 - National Today
WHAT ARE THE EFFECTS OF ALCOHOL?
With Alcohol, Size Matters — Know What You Are Drinking
A standard drink is equal to 14.0 grams (0.6 ounces) of pure alcohol. Generally, this amount of pure alcohol is found in 12 ounces of beer (5% alcohol content).
Binge drinking is defined as four or more drinks for women, and five or more drinks for men during a single occasion, generally within about two hours.
Moderate drinking is defined as one drink or less/day for women and two drinks or less/day for men.
Heavy drinking is defined as eight or more drinks/week for women and 15 or more drinks/week for men.
Alcohol Questions and Answers | CDC
Consequences of Alcohol Misuse
* Many illnesses are connected to alcohol misuse and addiction, including liver disease, pancreatitis, and various cancers to name a few.
* Unintended accidents and injuries often occur while under the influence of alcohol.
* Relationship conflicts often escalate because of alcohol misuse and can result in violence.
* Harm to a fetus can also occur during pregnancy.
How Do I Know if I Have a Problem?
One of the challenges of problem drinking can be denial. People often don't realize there is a problem until it gets out of hand. If you begin to see:
* Your relationships are more conflictual.
* You're not doing as well in school or at work, it might be time to talk to your medical provider.
* You are having more accidents.
It is time to take a deeper look into your drinking patterns and habits.
If you are concerned about your drinking or a loved one's drinking, consider calling 1-800-662-HELP
Ideas to Observe National Alcohol Awareness Month
Participate in the Alcohol-Free-Weekend: Spend 72 hours without alcohol. Make sure you and your family participate in this activity and monitor symptoms of discomfort or cravings within the three days.
Start conversations: It is your role as a responsible adult to initiate the conversations that nobody is willing to talk about. Speak with your friends and families who you've noticed are reliant on heavy drinking. As a parent, teach your children about alcohol misuse and help them build coping skills. Tell them that stress, anger, loneliness, and peer pressure are a part of life and should not cause them to give in to liquor for relaxation.
Throw 'clean' parties: Use the month of April to throw alcohol-free, clean, and healthy parties for adults. Invite over friends, neighbors, and family to enjoy social gatherings without any trace of liquor. Serve kombucha, mocktails, club soda, and boozefree beer to set an example. Consider doing this thrice a month for healthy practice..
NATIONAL ALCOHOL AWARENESS MONTH -April 2023 - National Today
Benefits of Not Drinking Alcohol
1. Better looking skin: Abstinence from alcohol restores elasticity.
2. Improved sleep: Alcohol affects the sleep-wake cycle and makes it harder to fall and/or stay asleep.
3. Healthier weight: Alcohol derails metabolism and is filled with sugars and empty calories.
4. Better mental health: Abstaining from alcohol can allow more focal treatment for a co-occurring mental health disorder.
5. Improved immunity: Alcohol impedes white blood cell production, making it harder fight viruses and bacteria.
6. Enhanced nutrition: Alcohol interferes with digestion, storage, utilization, and excretion of nutrients, and many heavy drinkers are malnourished.
7. Lower risk of cancer: Alcohol is a known carcinogen and increases risk of multiple types of cancer.
According to The Recovery Research Institute, 9.1% or 22.35 million Americans have resolved an alcohol or other drug problem, 51% of whom used alcohol as their primary substance.
Talk to your doctor if you think you have a problem with alcohol or mental health or use the resources below to get connected to help today!
If you or someone you know is in a crisis, get help immediately. You can call 911 or call or text the 988 Suicide & Crisis Lifeline at 988.
211
Atlantic Behavioral Health ACCESS Center: [REDACTED_PHONE]
– Provides local resources
SAMHSA's National Helpline is a free, confidential, 24/7, 365-day-a-year treatment referral and information service (in English and Spanish) Also visit the online treatment locator. Call: 1-800-662-HELP (4357)
Alcoholics Anonymous- Northern New Jersey AA - Meeting Finder (nnjaa.org)
Narcotics Anonymous -NA Meetings in NJ (narcoticsanonymousnj.org)
NJ Self Help Clearinghouse800-367-6274 -FIND A GROUP | NJSHGCH
(njgroups.org)
Atlantic Behavioral Health Crisis Intervention Services 24/7 Hotlines:
Chilton Medical Center: [REDACTED_PHONE]
Hackettstown Medical Center: [REDACTED_PHONE]
Morristown Medical Center: [REDACTED_PHONE]
Overlook Medical Center: [REDACTED_PHONE]
Email:
Website: | web | https://publish-ahs-prod.atlantichealth.org/content/dam/atlantichealth-v2/behavioral-health/mental-health-matters-newsletter/April-2023-newsletter.pdf | 0.433566 | {
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The main role of a team captain in backyard kickball, is to pick who they want on their team. Throughout the process the captain has to make choices from who is left over in the group of players. There's probably some kind of criteria that helps determine why one kid would be chosen over another.
When it comes to trusting in God, there's kind of a similar process that we must go through. Joshua reminded the people of that option in Josh 24:15, "choose for yourselves today whom you will serve… but as for me and my house, we will serve the Lord." And Elijah asked a similar question to the Hebrew onlookers at Mt. Carmel. 1 Kings 18:21, "How long are you going to struggle with the two choices? If the Lord is God, follow Him; but if Baal, follow him."
Throughout scripture we see other people that had to decide to follow God or not. One parallel example is found in the Pharaoh's of Egypt. The Pharaoh who ruled during the time of Joseph, acknowledged God's power and authority. Gen 41:3940, "Pharaoh said to Joseph, 'Since God has informed you of all this, there is no one as discerning and wise as you are. You shall be in charge of my house, and all my people shall be obedient to you…" But both Pharaohs that ruled during the time of Moses didn't acknowledge God. Ex 1:8-10, "Now a new king arose over Egypt, who did not know Joseph. And he said to his people, 'Behold, the people of the sons of Israel are too many and too mighty for us. Come, let us deal shrewdly with them, [so they can't fight against us]'"
In John 3 we're introduced to a religious "ruler" who privately acknowledges God's authority. "We know that You have come from God as a teacher; for no one can do these signs that You do unless God is with him." (John 3:2). Yet the gospels outline how most didn't acknowledge his authority and rejected him. When we read about Nicodemus, I hope we see the need to humbly recognize his authority in all things.
ACKNOWLEDGE HUMILITY JESUS PARALLEL
AUTHORITY
NICODEMUS
Read John 3:10-17
What's it mean to "call on the name of the Lord"? (Gen 13:4; 1 Kings 18:24; Joel 2:32; Zeph 3:9; Acts 2:21; Rom 10:13)
How do the gospels help us recognize God's power in Jesus?
Compare the Pharaoh of Moses' day to the Pharisees in Jesus' day. (Pharaoh = Ex 1:8-10; 5:2; Pharisees = Matt 12:14; John 11:47-57)
How does Nicodemus resemble the Pharaoh during Joseph's Day? Or does he?
What do you learn from Nicodemus that helps you in your walk with God?
Pharaohsee | web | http://mcalesterchurchofchrist.org/pdf/sermons/040322sundayhandout.pdf | 0.432192 | {
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J. Mex. Chem. Soc.
2014,
58(3)
Environmental Electrochemistry, Special Issue
The equilibrium of our planet has become compromised as a result of energetic demands and processing of raw materials required to satisfy modern life. This unsustainable use of environmental resources entails the release of large quantities of air, water and soil pollutants to environment. In order to mitigate this problem, technologies that could respond efficiently to the balance established between energy, security, cost and degradation rates are required. Electrochemical technologies have been successfully implemented for the abatement of typical harmful compounds (metal ions or inorganic anions), and lately, their use has been extended to the treatment of emerging pollutants such as pharmaceuticals and refractory organic compounds, dyes, oil-derived hydrocarbons and others.
try, as well as research articles on the topic. Therefore, we are pleased to publish reviews from internationally renowned experts in the field from Brazil, Mexico, Spain and United States of America, which cover organic de-halogenations, treatment of industrial effluents, and advanced oxidation process using boron diamond electrodes. This issue also contains original contributions from Brazil, France, Mexico and United States of America, which show the important work that this active research community is performing to contribute with innovative solutions to the pollution problem.
Electrochemistry is implicitly present in daily life, including the technological advances to manufacture: jewelry, batteries, capacitors, fuel cells, and evaluate corrosion, water purification and metal refining. Electron and charge transfer processes are critical concerning the use of electrochemical science for the above technologies and contaminant destruction (e.g. incineration or chemical oxidation), particularly, since they draw on the use of electrons as reactant, without secondary generation of by-products, whence electrochemistry is a sustainable technology that significantly contribute to the current efforts promoted for environmental remediation.
Finally, we gratefully acknowledge to the many authors who made possible this publication. Thanks for their confidence and work to achieve this special issue, chapeau!!
We hope that the cooperative work presented in this issue of J. Mex. Chem. Soc. on environmental electrochemistry can assist students, academic researchers, and chemical engineers to envisage the capacities of electrochemical technologies to alleviate the serious problems of pollution. We are confident that joint efforts from the academic and technical community will pave the way to find out solutions to preserve the equilibrium of the planet.
Thus, the scope of this special issue of the Journal of the Mexican Chemical Society is to provide at a glance, some reviews of the state of the art for environmental electrochemis-
Dr. Bernardo A. Frontana-Uribe Guest Editor
Dr. Ignacio González-Martínez Editor-in-chief | web | http://www.scielo.org.mx/pdf/jmcs/v58n3/v58n3a1.pdf | 0.435199 | {
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1. Pass Moored Craft Slowly.
Travelling at speed can pull mooring pins out of the ground, knock things off shelves and even cause small children to fall over. If you're travelling at anything more than walking pace, you are probably going too fast.
2. Don't drink and drive.
It's that simple. Anyone who is going to be steering the boat, mooring up or operating locks must stay sober. Canals are not risk-free and the risks increase greatly when people consume alcohol.
3. Keep the noise down.
If you want to play music or sit up late chatting, then moor up well away from everyone else so that you don't disturb other people. If you are moored up near other boats or houses, keep all noise, including running the generator, to an absolute minimum.
4. Behave safely on your boat.
For example to get from one end of the boat to the other, always go inside the boat. Never run on the roof or walk along the sides.
5. Avoid collisions.
Always slow down for bends, bridges and tunnels. Always pass to the right hand side of oncoming craft. If you are heading for another boat, correct your course, put the boat into reverse to avoid an impact and then correct your course again as you move forward.
6. Use locks carefully
Take your time – and keep an eye out for problems. Enter and leave slowly so bumps are less likely to cause damage. Always have a competent person on board while the boat's in the lock. Keep your boat well away from the gates and cill (look for the marker on the stonework at the lock). Boats tend to bang about when water flows in and out of a lock – stay alert. Please read the full advice on using locks in the Boaters Handbook (link on front of this leaflet).
7. Be considerate.
8. Don't disturb others.
Most members of the canal community are offended by shouting, swearing, and loud music. There is no place for these on the canal. Always keep your rubbish on the boat until it can be disposed of properly.
Between 8pm and 8am don't use any electricity generator, including the Boat's engine, at any mooring along the Waterway unless you are moored in isolation, out of earshot of other people.
If you're involved in an incident or near miss or see behaviour that you feel should be reported, let us know so we can build a better picture of what takes place on the canal.
You can report incidents to the Trust online at http://canalrivertrust.org.uk/contact-us/visitor-incidents
You can also text message details to 01908 302502.
If you would like to discuss any boating incidents on the canal you can contact Matthew Symonds, Boater Liaison Manager (south) phone 07825 22795 or by email [REDACTED_EMAIL]
Useful contact numbers:
Canal & River Trust Customer Service: (8am – 6pm): 0303 040 4040
Canal & River Trust Out of Hours Emergencies: 0800 47 999 47 (Please note this number is for engineering failure, flooding and serious pollution incidents – not behavioural issues)
Incidents of bad behavior on the canal are rare but if you experience a problem here are some useful contacts.
Although the police may not be able to respond immediately to your concerns it is important to contact them as they target their resources to address need; if they don't have reports of incidents they are unlikely to be able to target resources to address them.
If you are involved in an incident where serious distress, harm, harassment, threats, theft or criminal damage occurs you should call 101 or, if it's an emergency, 999.
Non urgent crimes/incidents can also be reported online: Thames Valley: http://www.thamesvalley.police.uk/reptcr/ Wiltshire: https://external.wiltshire.police.uk/minorcrime/
Some incidents related to the environment, such as noise or air pollution or anti-social behavior (ASB), need to be reported to the local authority. It's important that you provide as much detail as possible when your report an incident (see below).
Wiltshire Council ASB team: 01225 716610
West Berkshire Safer Communities Team: 01635 42400
Reading ASB team: 0118 937 3737
West Berkshire environmental health services: 01635 519192
Wiltshire Council environmental services, office hours: 01225 713000
Emergency out of office hours: 0300 456 0100
Reading environmental protection team: 0118 937 3787
When reporting incidents make sure that you provide the following:
* Date and time of incident
* Location of the incident
* Details of the incident
* Details of anyone involved (for example the boat name and number)
The Kennet & Avon Canal is a largely rural and tranquil waterway. It is home to many people; some live in houses close to the canal and some live on boats. There are also many boaters, some of whom use the canal regularly and some who come just for a holiday. In addition hundreds of people use the towpath for cycling, walking and family picnics. All of these groups need to get along and share the space in a considerate and respectful way. Most people are very friendly and will be happy to offer helpful advice if you ask. We want you to enjoy the canal and ask that you observe the 'Golden Rules' set out in this leaflet so that the canal is a safe and pleasant environment for everyone.
Contacting hire boat operators on the Kennet & Avon canal.
Are you a first time boater?
There are a number of hire boat operators on the canal. If you need to contact one of them you can find contact detail using the search box on the Canal & River Trust boat holidays webpage:
Before going boating for the first time, please read our Boaters Handbook or watch our useful short film online at :
http://canalrivertrust.org.uk/boating/ boat-trips-and-holidays http://canalrivertrust.org.uk/boating /navigating-the-waterways/boatershandbook
Canal & River Trust, a charitable company limited by guarantee registered in England and Wales with company number 7807276 and registered charity number 1146792, registered office address First Floor North, Station House, 500 Elder Gate, Milton Keynes MK9 1BB. VAT registration number [REDACTED_PHONE]. Publish date February 2014 | web | http://kanda.boatingcommunity.org.uk/wordpress/wp-content/uploads/2014/10/KA-East-Good-behaviour-guide-Final.pdf | 0.516993 | {
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Community of Differences
O God, whose Son Jesus is the good shepherd of your people: Grant that when we hear his voice we may know him who calls us each by name, and follow where he leads; who, with you and the Holy Spirit, lives and reigns, one God, for ever and ever. Amen.
Look
Sometimes we do something so many times that we take it for granted. It could be something complex like driving, or as simple as saying "Hi". It could be something concrete like writing our names, or more abstract like listening to a favorite song. These things become so familiar that their deeper meaning can easily be forgotten.
1. What is something that you do practically every day that you don't stop to think about? Take a moment to really describe it.
2. How is this activity made wholly unique in your doing it?
3. Even if this is something that virtually everyone does, how does it define something special about you?
Book
Read SLOWLY: Psalm 23
This Psalm, ascribed to David, is perhaps the most ubiquitously known Psalm among Christians. Undoubtedly you've heard it at least once, but many have never discussed it in a group. Like prayers and creeds, it has become almost more of an act of speaking than a focus for introspection.
1. What provides comfort to you personally in this Psalm, and why does it speak you?
2. What part seems to challenge you, and why does it strike you so?
3. What makes your experience of this Psalm unique from the others around you?
Took
One mystery of the Gospel is how it speaks to each person wherever they are at. Psalm 23 is a prime example of this. It's a blessed reminder of how we are each called to reach our neighbor in fellowship and meet them wherever they might be in their faith journey.
1. Why is important to approach each person where they are at rather than try to direct them down your own path?
2. In what ways can our differences make us a stronger community?
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COMP 306 – Fall 2018 – Assignment 02
Due: Monday, 17 Sept, beginning of class
Problem: I want to create an address book. In reality, the address book would be stored in a database on a server, but we're going to ignore this part. Instead, we'll just create a form that allows me to enter the items below for a person. I'll store all the information in my JavaScript code in an array of objects. Of course, when page is reloaded, I'll lose all of my addresses (see database earlier for the solution), but that's ok for this assignment.
Create a web page that contains a form that allows me to enter the following information:
First Name Last Name Email address Age
You must store the information for each person in an object named Person. Create the prototype for the object globally in a script in the head tag in the page (i.e., create the variable before the function). Store the objects in an array (also create the array variable globally).
Use a function to respond to a submission for the form and create an instance of a Person object in this function and add it to your array.
Include a button that will print all the names (first and last only; no other information) in alphabetic order by last name. Note that the names will not necessarily be entered in alphabetic order.
Note: see the class web site for a reference to a selection sort for JavaScript (Reference>JavaScript/ES6->Sorting in JavaScript). You only have to change one line of this code to get it to sort your array of Person objects. You must include both the swap function and the selectionSort function for the sort to work correctly.
Include a second button that will print all people of age 21 or older.
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SCHOOL OF ROCKS
A master craftsperson isn't built in a day, but if high jewellery is your thing, L'École, School of Jewelry Arts is a good place to start. Absolute beginner GRACE CAIN pulls on her lab coat
I'M PROBABLY OVEREXPOSING MY PSYCHE by telling you this, but here we go: I frequently have a recurring anxiety dream that I'm back at school, about to sit a very important test with no time to prepare. I awake in a state of panic that gives way to gratitude when I realise that I only have grown-up problems to worry about now – and no need to ever return to school.
And yet, as is so frequently the case, I am proved incorrect by an invitation to study (for one day, at least) at L'École, School of Jewelry Arts in Paris. Opened in 2012 with the support of Van Cleef & Arpels, L'École aims to reveal a world of artistry that can sometimes feel mysterious or even intimidating to the uninitiated – and I would consider myself to be in that camp. They don't exactly teach you how to make priceless artefacts in Year 9 art class.
So, putting aside my academic anxieties, I walk to school through a hazy morning on Place Vendôme, Paris' historic epicentre of high jewellery. The octagonal square is empty apart from the one man diligently polishing the windows of number 22, where Van Cleef & Arpels has been headquartered since 1906. Around the corner and inside L'École, my fellow students and I don crisp white lab coats and sit obediently at our workstations. Although the school offers a plethora of different courses to help you discover more about gemology and the art history of jewels, our lesson today is part of a practical series that explores the savoir-faire of jewellery-making. Like all L'École's classes, 'From Design to Mock-Up' is taught in small groups by master craftsmen who are – as I will soon discover – as patient as they are talented.
The initial half of our lesson mirrors one of the first steps in the highjewellery-making process: the gouaché, a form of watercolour painting that allows the designer to transform their idea into a realistic render. In the AI age, this traditional art form is a matter of pride for the very few high-jewellery houses (Van Cleef & Arpels included) who remain loyal to it. The magic of a gouaché jewel is in the way that it seems to reflect the light, floating against the page in three dimensions. Flawless accuracy is key, because this initial representation will act as a guide for every artisan involved in its realisation – from
the model-makers and gemologists to the stone- setters and jewellers. Patience and precision are the key traits required to be a great gouaché painter. I possess neither. We're given a Van Cleef & Arpels
short time to practise, mixing the correct ratio of water and paint to create varying shades of grey (believe me, it's harder than it sounds). Our task is to paint three diamonds using our newly mixed hues with tiny flecks of pure white to create the illusion of glimmering facets. These diamonds range from tiny to minuscule – the smallest is half the size of my little fingernail. It's immediately evident why it takes gouaché painters so many years to master their craft, and I'm doubly impressed to discover that most are either self-taught or have come to the increasingly rare art form via another design profession.
The required combination of dexterity and creativity – not to mention the almost scientific approach to light and shade – proves too much for me. My diamonds look like snowflakes that have been run over by a car. Our teacher tells me it's very good, in the way that someone compliments a child's copy of Sunflowers. Then I ask if she would give me a job, and she laughs in abject horror.
The next half of our lesson focuses on the creation of a mock-up. As the first three-dimensional iteration of a design, a mock-up is created in the same way as the final piece but with substitute materials. As well as helping to identify any potential difficulties, it helps the stone-setters to work out the approximate weight of the required gems and offers an estimation of worth. It's a complex job that balances logic with artistry; the mock-up must be strong enough to hold the jewels while maintaining a sense of delicacy.
Today, we're going to be making a butterfly from pewter. The shape is already helpfully outlined, and our first instruction is to saw around the lines – sounds simple enough, but rounding the curled antennae with the hair-thin blade takes serious concentration. I saw for about half an hour, gently blowing glimmers of dust away from the wings as they emerge from the slice of metal. The curves and angles almost defeat my trembling post-caffeine hands, but I'm committed to the symbol of peace that has been close to the heart of Van Cleef & Arpels since its earliest days.
After soldering and polishing, it's time to add the 'diamonds'. We are each presented with a box of twinkling rhinestones in various sizes, and encouraged to find the ones that will best fit our design. I now understand that if I were a real mock-up maker, I would have to diligently follow the gouaché painting, selecting the jewel in the exact size and shape to match the designer's initial vision.
As the class ends, I realise I have not looked at my phone for three hours. In fact, I haven't even felt the urge to look at it. I'd been so immersed in my tasks that my brain had made no room for anything else, like a sort of meditation (albeit with some low-level stress… painting those diamonds was really hard). I'm beginning to understand why people dedicate so much time and talent to these traditional forms of art. All those years of
training – and the associated emotional commitments – add a value to Van Cleef & Arpels' creations that goes far deeper than diamonds and gold. As I leave L'École, I feel like I've been privileged with a rare behind-the-scenes glimpse into how one person's idea can become someone else's treasure. Perhaps school isn't so bad, after all.
51 | web | https://www.gracecain.co.uk/wp-content/uploads/2023/06/38.-Van-Cleef-and-Arpels-Jul-Aug-2023.pdf | 0.489177 | {
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Himawari Preschool
Himawari Preschool
March 30, 2020
I went for a walk last week and found "gray squirrels', "Daffodils' , "crocuses" , "buds of tulip", "Robin", "Geese", and heard many bird cheeps for my card, "Let's find the signs of Spring!". Also I found some very small flowers which I don't know the names. I'm looking forward to finding more signs of SPRING!
Let's Make a maze (circuit) at home!
Kids really enjoyed making mazes in the classrooms. I saw on youtube that some people made a circuit course in their house in the U.S.
＞
<What you need : example
Cardboard Dining Table/Chairs Jumping rope(Rope) Yoga Mattress Bed Toy tunnel/Toy tent Laundry basket & balls (for the bean bag toss) Sofa Hula-hoop Cushions・Chair mats (to use as stepping stones) etc.
You can line those things up and make a course like "go under', "walk on", "jump over" and/or "tumble". You can also make arrows or a Zig-Zag course using tape on the carpet to go around the house. I hope this gives your child more fun and can use up some of their full energy.
Make a parachute with bed sheets
Your kids will have more fun if you put a ball or stuffed animal in the middle!
Hide & Seek
Nabe-Nabe –Sokonuke
First, you can start this game with two people, then add more people. Can you do you're your whole family? Sora class did with all the kids and teachers!
Simple is the best! Kakurenbo (Hide & Seek) is very poplar at Himawari! When you need a rest, hide lots of stuffed animals for them to find! | web | http://himawaripreschool.org/wp-content/uploads/2020/04/%E3%81%8A%E3%81%86%E3%81%A1%E3%81%A7%E3%81%82%E3%83%BB%E3%81%9D%E3%83%BB%E3%81%BC%EF%BC%81v4e.pdf | 0.44585 | {
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## CONTENTS
| Section | Pages |
|---------|-------|
| **P.6–13** | **INTRODUCTION** |
| **P.14** | **SPRING** |
| P.18–41 | HOME TOURS |
| P.42–53 | FIELD TRIP |
| P.54–57 | THE GARDEN |
| P.58–65 | SHOP TOUR |
| P.66–69 | RECIPES |
| **P.70** | **SUMMER** |
| P.74–103 | HOME TOURS |
| P.104–115 | FIELD TRIP |
| P.116–123 | THE GARDEN |
| P.124–131 | HOSTING |
| P.132–137 | RECIPES |
| **P.138** | **FALL** |
| P.142–173 | HOME TOURS |
| P.174–189 | FIELD TRIP |
| P.190–193 | THE GARDEN |
| P.194–195 | SEASONAL CRAFT |
| P.196–199 | RECIPES |
| **P.200** | **WINTER** |
| P.204–227 | HOME TOURS |
| P.228–235 | FIELD TRIP |
| P.236–239 | THE GARDEN |
| P.240–247 | SHOP TOUR |
| P.248–249 | SEASONAL CRAFT |
| P.250–253 | RECIPES |
| **P.254–255** | **THANK YOU** |
Hemmed in by cornfields and emerald grasses blowing in the wind, dusty two-lane roads wind and weave across the land with reckless abandon and little memory of the property lines that once defined their curves. Here and there they reach a small town, sleepy and bucolic – a timeless refuge from the modern world and the megacities that seem to have dominated the cultural focus across the globe in recent years.
Spring
Life slowly returns on the farm.
As late February turns to early March, the daffodils begin to make their annual march from the frozen ground toward the warmth of the sun. Green shoots peek through, the first sign that spring will soon come. As the days gradually get longer, the crocuses join in. Color and life peppering the sleeping land.
For those with an especially thrifty green thumb, seeds are started in a humidity-laden greenhouse bought at the local Rural King or Tractor Supply Company, which stand out against the snow-covered land during the inevitable early-spring snowstorm. It is important to remember this is the most unexpected of seasons: some years the march of the daffodils begins in mid-February, some years it’s days after the start of March. The best-made plans are often for naught as early growth and the hope of a warm spring is lost to an unexpected freeze.
Once spring comes to life, though, it becomes a symphony of colors as the bulbs, bushes, and trees join the triumphant march. The garden slowly warms as the fallow ground is broken and dried by the sun. Rows are marked; seeds for radish, snow peas, kale, and other root vegetables are sown, in hopes of garden-fresh dinners in the months to come.
In the house, the winter gives way to fresh daffodils, jonquils, and flowers and branches brought into the house, eggs dyed for Easter, and lettuce, radish, green onion, spinach, and kale brought in from the garden. A good spring clean and the home is ready for future guests; the swings rehung on the porch and in the yard. The feeling of life at the farm has truly returned.
White peonies in front of a red barn.
“We’re constantly looking for ways to grow, and in spring we start to see that work take root … Spring allows us to reconnect with the community in a bigger way.”
Lauren Palmer
FOR YOU
“I have this feeling deep in my bones that my town has the potential to be something great and I want to be a part of that,” says Hemphill native and resident Samuel Melton. In 2017 Samuel bought a dilapidated 1920 men’s clothing store on the square of this small east Texas town. He first established his shop, Lonesome Pine Home, in a rented space on the opposite side of the town square, before moving in after extension renovations.
“I moved from the big city [Dallas] with $100 in my account back to my hometown to start a shop that may or may have not worked. I believe firmly in doing the dreams you have before it’s too late, and that’s what I’m doing now,” explains Samuel. His vision for the store is the perfect mix of old meets new, with exposed plaster walls and a focal wall of old tin ceiling tiles that greets you as you walk in. “I grew up in this life of antiques and vintage, it is in my blood,” says Samuel. “I watched my parents hunt for those treasures all around the South as a kid. I grew into finding what I loved, which is furniture and things that have their own stories.”
Samuel’s largest project in this small town has been remodeling his great grandparents’ little house near the Sabine National Forest. “It has been an act of love to my heritage.” Old paneling has been replaced with large planks of 12-inch wood from his grandfather’s furniture store. The kitchen is lined
Coca-Cola in Bottles
114
A generation or two ago, community dinners were common. Today, though, they seem to have fallen by the way of black-and-white television or the rotary phone. I’d often seen photos from old gatherings here on the farm at my great-great-grandmother’s house across the highway from mine. There were dozens of family members there, an endless number of dishes, all homemade, and it was all out in front of her house. As a kid I would dream of what it must have been like to attend a dinner like that … I dreamed of one day hosting one on my own front lawn.
My friend Terri and I had been hosting events and workshops at my house for a couple of years when we decided it was time to bring this dream to life. We would host a dinner on the grounds at my house, everyone and anyone could come – they just had to bring a salad, side, or starter. We’d provide the sweet tea, fried chicken and the desserts. Our only rule was no talk of religion or politics at the table; we wanted it to truly feel like a place where anyone was welcome.
That first year we had friends come from near and far, a mix of 50 people, some coming from New York, Tennessee, and Georgia, and many coming from just down the street. Our second year we had nearly a hundred gather under the old oak tree between my house and barn. Folks from New York, Florida, Oregon, and Texas all came to be a part of our rural community. It is funny how in many ways these rural places know no strangers and everyone is welcome as long as you’re willing to take part.
Two women sit on a porch, shucking corn.
The sun sets over a garden filled with corn, beans, and other vegetables.
The dining room is a cozy space with a rustic charm, featuring a wooden table and chairs that complement the natural light streaming in from the large windows. The room is adorned with a vibrant rug and a woven basket, adding warmth and texture to the space. Sunflowers in a green vase bring a touch of nature indoors, while a vintage suitcase and a wicker basket suggest a sense of adventure and travel. The exposed wooden beams on the ceiling add an element of rustic elegance, enhancing the overall ambiance of the room.
Autumn leaves in full color.
A classic roll-top desk in a room with red paneling and a patterned wallpaper.
Winter
9521
A lattice-topped pie in a cast iron skillet sits on a wooden table surrounded by pumpkins and a bowl of dried cranberries.
Cast-iron Skillet Apple Pie
INGREDIENTS
½ cup (110g) butter
1 cup (210g) brown sugar
2 pie crusts
4 cups (480g) Granny Smith apples, peeled and sliced
½ cup (100g) sugar
cinnamon and nutmeg, to taste
It absolutely isn’t fall until the first apple pie is made. When you are baking, the house even smells of the season. This is truly a simple dessert that will always please.
1. Preheat oven to 350°F (180°C).
2. While preheating, add butter and brown sugar to a 9-inch (23cm) cast-iron skillet and place it in oven to heat. Remove once the butter has melted.
3. Place one of the pie crusts in the skillet.
4. In a bowl, mix together the apples, sugar, and spices. Fill the crust with this mix and top with the second crust.
5. Bake for 20–25 minutes and serve warm. | web | https://www.lannoopublishers.com/sites/default/files/books/issuu/9789401482110.pdf | 0.480532 | {
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HAPPY HOME PUBLIC SCHOOL, ROHINI
HOLIDAY homework CLASS V 2017-2018
School vacation has begun, Time for children to play, And have fun in the sun. Now the children are out of school, There are trees to climb, Swimming in the pool, Time to spend with special friends and all
Dear Students,
The long awaited summer vacation is here, bringing with it the gift of togetherness that is spent in exploring books, watching informative programs and playing games. Spend your time creatively by doing these interesting activities we have put together for you.
GENERAL INSTRUCTIONS:
Complete all the activities during the vacation.
All the work should be handwritten. Original drawings / illustrations and creative use of material will be appreciated.
Present your project work on A-4 size sheets and put it in an attractive folder with your name and class clearly written at the top.
Revise the syllabus of all the subject of Unit Test I which will be held in July.
NOTE: PTM for class I to VIII has been scheduled on 15
th
May, 2017.
The time slot allotted to your ward is _________am to __________am/noon.
Kindly go through the holidays HW/Syllabus /Examination Pattern and other circulars.
If any query regarding the above mentioned documents then you can discuss with the
class teachers or concerned authorities on PTM Day.
SCHOOL CLOSES FOR SUMMER VACATIONS FROM 15 TH MAY, 2017 (MONDAY) & WILL RD
RE-OPEN ON 3 JULY, 2017(MONDAY)
HAPPY SUMMER VACATIONS
ENGLISH :
1) Make a book cover for novel ' Little Women'.
2) Make a notepad, write two new words daily along with their meaning.
3) Read the first eight chapters of novel 'Little Women'.
4) Write summary of the following chapters according to your roll no. -:
Roll No. 01 to 10 -------- Chapter 1 and 2
Roll No. 11 to 20 -------- Chapter 3 and 4
Roll No. 21 to 30 -------- Chapter 5 and 6
Roll No. 31 to 40 -------- Chapter 7 and 8
5) MCQ worksheet based on novel has been given . Your ward will complete the Sheet and attach / paste the sheet in Literature notebook.
HINDI :
pazya pustk knak :
Paaz 5, 6,7 AaOr 8 maoM Aae saMyau@t vyaMjana AaOr diva%va vyaMjana sao banao Sabd kxaa kay-a puistka maoM ilaKoMMo evaM paz ko AMt maoM idyaa gayaa AByaasa kaya- kroM.
vyaakrNa : AnaucCod "sa%saMgaito", "Aa%mainaBa-rta"
samaacaar p~ yaa p~ pi~ka maoM sao kao[- dao ica~aoM ko AaQaar pr ica~ vaNa-na kIijae. (]prao@t kaya- vyaakrNa kxaa kaya- puistka maoM krMo )
p`itidna ihndI samaacaar p~ piZ,e
rcanaa%mak kaya- : p`qama [ka[- 05 AMk
maMgalayaana pr 3 DI p`Baava dooto hue saica~ piryaaojanaa banaa[e.
Aqavaa ga`ama pMcaayat saica~ pr piryaaojanaa banaa[e.
MATHS :
Q.1 Using your creativity prepare a board game (like snakes and ladder, ludo, business etc.). Write down the instruction to play the game on A4 size sheet. Use your math's skills to make it interesting.
Q.2 Make 3-D mathematical shapes like sphere, cube, cuboids, cone etc. using waste materials like match sticks, Popsicle sticks, straws, colored thread etc. Paste the shapes on a cardboard and decorate them.
Q.3 Collect population of states of India or of 10 large cities or of 10 countries and write them in words according to Indian and International place value system.
Q.4 Kamla Bai's story
To help farmers the State Government gave cows. Kamla Bai also got a cow. The cost of the cow was Rs 17,500. She had to pay Rs 5,500 and the government spent the rest of the money.
How much did the government spend on the cow?
If 9 people from her village got cows, how much did the government spend in all?
But Kamla Bai was not happy. She had to spend Rs 85 everyday on the cow. She made some money by selling the milk. But still she wanted to sell the cow. If Kamla Bai spends Rs85aday, find out how much she will spend in one month.
The cow gives 8 litre of milk every day. How much will it give in one month? If the milk is sold at Rs 9 per litre, how much money will Kamla Bai make in one month? __________
So the money spent on keeping the cow was Rs _______
Money earned by selling the milk Rs _________
Which is more — money spent on the cow or money earned from it? How much?
Explain why she wanted to sell the cow.
SCIENCE :
1. Write 10 facts related to Earth, Moon and Sun in A-4 size sheet.
2. Prepare one 5 minute presentation.
SOCIAL STUDIES :
Q1. Keeping in mind the most famous saying of Rabindranath Tagore that:- " The highest education is that which does not merely give us information but makes our life in harmony with all existence." Prepare a cover page with a slogan written on it and related pictures made/pasted on the same on the themes given below: (Size - A3)
a) Education of Girl Child (Roll no. 1-20)
b) Eradication of Child Labour (Roll no. 21-40) # Use your imagination to the fullest to make it innovative.
Q2. Make a model on the following topics:
Roll No. : 01-12 - Globe
Roll No. : 13-24 – land Transport / Water Transport
Roll No. : 25 - 38 – Air Transport / Letter Box
Roll No. : 39 onwards- Fax Machine / Old Model Telephone
COMPUTER : PROJECT WORK-10 MARKS : Make a poster on the topic- 'Healthy Food Habits', by using all the effects that you have learnt till now in MS-Word (Ch-4 and 5). Take a printout and paste it in your computer notebook.
GENERAL KNOWLEDGE : Do Pages 8,9.11,12,13,14,15,16,17,18
DATESHEET AND SYLLABUS OF UNIT TEST – I | web | http://happyhomepublicschool.com/pdf/hw-5.pdf | 0.489902 | {
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"TOLERATING A DIFFERENT WAY"
Many Jewish laws are justified by the commandment to be different. "In their ways you shall not walk," declares the Torah. Jews have not only insisted upon the right to uniqueness, but on the importance of society's acceptance of divergence.
In "Judaism Inside Out," Rabbi Joshua Chasan writes: "The fondest dream of Jews is to be different; to embrace difference as normal." Despite lip service about the glory of diversity, people tend in practice to be fearful and reticent about those whose ways are genuinely different. But as the world grows smaller, the acceptance of difference -- not without judgment, but certainly without violence -- is the prerequisite for the survival of humanity.
In Malcolm Bradbury's "The History Man," Dr. Zachary, a Jewish refugee from Germany, declares that in opposition to fascism there should be, "a chaos of opinion or ideology." When a colleague, angry about a visiting speaker, pronounces, "Do you know what the consequences of inviting that man would be? One doesn't tolerate --" Dr. Zachary interrupts with, "But that is just what one does. One tolerates."
Throughout history Jews have sought not approval, but tolerance. We seek it not because it is easy, or pleasant, but because we know that intolerance can bring the apocalypse. | web | https://www.sinaitemple.org/learning_with_the_rabbis/writings/2006/063006ToleratingADifferentWay.pdf | 0.437213 | {
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TAKING CHARGE OF YOUR MONEY
Personal budget management is about setting goals and making choices about how you spend and save.
Establish your "big picture" financial goals.
Think about the important choices you're making with your life and money. Establish financial goals together as a household. Write them down. Reevaluate them regularly.
Understand where you are now.
Log all income and expenses, including regular monthly bills, cash spending, and seasonal or unplanned expenses. Subtract your spending from your income to get a clear financial picture.
Examine what's preventing you from reaching your financial goals.
Look at your habits, impulses, and values. If you're in a couple, take charge of your money—together. Begin by communicating and find strategies to work on your financial goals.
Make a plan and follow it.
Save. Pay down debt. Curb credit card spending. Become a savvy consumer. Get the help you need if you fall behind on reaching your goals. Track your progress and don't give up!
Call toll-free:
www.lifeworks.com
TTY:
User name:
Password:
These tips were adapted from the LifeWorks booklet Personal Budget Management. © 2016 LifeWorks. | web | http://halmorgan.com/wp-content/uploads/2016/06/Infographic-Taking-Charge-of-Your-Money.pdf | 0.497441 | {
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Homework
Grading:
Materials:
Text:
United States Geography, 2020-2021
This class is a survey of America's people and places, studied by regions of the United States. Students will practice map skills and learn about the country through the five themes of geography—location, place, human environment interaction, movement, and region. Class discussions will highlight positive character traits of the people who helped shape our culture.
The objective of this class is to equip students to better understand the country in which we live. The course is a helpful pre-requisite for US and World History classes.
Each class period will include these components:
- Geography
o Map skills – reading and interpreting maps (road, physical, political, topographical, latitude and longitude, resource, etc)
o US regions – identifying states and major cities, natural resources, main industry, etc.
o Major landforms – mountain ranges, bodies of water, forests, prairies, etc.
- American Landmarks & Monuments
o Natural landmarks, historical landmarks, memorials, special places of interest, etc.
- Influential Americans
o Highlighting people each week from the region being studied
o American explorers, presidents, scientists, athletes, writers, civil rights leaders, etc.
:
Assigned weekly, and will include a combination of map skills, reading short selections, scripture reference, and simple writing assignments. Please allocate 1-1.5 hours each week outside of class for homework. Homework will be posted on a special Google Classroom website. Students will need internet access.
Students will be graded on homework completion, small projects, and participation in class activities and discussions. There will be periodic quizzes and tests to assess understanding of the material covered in class.
3-ring binder (with 3 dividers), pencil, lined paper, colored pencils, markers (optional), 100 blank note cards (any size), and internet access for special projects
National Geographic Kids United States Atlas
ISBN-10: [REDACTED_PHONE]
* Amazon.com from $7.99 (new) or AbeBooks.com from $3.60 (used)
This is the 5 th edition. The newest edition is now available. Either atlas is acceptable.
(This course is part of a 2-yr rotation. World Geography will be offered 2021-2022.) | web | https://www.excelnwokc.com/_files/ugd/49757f_ce75af7d782640ac9b6e2fe799e4587c.pdf | 0.477191 | {
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Dear Year 7 Parents and Carers
WHATSSAPP CONCERNS
We are becoming increasingly concerned about a number of WhatsApp group chats that are being used by Year 7 students at St John’s. These group chats are using the St John’s logo which may make them look like an official school sanctioned site, but we do not use social media as a way to directly communicate with our students.
The minimum age for use of WhatsApp is 16 years old. Like many age restrictions on social media apps children often choose to ignore this. As you are no doubt aware, WhatsApp main purpose is to send messages to friends or take part in group chats.
The group chat function allows up to 256 people of chat in one conversation stream. Anyone in the group, even if they are not one of your child’s contacts will be able to see messages that they post together with their contact information.
Our concern is that this enables anyone that your child may have previously blocked to be able to contact them which could lead to cases of online bullying.
All social media Apps have an age limit of 13 and therefore should not be being used by students in Year 7. There are lots of reasons why these sites can be unsafe for young people so it’s important that they don’t use them until they know how to do so safely.
We are aware that many Apps were relied upon during lockdown to keep in contact with friends and family, but it is important that these are now removed. As the bill payer it is the parents’ responsibility to check what social media your child has on their phone and to have regular discussions about the appropriate and safe use of these social media sites.
If you have any concerns about the use of social media by your child, please do not hesitate to contact our E-safety Officer, Mr C Field, at St John’s.
Your faithfully
Mr C Paul
Assistant Vice Principal, KS3
Mrs N Hawkins
Head of Year 7 | web | https://www.stjohns.excalibur.org.uk/uploads/letters/y7-11/Year-7-WhatsApp-Concerns-Letter-Sept-2020.pdf | 0.432707 | {
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Rain Gain: Why A Rain Water Barrel Is Worth It – And How To Use One Properly
Not that you'd want to bathe in rainwater. But some of that stored H2O could be helpful for irrigating your lawn and garden, washing your car and other tasks. And that's where a rain barrel can come in handy. A rain barrel is a store-bought or self-made large container that, with the aid of your gutters and a downspout, stores water that runs off your roof. This collection system can help decrease your reliance on tap water for outdoor chores, and that's good for the environment and your wallet, say the experts.
Consider how bountiful Mother Nature is in the agua department. Per the U.S. Geological Survey, if your property spans a half-acre lot and it gets pelted by a storm that drops one inch of rain, your yard is the recipient of over 13,500 gallons of water; if there was a way to collect it all, you could use it to take a bath every day for nearly a year.
"A rain Water barrel can save money on your water bill, limit storm water runoff and erosion, reduce water usage, and even decrease the associated at-scale management costs, such as the cost of chemicals used at your local water treatment facility," said Jenny Isler, director of sustainability at Clark University in Worcester, Massachusetts. And it's particularly useful during drought conditions, too, she adds.
Melissa Rappaport Schifman, a Minneapolis-based sustainability expert with Rise, an online home improvement guide, said a one-inch rainfall produces approximately 0.62 gallons of water per square foot of roof.
Using multiple rain barrels may even "reduce your outdoor water usage by as much as 40 percent," said Nicki Cornacchione, merchandise director with Improvements, a home solutions online retailer based in Cleveland. "It's an efficient way to collect mineral-free soft water to use around your yard or garden."
"Storm water runoff can be a big problem in cities that experience large storms, so rain barrels help alleviate the problem," Schifman said.
Commercially made rain barrels are available at many home improvement stores, typically in 50- to 100-gallon sizes and made from sturdy plastic.
Cornacchione recommends choosing one with a diverter at the bottom (to prevent a messy overflow) and a built-in spigot or valve that you can connect a hose to. If yours lacks a spigot, you can use a portable electric sump pump and attach a hose to an adapter on the pump to create a lowpressure water stream.
"The size of the barrel you should use will depend on what you want to use the water for and the volume needed. Give careful consideration to the annual precipitation in your area and the size of the roof area from which the barrel is collecting," Isler said.
"You can also save money by making your own rain barrel from a container like a standard 33-gallon garbage can," said Pablo Solomon, a green designer based in Lampasas, Texas. Once you acquire one, select your rain barrel spot carefully.
Additionally, "be sure the area is flat and level. You don't want the barrel to tip over once it begins to fill up due to a non-level surface," Cornacchione said.
"You want to pick a location near a downspout where possible overflow from the barrel will not cause any problems to walls or foundations," Solomon said.
Note that, if you want gravity-fed water pressure through your connected hose, you'll want to elevate the Water barrel somewhat. Isler suggests safely resting the container atop concrete blocks.
Be sure your Water container is properly protected from mosquitos and critters that may try to get inside; that means using a lid and/or screen on a homemade rain barrel.
Next, position the nearby downspout to direct rain flow into the Water barrel. "Ensure that the diverter or spigot on the barrel is directed away from your foundation," Cornacchione said.
"Regularly clean your gutters, too," said Cornacchione. "And don't use the water for human consumption, as it may contain animal waste, residue from your roof and bacteria."
Also, "be prepared to drain and store the rain barrel inside your garage for the winter," Isler said.
For More Information On Rain Barrels Visit BayTec Containers at www.baytec.net or call [REDACTED_PHONE]
Lastly, don't rely on your rain barrel as a one-stop watering solution. "One Rain Water barrel will not collect enough water to substitute as a full irrigation system, unless you have a very small lawn and few plants," Schifman said. | web | https://sep.yimg.com/ty/cdn/baytec/RainWaterBarrels.pdf?t=1634987126& | 0.488195 | {
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Radon Gas
What is Radon Gas?
Radon is a natural radioactive gas which has no taste, smell or colour and usually occurs at levels which pose negligible risk. It can, however, enter buildings from the ground and give radiation doses to the occupants. In the UK, radon contributes about 50 per cent to the total radiation dose to the average person very much greater than the dose from nuclear installations.
In some parts of the UK, including parts of Wales, the radiation dose from radon is much greater because of the underlying geology. (All rocks and soils have small quantities of radon.)
For further information and to obtain a Radon report, visit the UK Radon web site at UKRADON. | web | https://www.merthyr.gov.uk/media/1174/radon-gas.pdf | 0.433725 | {
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May 2017
Spring and Summer Safety Tips
By: Lareina Taing
Gopher State One Call (GSOC) consistently strives to promote the message of safety to all Minnesotans. Now that the temperatures are rising, it is important to be aware of spring and summer safety concerns. This time of the year often brings warmth and sunshine, but can also bring sunburn, heat exhaustion, and other safety hazards. Learn how to protect yourself with these safety tips:
Limit Sun Exposure 1
* Avoid strenuous exercise on extremely hot days. Early morning and late evenings are the coolest times to be active.
* The sun reaches maximum strength between 10am-4pm.
Avoiding and Easing Sunburn 1
* Reduce your risk of skin damage and cancer by seeking shade before you need relief.
* Apply sunscreen with SPF 15+ at least half an hour before exposure. Reapply liberally every couple hours on both sunny and cloudy days.
* Cover up with tight-woven clothing, a wide-brimmed hat, and sunglasses that provide 97%+ protection against UVA and UVB rays.
Stay Hydrated 1
* Avoid carbonated and caffeinated beverages if you are experiencing heat exhaustion.
* Fill up on water or an electrolyte beverage to remain hydrated. Stop for frequent water breaks if you are active outside.
* Excessive sweating is a sign for you to increase your water intake.
* Avoid extremely cold drinks, which can cramp your stomach.
* Avoid sugary or alcoholic beverages, which dehydrate you.
1
* Avoid bug-infested areas. Ticks prefer thick undergrowth and tall grass, while mosquitoes prefer areas with entrapped, still water. Fleas can latch onto animals, including pets. Bug-friendly hours are typically between dusk to dawn.
Identifying Poisonous Plants and Creatures
* Always check your body for ticks after being outside.
* Wear long sleeves, pants, gloves, and boots when traveling in the woods to protect yourself from poisonous plants.
* Prevent bug bites by applying bug repellent and avoiding the use of scented soaps, perfumes, and hair spray.
Even if you take all of these precautions, the most important tip to follow when completing an outdoor project that requires any digging is to contact GSOC 48 hours in advance, excluding weekends and holidays, before you begin. Bring on the warm weather!
Source 1 : Atlantic Training.
To File a Locate Request:
Twin Cities Metro
Greater MN Area
Emergency
Or you can go online at www.gopherstateonecall.org
[REDACTED_PHONE]
[REDACTED_PHONE]
[REDACTED_PHONE]
www.twitter.com/gopheronecall
www.facebook.com/gopherstateonecall
1110 Centre Pointe Curve Suite 100
Mendota Heights, MN 55120
[REDACTED_EMAIL] www.gopherstateonecall.org | web | http://gopherstateonecall.org/images/SpringSummerSafety1.pdf | 0.434722 | {
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Part A: Answer the following questions:
1. Which header or trailer does a router discard as a side effect of routing? And why?
A router discards the data-link header and trailer as a side effect of routing. This is because the network layer, where routing is defined, is interested in delivering the network layer (Layer 3) PDU from end to end. Routing uses intermediate data links (Layer 2) to transport the data to the next routers and eventually to the true destination. The data-link header and trailer are useful only to deliver the data to the next router or host, so the header and trailer are discarded by each router.
2. Describe the process of data encapsulation as data is processed from creation until it exits a physical interface to a network. Use the TCP/IP of OSI model as an example. Enhance your answer with graphs.
Data encapsulation represents the process of a layer adding a header (and possibly a trailer) to the data as it is processed by progressively lower layers in the protocol specification. In the context of OSI, each layer could add a header so that—other than the true application data—there would be six other headers (Layers 2 to 7) and a trailer for Layer 2, with this L2PDU being encoded by the physical layer onto the network media.
3. Trace a packet trip from PC1 to www.site.com, and vice versa, by plotting packets encapsulation packets at each node/terminals.
www.site.com
[REDACTED_PHONE]
Pc1
[REDACTED_PHONE]
Part 2: MCQ: | web | http://www.draelshafee.net/Fall2011/Computer%20Network%20II%20-%20Fall%202011%20midterm%20-%20Model%20Answer.pdf | 0.479749 | {
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News Archive
TerraSAR-X image of the month: Oil disaster off the Australian coast
27 November 2009
Oil slick in the Timor Sea
On 21 August 2009, the Montara offshore oil platform in the Timor Sea (a large sea bordering the Indian Ocean, to the northeast of Australia) started leaking oil. Over a period of ten weeks, more than two million litres of oil were lost into the sea, forming a 2000 square kilometre slick. The German radar satellite TerraSAR-X followed the growth of the slick as it occurred. The picture shows the platform and the slick spreading out from it, visible as a dark area. The picture was taken on 21 September 2009 in
ScanSAR mode with a resolution of 18 metres and covers an area of 100 by 150 kilometres. The oil well was closed at the beginning of November, stopping the flow of oil into the sea.
The active microwave sensors that are used in radar systems can give a two-dimensional representation of the reflection of radar waves from the surface of the water. The reflections are dependent on the roughness of the surface and thus enable the extent of an oil slick to be seen. The smooth surface of an oil slick does not reflect the incident radar waves back to the satellite and so it appears as a dark area in the radar image, surrounded by lighter, oil-free areas. Oil suppresses the short ocean waves (with wavelengths in the centimetre range) that reflect the electromagnetic signal. This means that in radar images, such as those created with the Synthetic Aperture Radars (SARs) on board the TerraSAR-X satellite, areas of oil appear dark.
Offshore oil exploration
About one third of world crude oil production comes from offshore oil fields – in other words, from drilling platforms in the open sea. The drilling reaches depths of several hundred metres beneath the sea floor. A combination of unfortunate events can lead to an environmental catastrophe, as happened with the Montara offshore platform in August 2009. Due to its low density, oil floats on the surface of the sea and forms slicks. These slicks are highly toxic and wreak havoc with the environment. The oil slick in the Timor Sea is a threat to one of the most species-rich marine environments in the Australian ecosphere.
The TerraSAR-X mission
TerraSAR-X is the first German satellite that has been manufactured under what is known as a PublicPrivate Partnership (PPP) between the German Aerospace Center (Deutsches Zentrum für Luft- und Raumfahrt; DLR) and Astrium GmbH in Friedrichshafen. The satellite travels around Earth in a polar orbit and records unique, high-quality X-band radar data about the entire planet using its active antenna. TerraSAR-X works regardless of weather conditions, cloud cover or the absence of daylight and is able to provide radar data with a resolution of down to one metre.
DLR is responsible for using TerraSAR-X data for scientific purposes. It is also responsible for planning and implementing the mission as well as controlling the satellite. Astrium built the satellite and shares the costs of developing and using it. Infoterra GmbH, a subsidiary company founded specifically for this purpose by Astrium, is responsible for marketing the data commercially.
Elke Heinemann
German Aerospace Center (DLR)
Corporate Communications, Online Communication - DLR Web Portal
Tel: +[REDACTED_PHONE]
Fax: +[REDACTED_PHONE]
E-Mail: [REDACTED_EMAIL]
Dr. Domenico Velotto
German Aerospace Center (DLR) Remote Sensing Technology Institute, SAR Signal Processing
Tel: +[REDACTED_PHONE]
Fax: +[REDACTED_PHONE]
E-Mail: [REDACTED_EMAIL]
Contact details for image and video enquiries as well as information regarding DLR's terms of use can be found on the DLR portal imprint. | web | https://www.dlr.de/content/en/downloads/news-archive/2009/20091127_terrasar-x-image-of-the-month-oil-disaster-off-the-australian-coast_20853.pdf?__blob=publicationFile | 0.481256 | {
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ELEMENTARY CHURCH AT HOME!
SUNDAY SEPTEMBER 27TH, 2020
A WEEKLY BIBLE STORY & ACTIVITIES YOU CAN DO AT HOME!
Watch this week's Bible Story online at: willamette.cc/kids
This Week's Bottom Line:
Friends forgive one another.
Bible Story:
Jesus Forgives Peter John 21:1-19
Memory Verse:
"A friend loves at all times, and a brother is born for a time of adversity."
Proverbs 17:17, NIV
Life App:
Friendship—using your words and actions to show others you care
Family Activities:
Oh, Peter!
Have you ever said something, and it hurt someone's feelings? That's exactly what Peter did in our Bible story this week. He messed up over and over again and ended up hurting one of his best friends, Jesus. The cool part of the story, though, is that Jesus showed us exactly how a friend should respond. He went and found Peter and forgave Him. What would you have done if you were Jesus? Can you think of a time when someone forgave you when you did something that hurt them? Check out the next page and see how many times you can find the phrase FRIENDS FORGIVE.
Know that Jesus showed us how to forgive, even when we are hurt.
Share and Tell
Forgiveness isn't easy. In fact, it's pretty hard sometimes. But thankfully Jesus gave us a great example of forgiveness—both with His friendship with Peter, and with us! Is there someone you need to forgive right now? If so, use this prayer (or use your own words) to ask God for help.
Dear God, thank You for the gift of friendship, and for the example we see from Jesus of how friends forgive. Right now, I'm pretty upset with __________ because ________. But I care about our friendship, and I want to make things right. Please help me forgive _______. Help me to choose our friendship over being right. Thanks, God! In Jesus' name, Amen.
If your friendships are in a good place right now and you don't have anyone you feel you need to forgive right now, then pray this prayer.
Dear God, thank You for the gift of friendship, and for the example we see from Jesus of how friends forgive. I am really thankful for all of my friends. Help me to always remember that You have forgiven me. Help me to always choose friendship over being right. Thanks, God! In Jesus' name, Amen. | web | https://cdn.willamette.cc/assets/downloads/K-5th-Activities-Sep-27-WCC.pdf | 0.439226 | {
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Introduction
The western state of Utah contains a diverse mix of terrain that ranges from mountainous landscapes to basins,
canyons, and valleys. The most widely known geographic feature of Utah is the Great Salt Lake. The Great Salt Lake has a higher salt concentration than many oceans because it has no outlet. Salt Lake City hosted the 2002 Winter Olympic
Games, an event that sparked the state's tourism industry. The skiing industry has reached record-setting popularity levels since 2002, and several other major sporting events have utilized the Olympic facilities. Utah's economy is quite diverse with manufacturing, financial enterprises, government, and the service industry all playing a
fairly equal role in state income. Utah is also the second largest producer of copper in the United States.
Abbreviation: UT
Capital: Salt Lake City
Nick Name: Beehive State
Time Zone-Standard: GMT -5
Time Zone-Daylight Saving:
GMT -6
Sales Tax Rate: 5.95%
Motto: Industry
Web Site: http://www.utah.gov
Government
Governor: Gary R. Herbert (R)
Senator: Mike Lee (R)
Senator: Mitt Romney (R)
Entered Union: January 4, 1896
Utah
Top 5 Export Partner Countries
Top 5 Export Merchandise
Major Cities
Main Airports
Main Ports
Corporations
Corporate Marginal Income Tax Rate: 5.00% > 0
Individual Income Tax Rate: 5.00% > $0
U.S. Commercial Service
Web page: http://export.gov/utah/ | web | https://globaledge.msu.edu/states/utah/memo | 0.448716 | {
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MAP EXPLANATION
Active Faults
Faults considered to have been active during Holocene time and to have a striking high potential for surface rupture (solid line) or moderate potential (long dash where approximately located, short dash where inferred, dotted line where only inferred). Solid circles indicate fault scarp or seismicity. Evidence of historic movement indicated by star or possible creep.
Special Studies Zone Boundaries
These are delineated as straight-line segments that connect encircled turning points so as to define special studies zone segments.
Seaward projection of zone boundary.
REFERENCES USED TO COMPILe FAULT DATA
Braun, P. A., et al., 1986, California segment of the northern San Andreas: Implications for the interpretation of San Andreas and Death Valley fault scarps: Geological Society of America Bulletin, v. 97, p. 1035-1042.
Hill, J. G., 1988, Death Valley fault zone: East and West Branches: California Division of Mines and Geology Fault Evaluation Report 88-01, 10 p.
For additional information on faults in this map area:
Contact the California Division of Mines and Geology, San Francisco Bay Region Office, 1200 N. Street, Sacramento, CA 95814.
or
Contact the California Division of Mines and Geology, San Joaquin Valley Office, 1000 E. Foothill Blvd., Bakersfield, CA 93308.
IMPORTANT – PLEASE NOTE
1) This map may not show all faults that have the potential for surface fault rupture either within the special studies zones or outside their boundaries.
2) Faults shown on this map are those that are considered part of the special studies zones.
3) The identification and location of these faults are based on the best available data. However, the accuracy of the locations is limited by the quality of the data and as possible at this map scale.
4) The information on this map is not sufficient to serve as a substitute for the geologic site investigations (special studies) required under Chapter 7.5 of Division 2 of the California Public Resources Code. | web | http://gmw.consrv.ca.gov/SHP/EZRIM/Maps/OLDIBEX_PASS.PDF | 0.476422 | {
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The 5 pillars of Islam.
The most important Muslim practices are the Five Pillars of Islam. The Five Pillars of Islam are the five obligations that every Muslim must satisfy in order to live a good and responsible life according to Islam.
The Five Pillars consist of; Shahadah: sincerely reciting the Muslim profession of faith, Salat: performing ritual prayers in the proper way five times each day, Zakat: paying an alms (or charity) tax to benefit the poor and the needy, Sawm: fasting during the month of Ramadan and Hajj: pilgrimage to Mecca.
Shahadah
Profession
of faith
Salat
Prayers
Zakat
Giving to
charity
Sawm
Fasting during
Ramadan
Hajj
Pilgrimage
to Mecca
The 5 pillars are important to Muslim life because it helps Muslims to live out their faith practically. It is no good just believing the right things; they must also be lived. This are not just the Pillars to a religious belief but the Pillars to a way of life. | web | https://www.saltleytrust.org.uk/?ddownload=2506 | 0.432386 | {
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TOP two nature spots
If you are looking for a unique holiday experience, you may want to make a trip to the Elephant Orphanage Sanctuary in Kuala Gandah, Pahang. Learn how elephants and their habitats are being preserved, and join in the fun of bathing and feeding them.
The Forest Research Institute Malaysia contains a wealth of flora and fauna with 17,000 plant species. Take an educational trek on its nature trails, and don’t miss the canopy walkway. | web | https://www.frim.gov.my/v1/cms/fin/file/20091103_N_NST_SUP_pgS7_53aed_TOP%20%20two%20nature%20spot.pdf | 0.446024 | {
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Mr. Harchol's Film Department Summer Assignment
(For rising freshmen, sophomores, juniors, and seniors)
Description: Find 10 video clips (as YouTube links) that you feel exhibit strong filmmaking, and speak to you personally, and explain why. The video clips should be from a professional film or TV show. The strength of the film clip can relate to its cinematography, shot variety, editing, dramatic writing, etc.
Requirements:
1. No more than two clips can be from the same film or TV episode. We're looking for variety.
2. All ten YouTube links should be included in a single PDF document
3. Each link should include
* the name of the film or TV show that the link is taken from.
* the time code (section of the clip) that you are focusing on, for example 1:10 to 1:35.
* two or three sentences about what YOU think is strong about the film clip you selected and WHY it speaks to you.
4. You will upload your Summer Assignment to the Google Classroom Summer Assignment in the first week of film class.
For any questions, please contact Mr. Harchol at [REDACTED_EMAIL] and Mr. Bridenstine at [REDACTED_EMAIL] | web | https://www.artanddesignhs.org/_files/ugd/74a8e9_41e8a2dd83744343b5dcb4a42654a12d.pdf | 0.42814 | {
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The first step in the process is to identify the problem or issue that needs to be addressed. This can be done through various means such as conducting research, consulting with experts, or gathering feedback from stakeholders. Once the problem has been identified, it is important to define the scope and objectives of the project. This will help ensure that the solution developed is tailored to the specific needs of the organization and its stakeholders.
Next, it is essential to develop a plan for addressing the problem. This plan should include a clear timeline, a list of tasks and responsibilities, and a budget. It is also important to establish communication channels and protocols to ensure that all parties involved are kept informed and engaged throughout the process.
Throughout the project, it is crucial to monitor progress and make adjustments as needed. This may involve revising the plan, reallocating resources, or seeking additional input from stakeholders. By staying flexible and responsive to changing circumstances, organizations can increase their chances of success.
Finally, once the project is complete, it is important to evaluate its outcomes and gather feedback from all parties involved. This evaluation will help determine whether the project achieved its intended goals and identify areas for improvement in future projects. It is also important to document the lessons learned and share them with others who may benefit from the experience.
In conclusion, developing a comprehensive plan for addressing problems and issues is an essential part of any successful project. By following these steps, organizations can increase their chances of achieving their desired outcomes and creating lasting value for their stakeholders. | web | http://media1.ninjus.net/2018/04/hr_50km.pdf | 0.443841 | {
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Sibusiso Molimi
Author, Motivational Speaker as well as an Entrepreneur.
Sibusiso grew up just like any other kid in Soweto. Strong to his Faith, by God’s grace he was afforded the opportunity to go to boarding school. Growing up in a township, the experience, exposed him to many things. To dream bigger and work harder.
“Your talent will be seen once you are given an opportunity to try out things.”
Sibusiso’s book, *Work Through the Barriers to Success*, speaks about what he refers to as the five significant barriers preventing our dreams from coming true.
1. Lack of Vision
2. The Enemy Within
3. Negative Opinions from others
4. Victims of Circumstance
5. Being Comfortable
Sibusiso founded Ayeye Consulting in 2015, teaching people to become effective, confident and eloquent public speakers.
**Keynote Topics**
1. **From Idea to Reality**
Sharing strategies on how to take an idea and make it a reality as well as ways in which to overcome procrastination
2. **Attitudes of Champions**
Sharing five attributes that Champions display:
1. Attitude of Patience
2. Attitude of Plus +1
3. Attitude of Persistence
4. Attitude of Personal Growth
5. Attitude of Partnership
3. **From Communication to Connection**
Sharing strategies that help people become more effective, confident and eloquent communicators that will not only communicate but connect with their audience.
**Areas of Expertise**
a. Keynote Speaker/MC
b. Owner of Ayeye Consulting (Pty) Ltd
c. Public Speaking Trainer
d. One Young World Ambassador
e. Author of Work Through the Barriers of Success
**Contact Us** to book Sibusiso for your event.
*Laura Eickhoven*
(+27) [REDACTED_PHONE]
[REDACTED_EMAIL]
*Sandra Thompson*
(+27) [REDACTED_PHONE]
[REDACTED_EMAIL]
*Educating and inspiring a nation* | web | https://www.reachupsa.co.za/wp-content/PDF/Sibusiso_MolimiRUSA.pdf | 0.476222 | {
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Humanities Source Ultimate offers access to key content covering literary, scholarly and creative thought.
Conducting a Search
Enter your search terms in the boxes and click search.
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Click on the title of the item of interest to access additional information, images, full-text options, and tools.
**Cold War Modernists: Art, Literature, and American Cultural Diplomacy.**
- **Authors:** GOOGENAU-KENNORTHY, DANA
- **Source:** *Journal of American Studies* May2023, Vol. 57 Issue 2, p314-319, 8p
- **Document Type:** Article
- **Subjects:** HOLLYWOOD & the End of the Cold War; *Irons of Cinematic Change* (Book); COLD WAR MODERNISTS: ART, LITERATURE & AMERICAN CULTURAL DIPLOMACY (Book); COLD WAR, 1945-1991; DALLAS; HOLLAND; MCCORMICK, JIM (Art); CANON(Literature); MODERNISM; ART History; REALISM; Fiction
**Abstract:**
By premise is that the interpretative framework of American film after the 1950s was strongly shaped by the Cold War; the end of the Cold War is assumed to have changed those aesthetic interventions because it changed how Americans saw themselves and their country's new role in the world. Looking back upon the Cold War, it is highly ironic that the cultural initiatives of the early Cold War, covered by Barnhiser's book, partly stemmed from the desire not to have the United States defined almost only by its popular culture. It uses popular films produced before and after 1989 to demonstrate the shift in how various popular film genres changed in their plots, symbolism, choice of heroes and villains, and portrayal of American life after the end of the Cold War. [Extracted from the article]
- View important information like authors, publisher, publication, and more on the items record.
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**Finding the Full Text**
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**Get Help**
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**Research Coaching**
Help finding sources and refining search results.
**Writing Center Tutoring**
In-person or online appointments with a writing tutor. | web | https://www.southern.edu/mckee-library/docs/Database_Tip_Sheets/HumanitiesSourceUltimateTipSheet.pdf | 0.48628 | {
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Line down the middle of a page
Ray
Naomi
Terrence
Amira
If there's a large graph or picture, you don't need a line. You don't need to use a ruler.
In red pen
On every page, except if there's a wide drawing
Headings
Each new activity needs a heading. Don't start a new page if there's still room.
In red pen
Including the date
In the right place, not wasting space
Numbering questions
You never know how much space a question will take up. Don't pre-number a whole set of questions in advance. In red pen One at a time only
Answering questions
Don't hide your working out, even if it's rough. Don't copy out the full question unless the module says to. In blue pen or black pen Including all working out Without copying out the full question
Correcting your work
You need to find mistakes before moving to the next question. Don't wait until the end to correct your work.
Ticks in red pen One at a time only
Fixing mistakes
Don't use any red crosses. Don't use any white-out.
Crossed out in blue or black pen You can still read the mistake Fixed up in blue or black pen Without using crosses Completely fixed before moving to next question
Score
Score out of 17 | web | http://mpcontent.blob.core.windows.net/public/Marking%20Guide.pdf | 0.450978 | {
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Statistics Education Research Journal
Guidelines for Using the Microsoft WORD SERJ Template
1. Why use the Template?
The advantages of using a template are that all the documents created have a similar look, i.e. headings are in the same typeface, same size and same location. This makes the work of the editor and publisher considerably easier.
2. How to use the Template File
Template files are normally stored in the c:\windows\application data\Microsoft\templates folder when using Microsoft Word in the windows environment or in the Templates folder inside the Microsoft Office folder in the Macintosh environment. If you save this SERJ template in your templates directory, then when you create a new document, by selecting New from the File menu, you can choose to use this template.
There are three ways to use the template:
1. You can type directly in to the same position on the template which renders your input in the correct style or
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18th October 2021
BookBuzz Information
Our school is taking part in BookTrust’s BookBuzz programme, which aims to get children reading. Your child has the opportunity to choose one book out of seventeen Bookbuzz titles, which they get to keep. This choice will help them discover what gets them turning the page at school and at home.
Your child will select their choice on their BookBuzz Bookmark, this should be returned alongside this order form. Please note: Large Print and Braille formats are available please tick the correct section if needed.
We hope that Bookbuzz will encourage your child to read more frequently, which will help improve their wellbeing, spark interesting conversations and inspire creativity.
Here are three steps you can take to get involved:
1. **Get talking!** The easiest way to get involved is to talk to your child about books and reading. Their Bookbuzz book is a great place to start. What do they enjoy about their book? Who is their favourite character? Talking about books together can help show the value of reading and encourage your child to form and share their opinions on what they like to read.
2. **Find out more.** You can find lots on the BookTrust website to share and enjoy with your child, helping them to discover more about their Bookbuzz book. There are videos and blogs from the Bookbuzz authors, quizzes, competitions and more at booktrust.org.uk/bookbuzz.
3. **What next?** The adventure continues when your child finishes their Bookbuzz book! No matter what their interests, there are thousands of fantastic books out there to discover. To find their next read you can ask a librarian, visit a local book shop, or go to BookTrust’s Bookfinder at booktrust.org.uk/bookfinder.
Bookbuzz is run by BookTrust, the UK’s largest children’s reading charity that transforms lives by getting children and families reading. Each year BookTrust reaches 3.9 million children across the UK with books, resources and support to help deliver a love of reading. To find out more about BookTrust visit booktrust.org.uk.
Yours Sincerely
Miss Toseland
Learning Resources Manager
Please complete form and return to Miss Toseland by Friday 22nd October 2021
Name: ___________________________ Form: _______________
Book Title: _______________________________________
Large Format: [ ] Braille: [ ]
St Thomas More Catholic Voluntary Academy
[REDACTED_EMAIL]
Tel: 01298 23167 | web | https://www.st-thomasmore.derbyshire.sch.uk/_site/data/files/documents/572CBC5198F125775B3AE490F907CC2B.pdf | 0.479036 | {
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Deep Culture Podcast – Transcript
The Deep Culture Podcast explores the psychological impact of intercultural experiences, informed by the sciences of brain, culture and mind. Join hosts Joseph Shaules and Yvonne van der Pol as we look at the personal growth that can come from travel, living and working abroad, learning a foreign language, growing up in a multicultural context—and the challenges of bridging different cultural worlds.
(Episode 11 – Beyond Dos and Don'ts)
Description: People often want to learn cultural Dos and Don'ts when going abroad—such as: "In Japan, present your business card with both hands." But rules like this often don't get you very far. Culture is much more complex than any set of etiquette rules. How should we respond to such requests? Why are simplistic questions or stereotypical statements about culture so common? In this episode, Yvonne van der Pol and Joseph Shaules explore this Dos and Don'ts dilemma from the brain-mind perspective. We ask: What's the difference between surface and deep levels of cultural understanding? How can we go beyond Dos and Don'ts?
but it is very superficial. And so did the dilemma is: "How do I tell
00:04:49
Yvonne
Wow. Where is, where is good?
know something about a topic.
00:11:23 Yvonne
But what is the deeper meaning you are talking about? How
00:14:33 Yvonne
I see where we are going with this, because after all we were just
00:18:17 Yvonne
Yeah. And that means that you probably were not doing a stepthen, at a certain point, things come together at a higher level. | web | https://japanintercultural.org/wp-content/uploads/2021/09/S01_Episode-11_Transcript.pdf | 0.496467 | {
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A Day Into Our LivesEfforts that Speak
Cybage Software Pvt. Ltd.
Email: [REDACTED_EMAIL] | Mobile: [REDACTED_PHONE]
www.cybage.com | www.cybagekhushboo.org
Spreading the fragrance of literacy
CybageKhushboo – bringing dreams and aspirations to life
financial aid to economically backward but promising students to help them fulfill their educational aspirations and secure a bright future. CybageKhushboo is relentlessly engaged in scalable educational projects to shape-up promising careers. This CSR wing is the brainchild of Arun Nathani, CEO and MD, Cybage, and his wife Ritu Nathani, Director, Cybage and Head-Cybage CSR.
CybageKhushboo The Journey Unfolds
Give a man a fish; you feed him for a day. Teach him how to fish; you feed him for life.
Khushboo Charitable Trust—a self-sustained NGO and a philanthropic arm of Cybage Software Pvt. Ltd. believes in the power of education. Right from its inception in 2009, the Trust also known as CybageKhushboo has been providing
Stairway to Success Khushboo's Achievements
* 2,234 scholarships granted for graduate and postgraduate courses till 2017
* 80% students placed in MNCs and other large organizations
* Tie-ups with 8 educational institutes
* Scholarships granted to candidates pursuing various sports
* More than 100 volunteers from Cybage participate in CybageKhushboo's activities
As a part of its main initiative, CybageKhushboo grants scholarships to students who want to pursue professional courses in Engineering (B.E. and Diploma), Software Application (BCA and MCA) , Medicine, and Medicine-related courses such as Pharmacy, Dentistry, Homeopathy, Nursing and Physiotherapy and Masters in Social Work (MSW) among others. The CSR wing further helps these students by offering Training & Development sessions that focus on grooming each and every individual through spoken English & aptitude test sessions, professional etiquette trainings, interview skills and IT trend knowledge sessions to make them industry ready.
Key Recognitions
* Cybage won the Golden Globe Tigers Award 2017 for the category Best in Corporate Social Responsibility Practices at the award ceremony held in Kuala Lumpur.
* Ritu Nathani felicitated at the 'Times Pune Visionaries' for Corporate Social Responsibility category.
* Ritu Nathani conferred with India Sustainable Leadership Award 2016, a 'Sustainable Maharashtra' initiative launched by the Hon. Chief Minister of Maharashtra, Shri. Devendra Fadnavis.
A Tryst With DestinyStudents Speak
I come from a middle-class family. For me, studying in a medical college became possible only because CybageKhushboo believed in me. Today, I can support my family financially. CybageKhushboo not only motivated me to continue my studies after my mother's sudden death, but also shaped me into the individual that I am today.
Sakshi Shitole National-level archer
Sangeeta Seelam MBA, Senior Process Analyst, Infosys BPM Ltd.
My family's financial condition was the biggest roadblock in my studies. My faith in God was reinstated when CybageKhushboo stepped in. Whenever I discuss my struggles with underprivileged students only CybageKhushboo's name comes to my mind. As my father often says, CybageKhushboo is the reason for the smile on my face.
CybageKhushboo supported me when Class XII was considered a milestone in my family. They showed me the path for achieving my dreams with no strings attached. I know that a 'thank you' is not enough to express my gratitude towards the Trust, but without CybageKhushboo, I would not have been able to reach where I am today.
My journey with CybageKhushboo began with a newspaper advertisement and progressed to a managerial position with a reputed company. CybageKhushboo turned my life around from being a lower middle–class student to a person who has made his family proud. I am grateful to CybageKhushboo for holding my hand through this beautiful journey.
I am an international archer and hold five national records, two sub-junior state records, and rank among top 10 players in the Asian Games. All this was possible because of CybageKhushboo, who trusted in my skill and sponsored me; and the Lakshya Institute and my parents, who have been my strong support system throughout my journey till now. I promise to work harder every day and never stop till I achieve my goal—Olympics!
Recognizing Aspiration – College Associations
The Road Ahead – Joining Hands for a Cause
In May 2015, CybageKhushboo signed a Memorandum of Understanding (MoU) with iTeach Schools; an offshoot of the Teach for India initiative. The three-year association was established in the form of a private-public partnership with the Pune Municipal Corporation (PMC) adopting Sant Gadge Maharaj English Medium School, Kondhwa. The noble aim that powered this alliance was to ensure that students from economically and socially challenged backgrounds get a chance to complete their schooling, post their seventh standard. The alliance helped create a stepping stone to bridge the gap and fulfill the students' educational needs.
It was a proud moment for CybageKhushboo when the first batch of students received their SSC results in June 2017. A total of 42 out of 44 students successfully passed the exams, of which 15% achieved distinction. Seeing the students succeed and the efforts put in by the iTeach staff, CybageKhushboo extended the sponsorship for the school in March 2018 for three years and sponsored 19 students from this batch for their post matriculate studies.
The Movement for a Digital India
In line with the National Digital Literacy Mission (NDLM), Cybage, in association with NASSCOM Foundation and PMC, started the Mobile Digital Literacy Center in Khulewadi. At this center, Cybage facilitated the training infrastructure and trainers to impart basic digital literacy skills to citizens. Further, in May 2017, CybageKhushboo, in association with PMC and Pune City
Connect, launched the Digital Literacy Bus in the Tadiwala community to promote the use of digital technology in everyday life. The bus is set to function as a mobile digital literacy center and is equipped with computers and Internet connection, providing a classroom-like environment to the beneficiaries. Post successful completion of the course, beneficiaries will be able to do online transactions and shopping, send emails, network on social media, and learn to use the Internet to avail various government services such as registering their Aadhar cards, ration cards, and PAN cards. Cybage also organizes digital literacy sessions for its Support staff to train them in using smartphone apps such as BHIM, Paytm, and State Bank Buddy app for online money transfer, bill payments, mobile recharge, and Internet banking. CybageKhushboo has empowered over 940 people till date through its digital literacy initiatives. | web | http://www.cybagekhushboo.org/media/3195/cybagekhushboo-brochure_2019.pdf | 0.485045 | {
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A PASSION FOR LIFE…
Session 3 Loving through listening & Questions
Mark 12:30-31 NIV Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength.' [31] The second is this: 'Love your neighbour as yourself.' There is no commandment greater than these."
Mark 12:30-31 (NIV)
Questions
1. Think about the people that you tend to spend time with, are they similar to you? How could you be more intentional about showing you care and taking more of an interest in people who are different?
2. What stops us from listening well? Reflect on your own habits. How can we get better at this?
There are generally three types of listening – (1) where you listen but you're really just waiting for your chance to start talking - it looks like listening but it's not. (2) listening but all the while working out what you are going to say in argument or advice in response- once again it's not listening. (3) real listening is when we don't talk but we really focus on what they're saying and then we can demonstrate that we have heard, understood and can show some empathy to what they were feeling. Distractions also impact on our listening. Consciously putting our phone in our pocket when someone is speaking to us is a small but helpful thing to do.
3. Practice listening and asking questions:
a. take some time to think of some level-one questions to find out more about a persons particular hobby, interest or passion - the aim is to deepen your conversations.
b. Now, the more challenging bit! Try to think of a level-two question you could ask which should give you a deeper insight into their passion and may give you some opportunity to ask to share something about your beliefs.
4. Think of ways to help you remember things people have told you about themselves? This could include praying about what you've heard, writing things down straight after a conversation in your phone or notebook. Putting reminders in your calendar straight away to remind you to ask how an event or appointment they've mentioned went.
Further Bible Reflection
Even from an early age, Jesus was always listening and asking questions (Luke 2:46). He asks over 300 questions in the gospels alone.
Read Matthew 22:34-46.
Context: In this chapter Jesus has been addressing many malicious questions that were designed to trip him up. The way in which he listens and then answers reveal his authority.
Comment: Take some time to think through how well Jesus listens and the effectiveness of his questions. What can we learn from him?
Take Home
Why not re-watch the video with a notebook open, praying that God will root these principles into your heart. Watch here: apassionforlife.org.uk/lc3-view
Sometimes the best spontaneity is rehearsed. Find some time to think about the people you will likely be interacting with over the next week and jot down some questions you could ask them. You could also get into the habit of doing that before you meet with people.
Prayer
* Thank God for His Word and the clarity of His commandment to love Him and to love our neighbours
* Confess our sinfulness in putting ourselves above others and allowing that to stop us from loving our neighbours, limiting our opportunities to share the gospel.
* Ask God to help us to be more aware of our interactions with others and to improve our listening and questions so that we can have more opportunities to share the gospel.
Notes | web | https://www.lifewellchurch.org.uk/onewebmedia/Think%20it%20Through%20Sheet%203%20A4.pdf | 0.488789 | {
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Young Minds: Your Voice, Our Future
voices captured
644 survey respondents
52%
39%
Male
2%
Identified as
2%
other
Chose not to answer
8.4%
speak languages other than English at home
21.9%
identified as LGBTQIA+
5.6%
identified as a person with a disability
1.6%
identified as an Aboriginal or Torres Strait Islander person
NEXT STEPS
897+
Social media
Council website
Nillumbik and Participate
School workshops
What we heard
Top 3
most important issues
76% Mental health
22%
Discrimination
BIGGEST CHALLENGES faced by young people in Nillumbik
38%
Body image / eating disorder / disordered eating
86% School stress
We surveyed local young people aged 12-25 and this is was what we heard
How we engaged
Postcards
Key Findings
How you participated
Vox pops
Surveys
Total of 644 surveys were completed
8 pop ups throughout the Shire.
Mental health
14 June – 20 July 2021
Top 3 things most valued about living in Nillumbik
1
Friends
Top 3 facilities young people use
15
interviews captured on camera
school workshops and presentations
Interesting stats
28% identified as having a mental illness
51% anxiety
17% depression
8% eating disorders
Sexual health
Alcohol & drugs
57% don't know where they can go for information on birth control, pregnancy & STIs
Safety
43% never consume alcohol
13% have taken recreational drugs
44% unemployed
45% said they feel unsafe when walking alone (64% female; 13% male)
22% are dissatisfied with sexual health education in school
38% unsatisfied with hours they work each week
Priority areas young people would like Council support on
Mental health
General health
and wellbeing
Coping
with stress
OCTOBER 2021
Public consultation of draft
Youth Strategy
Top priorities
Across the 897+ voices that were captured during the engagement period, we identified 5 key themes that encompass the priority issues for young people in Nillumbik Shire.
Mental health and wellbeing 1
Climate change and the environment 2
Education and
employment
3
Discrimination
and inclusion
4
Crime and safety
5
Visit participate.
young-minds nillumbik.vic.gov.au/ | web | https://hdp-au-prod-app-nil-participate-files.s3.ap-southeast-2.amazonaws.com/9416/3159/1317/Youth_Consultation_Summary_Infographic_2021_digital.pdf | 0.472868 | {
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japanembdc
O
JICCDC
B
V
F
user/JICCDC
STORY OF SUSANOO TEACHING TUESDAY
A P RIL 3 0 , 2 019
Long, long ago the storm god, Susanoo-no-Mikoto was expelled from the heavens and landed in Izumo (current day Shimane Prefecture). Upon arriving, he discovered elderly parents crying with their young and beautiful daughter. They explained that the eightheaded monster named Yamata-no-Orochi has taken one of their daughters each year, and now only their youngest daughter remained. Susanoo promised to save the young girl if her parents allowed him to marry her. Her parents agreed. To protect her safe during the upcoming fight, Susanoo changed the young woman into a comb.*
Susanoo prepared eight barrels of sake sake (Japanese rice wine) and hid in the bushes, waiting for the monster to appear. Lured by the sake, Yamata-no-Orochi eventually appeared. The monster drank all eight barrels of sake and fell asleep. Susanoo then took out his sword and defeated the monster. During the battle, Susanoo chipped his sword. When investigating what could have damage his weapon he discovered the legendary sword, Kusanagi-no-Tsurugi, in the monster's tail. After the battle Susanoo married the young daughter and set off to build a palace for the two of them to live. Upon finding the perfect location in Suga not far from Izumo, he sang the first Waka (Japanese poem) ever recorded:
八雲(やくも)立つ(たつ) 出雲(いづも)八重(やえ)垣(がき) 妻(つま)籠(ご)み に 八重(やえ)垣(がき)作る(つくる) その八重(やえ)垣(がき)を (Yakumo-tatsu/Yakumo-Yaegaki/Tsuma-gomi-ni/Yaegaki-tsukuru/Sono-Yaegaki-wo)
"Oh the multiple layers of clouds over Yakumo, I shall build my palace with multiple layers of barricades like the clouds to protect my precious wife"
*The daughter's name is 奇(くし)稲田(いなだ)姫(ひめ) (Kushi-Inada-Hime). The first sound, Kushi is a homophone of "comb" （櫛-Kushi）. Some versions of this story will use 櫛 instead of 奇 as her name.
1150 18th Street NW, Suite 100 | Washington, DC [REDACTED_PHONE]
TEL: [REDACTED_PHONE] | FAX: [REDACTED_PHONE] | [REDACTED_EMAIL] | web | https://www.us.emb-japan.go.jp/jicc/doc/Teaching%20Tuesday/2019/04302019-susanoo.pdf | 0.435812 | {
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PRESS RELEASE
NJ Youth Chorus Offers Primi Passi Class for 2 nd and 3 rd Graders
Registration now open for Spring 2017
Primi Passi (pree-mee pa-see, meaning "First Steps") is a non-auditioned choral music experience for boys and girls in 2 nd and 3rd grades. Lessons will cover basic choral technique and music reading skills, using song, musical games and folk dance. The songs will be specially selected for this age group. It is a wonderful way for children to explore their interest in music and singing, and could be a path to other opportunities within the New Jersey Youth Chorus.
We will offer two Primi Passi classes this spring. Level 1 is for those who are new to the program, and Level II is for those who have completed Level I. Both will meet in Chatham on Tuesdays from 4:30 – 5:30 PM for 8 weeks, starting on March 14 th .
The New Jersey Youth Chorus is an auditioned choral program for children in grades two through twelve. Our mission is to provide exceptional choral music education and performance experiences, fostering expression, artistry and growth. NJYC is celebrating our 25 th anniversary this year with many special performances and events scheduled.
For more information on the New Jersey Youth Chorus, and to register for Primi Passi, please visit our website at www.njyouthchorus.org, or call ([REDACTED_PHONE].
CONTACT: [REDACTED_EMAIL] | web | http://njyouthchorus.org/sites/njyouthchorus.org/files/img_event/Primi%20Passi%20PR%20for%20Spring%202017.pdf | 0.492292 | {
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The Harsh Reality of Climate Change for 'The Least of These' By Debbie King
When Americans were asked if climate change affected them personally, more than half said no. Yet the Taholah tribe at the mouth of the Quinault River would beg to differ. Rising sea levels and warming, acidic waters hostile to salmon are forcing the tribe to move to higher ground at a cost of $60 million. Indigenous tribes scattered across Washington State face similar scenarios as their close interaction with nature puts their livelihood at risk from decreasing snowpacks and melting glaciers.
Across the globe off the coast of Africa, oxygen-depleted dead zones created by warming and acidic waters threaten fish production for the two-thirds of nations who largely depend on fish for their primary source of animal protein. Twenty percent of the world's fish supply comes from countries most vulnerable to climate change.
In the fields, rising carbon-dioxide levels and warming temperatures are depleting the protein yields of wheat, corn and other staple crops and robbing them of essential nutrients. Droughts in developing countries are turning fertile soil into desert wastelands—400 farmers in India took their lives in the first quarter of 2016 when their land could no longer support crops.
Climate justice, a movement rapidly edging its way into social consciousness, frames climate change as an ethical and social justice issue, rather than just a scientific or political one. Climate justice focuses on the disproportionate impact of climate change on ethnic minorities, people of color, and other marginalized communities who do not have the economic or political power to adapt to the physical and mental realities of climate change. In other words, climate justice points out the clear disparity between the haves and have-nots.
Closer to home, Houston residents who live in low-income areas that lack the infrastructure to withstand extreme flooding were devastated the most by Hurricane Harvey. Puerto Rico is heading toward a major mental health crisis, with 32 reported suicides since Hurricane Maria devastated the island. In California, renters and mobile-home owners without the financial resources to rebuild face greater challenges getting back on their feet after devastating wildfires.
In his Encyclical on climate change, Pope Francis declared, "the gravest of all attacks on the environment are suffered by the poorest." But it is not just the Pope speaking out for underprivileged communities that cannot speak for themselves. Nearly every world religion stresses our moral responsibility to care for 'the least of these.' In the case of climate change, that burden falls on those most responsible for its consequences. (The United States ranks second highest in carbon emissions.)
Several local organizations are at the forefront of fighting for climate justice. The diverse women of WA Women for Climate Action Now fight for a healthy environment for all, regardless of race, nationality, income, gender, or age by providing them giving them a voice in decision-making processes and providing them with the economic means to adapt to a warming climate.
NAACP'S Environmental and Climate Justice Program and Front and Centered focus on low-income communities, people of color, and indigenous people most impacted by pollution and climate change. Both organizations foster community building and strive to enact policy changes to create sustainable and health communities for all. | web | https://www.debbierking.com/wp-content/uploads/2018/05/Climate-Justice-Alt-End.pdf | 0.435072 | {
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What to consider when selecting a pre-school:
We chat to Woodlands Pre-Schools Curriculum Coordinator
Finding a suitable preschool can be an emotionally draining experience, for all concerned. According to Woodland Pre-Schools Curriculum Coordinator Ina Lester-Smith there are some key factors to take into account.
way. Woodland asks parents to fill in a booklet called 'All About Me', which provides teachers with simple but crucial information on the child's background, routine, favourite games and stories.
If English is not your child's first language, look for a school that offers immersion-style teaching, she advises. "Children at a young age are like sponges. Their natural learning abilities, as well as enthusiasm and need to understand promises a rapid and successful learning of language." Adding to its immersion teaching offering, Woodland has also started its first Mandarin immersion classes in its Pokfulam Pre-School, due to the increase in demand for Mandarin Chinese.
Making sure that information regarding your child is clearly shared with the school should help avoid any hiccups along the
Continuing this strong communication between parents and teachers will go on to foster trust and understanding. Communications books, letters, e-newsletters and websites all serve to keep the channels clear, but nothing beats face-to-face meetings. Alongside the bi-annual Parent Teacher Conferences at Woodland Pre-Schools, parents are encouraged to be part of their child's life at school. "The teachers are always eager to invite parents in to celebrate their child's birthday, to come and read to the class, to help with guided reading, organise the library books' rotation, talk about relevant cultural events, and share food related to a specific festival."
Preschool Transition Tips
* Visit the preschool with your child; let them get familiar with the new surroundings, the classroom, the playroom and most importantly introduce your child to the teachers
* Talk to your child about preschool, what they will do there, how much fun they will be having and who else will be there (maybe a friend or sibling is attending)
* Run your child through the daily schedule so that they are prepared for what to expect during the time spent in preschool
* Reassure your child that you will be there when school is finished to greet and spend the rest of the day with them
* Inform teachers of your child's favourite toy, game or song to help sooth anxiety | web | http://www.woodlandschools.com/files/file/select%20a%20pre-school_Jul%202013_LR.pdf | 0.431969 | {
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January 2018
CORAM ELEMENTARY
We would like to congratulate the most recent Students of the Month: Ilany Lopez-Kuchersky, Tarik Tutt, Keimora Brown, Ashley Rusch, Ryan East, Katie Canteros, Tyler Drachtman, Ivana Paredes, Kyon Sarwari, and Tyler Anderson.
| Dates to Remember! | |
|---|---|
| Jan 8th | PTA Meeting |
| Jan 11th | Board of Ed. Mtg. |
| Jan 15th | M.L.K.—School Closed |
| Jan 19th | SEPTA Activity Night |
| Jan 26th | Board of Ed. Mtg. |
Children must read at home every night. Reading Questions
- Making Connections: Does the topic remind you of anything in your life?
- Visualizing: What do you picture in your head while you are reading this?
- Questioning: What did you wonder about while you were reading?
- Inferring: Can you predict what is about to happen? What clues from the story helped you make that prediction?
- Synthesizing: If you were to tell someone about what you just read, what important facts or new understanding would you share?
Music
In January, third graders will resume playing the recorder in music class. We will continue to review our three notes that we know so far, and explore new ways to read and recognize musical notation. We will also learn the history behind a sea chanty called "John Kanaka," and a rhythmic dance to go along with the song.
Physical Education
As the final pieces of confetti fall to the ground… It's time. Time to not only resolve to better ourselves, but to also try things we never thought capable of. Our sights continue to be firmly set on the physical fitness test in the spring, but also, on the journey ahead. Our superstars will begin our basketball combine right away; learning the skills and drills needed for success. After that, the world-renowned Scooter Highway makes its return. Classic roadside destinations and new adventures await students in this piece of Americana. This year, we want their New Year's Resolutions to be unstoppable.
Art
During the month of January the third graders will begin working on the "Names in Pattern" project. They will fill a rectangle grid with the letters of their name. They will then color the positive space letters heavily with crayons. Next, they will be using markers to add patterns to the negative space around each letter. We will discuss the principle of design of contrast when choosing colors for each letter. They will also learn about complementary colors and how to use the color wheel.
Library
Two of the most important skills taught this year in library is the ability to think critically and problem solve . In January, third grade students will be introduced to the beginning stages of computer programming, as problem solving skills are the most important aspect of computer science. Students will be applying their knowledge of algorithms to learn how to program Ozobot, a tiny robot, while exploring rich literature and texts. | web | http://ce.longwood.k12.ny.us/UserFiles/Servers/Server_2550010/File/newThird%20Grade%20Newsletter%20January%202018%20(2).pdf | 0.425291 | {
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Salmonfest vendors educate despite low Friday attendance
Posted:August 1, 2015 - 5:24pm | Updated: August 1, 2015 - 9:44pm
By by MEGAN PACER
Peninsula Clarion
The breakout year for Salmonfest, formerly known as Salmonstock, was hampered slightly by a nearly 10-hour closure of the Seward Highway, but that didn't keep educational vendors from showing up to spread the word about protecting salmon in Alaska.
From Friday through Sunday, Salmonfest hosted 60 bands, artists, craftsmen, food vendors and educators in its first year under the new name. After a change in management, the festival has broadened to focus on conservation of the salmon species in general, rather than any specific issue. This led to vendors representing multiple organizations and causes set up shop for the weekend to educate festival-goers on all things salmon.
Alexandra Guilford and Bryan Goldstein set up to represent Salmon Beyond Borders, an organization dedicated to protecting Alaska's transboundary salmon rivers from proposed mines in British Columbia.
"Most people have actually not heard about this, which is kind of why we're out here," Guilford said.
Guilford said that while the mines are proposed in British Columbia, they would have negative effects on the rivers that cross the Alaska-Canada border and carry many salmon that Alaskans rely on. She and Goldstein urged passersby to sign postcards they plan to send to members of the legislature in an attempt to persuade them to take action on the issue.
Also advocating against projects that would be harmful to Alaska's salmon were members of Musicians United To Protect Bristol Bay, who both educated from their vendor booth and performed at the festival. Co-founder and former state senator Suzanne Little said the group has been attending Salmonfest for four years, and finds people are generally receptive and willing to listen.
The group seeks to inform people about a proposed mine through Pebble Mine Partnership that would be placed in Bristol Bay near the headwaters of some of Alaska's wild-salmon rivers.
"Our goal... is to inform people all over the world about this issue, because it's a world problem," Little said. "This is the last... remaining wild salmon fishery on the planet.
Little said it is easier to get through to people when the message is delivered through song.
"Music has a way of reaching people where, you know, just a lecture or a speech might not," Little said. "Music really can touch your heart in a way that those other methods may or may not."
The group members played every day of the festival and collected signatures of people they hope to call on when future advocacy action is needed.
Other educational groups with vendor booths set up at Salmonfest included United Tribes of Bristol Bay, the Alaska Center for the Environment, the Alaska Marine Conservation Council, the Wild Salmon Center and more.
Though Salmonfest Director Jim Stearns said the festival will do fine in terms of turn out, the multi-vehicle accident on the Seward Highway — involving a tour bus and one fatality — did affect its schedule. Stearns said at least four or five bands were caught in the standstill that lasted nearly 10 hours on Friday. This was easily remedied by shuffling around the bands who were already present, he said.
This is not the first time Salmonfest has been affected by a traffic incident. Stearns said this is the second accident to result in low attendance at the festival's opening night.
"This is the kind of thing we've faced many times," Stearns said. "I just am incensed with the idea that they have to close a highway with no detours. It's tragic when people die, but to destroy all kinds of people's travel plans, people's events, people's weddings... that is just beyond comprehension to me."
Volunteer Coordinator Sally Oberstein said several of the festival's 400 or so volunteers were also delayed, forcing existing volunteers to work longer shifts. Oberstein even took to asking festival attendees if they could fill the positions as they walked through the gates. Fortunately for the festival, she said the community of music lovers stepped up to the task.
"So much of this whole festival is run thanks to the help of volunteers," Oberstein. "The way that most of (the positions) were filled were people walking in the door and us asking if they would help. Practically no one said no."
For Stearns, putting the festival on regardless of hiccups or unforeseen problems is always worthwhile when all the kinks get worked out by Saturday night and he sees hundreds of music lovers enjoying themselves while being informed about important salmon issues.
"It's testing every fiber of your being," Stearns said. "When it all comes together finally in this great culmination of joy and creativity on Saturday night, and we've got everything in place and it's really rolling, there's a smile on every face."
Reach Megan Pacer at [REDACTED_EMAIL]
Sunday schedule Ocean Stage 11:15 a.m. - Susan Grace 12:15 p.m. - Katie Emerick and John Cottingham 1:20 p.m. - Anna Lunch Band 2:30 p.m. - Moonalice 4 p.m. - Super Saturated Sugar Strings 5:30 p.m. - The California Honeydrops 7:30 p.m. - Emmylou Harris River Stage 11:45 a.m. - Diana Z 12:50 p.m. - K'alik'a 1:55 p.m. - Emma Hill and Her Gentlemen Callers 3:20 p.m. - Good Time Travelers 4:45 p.m. - Ghost Hands 6:30 p.m. - Nervis Rex Inlet Stage 11:50 a.m. - Kevin Duff 12:45 p.m. - Jim Page 3:25 p.m. - Leeroy Stagger 4:05 p.m. - Rik Nielsen Band 4:55 p.m. - Ratfish Wranglers
5:55 p.m. - Ellamy Tiller and the Twang
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Ashland Schools
What a student knows or is able to do by the end of
1st Grade
Reading
Orally segments words into beginning, middle and end sounds including consonant blends. (RF.2)
Uses strategies (context, affixes, root words) to determine or clarify the meaning of unknown and multiple meaning first grade words. (L.4)
Reads first grade sight words. (RF.3)
Locates and uses facts and information using text features (headings, captions, table of contents etc.) (RI.5)
Reads grade level text with sufficient fluency (50-60 correct words per minute) including accuracy and expression to support comprehension. (RF.4)
Identifies, compares and contrasts stories and informational texts. (RL.5)
Uses text evidence including illustrations and details to describe a story's central message, characters, setting or events. (RL.2 & RL.7)
Speaking & Listening
o Orally describes people, places, things and events with relevant details, expressing ideas and feelings clearly. (SL.4)
o Build on others' talk in conversations by responding to the comments of others and asking questions through multiple exchanges. (SL.1)
Writing
Capitalizes dates and people's names. (L.2)
Correctly uses a variety of end punctuation in complete sentences. (L.2)
Spells untaught words phonetically. (L.2)
Writes an opinion piece with an introduction, supporting reason, and conclusion. (W.1)
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (L.2)
Writes informative texts with topic, facts and closing. (W.2)
Writes a narrative story with correct sequence for two or more events including details and closing. (W.3)
Math
Fluently subtract within 10. (OA.6)
Fluently add within 10. (OA.6)
Use efficient strategies for problem solving. (MP.1)
Represent and solve problems involving addition within 20. (OA.1)
Represent and solve problems involving subtraction within 20. (OA.1)
Understand and represent place value, grouping in tens and ones. (NBT.2)
Count, read, and write numbers to 120. (NBT.1)
Organize, represent, and interpret data with up to three categories. (MD.4)
Compose and de-compose 2 and 3 dimensional shapes and describe their attributes. (G.2)
Tell and write time in hours and half-hours using analog and digital clocks. (MD.3)
Measure, compare, and record lengths of objects. (MD.2)
Science Units (Content Knowledge and Scientific Inquiry Process)
How do animals change as they grow?
When is something alive?
How are animals different?
What's wild about weather?
Social Skills
Cooperates and collaborates with peers.
Follows behavior expectations.
Listens and responds appropriately to directions.
Social Studies (Content Knowledge and Social Studies Inquiry: Questioning, Critical
What makes a family?
Thinking, Problem Solving)
How do we get what we need?
Why do we need maps?
What is the difference between then and now?
Study Skills
Perseveres with challenges.
Actively participates in class.
Completes work on time.
Works independently.
Effective use of class time.
Strives to produce best work.
Music
Matches movement to a steady beat.
Sings songs in a group.
Claps a rhythm pattern.
Participates safely, respectfully and responsibly.
Knows fingering numbers for keyboard.
P.E.
Starts and stops.
Leaps
Slides
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Personal Health Series Water Safety
Name:
Date:
Water Safety Dos and Don'ts
Instructions: Write five dos and don'ts related to water safety below, then get at least 10 friends, neighbors, and/or family members (anyone not in this class) to sign the sheet to show that you've shared safety rules that could save a life someday.
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Identity: The Family Tree
My maiden name is McArthur, making me "a child of Arthur," a descendant of a highland Scottish clan from the Argyll District of Scotland. Today, if I wanted to trace my roots, I could visit the village of Loch Awe, where our family members lived centuries ago, and see a fourposter bed where my ancestors slept in the fourteenth century. According to tradition, the MacArthur clan is as old as the hills: "There is none older," an Argyll proverb claims, "save the hills, the Devil, and MacArthur." Our ancestors were known as musicians, and they founded a school for playing the bagpipes. As a clan, we have a crest (a laurel wreath); a family motto ("Fide et Opera," meaning "By faith and work"); a clan battle cry ("Listen, O Listen"); a signature green, black, and gold tartan; a family plant (wild thyme); and a sense of identity.
Jesus, too, came from a clan that had existed for generations: the house of David. Jesus' mother, Mary, was a descendant of David's son Nathan (Luke 3:31), but Joseph traced his family line through David's son Solomon (Matthew 1:6). As Joseph's adopted son, Jesus inherited the legal rights to claim his father's lineage. Thus, Jesus was, on both sides of his family, a "son of David."
David was the shepherd boy and talented musician who became Israel's most famous king. Although he wasn't perfect, David was described as a man following the Lord's own heart (Acts 13:22), a standard against which all future kings would be measured. God promised that one day, one of David's descendants would come as a messiah whose motto would be "God Has Set Things Right for Us" (Jeremiah 33:16, The Message). Jesus was the fulfillment of that promise.
David's birthplace was Bethlehem, a small village in the hill country of Judah where his great-grandparents, Ruth and Boaz, had lived. By the time of Jesus, the village had dwindled to a population of perhaps 100 people, but family members still remembered their heritage with pride and claimed Bethlehem as their hometown. Hospitality played a huge role in the Jewish culture, so most homes included a guest room. If that room was full but more persons needed a place to sleep, the host family would say, "Come on in. We'll make do!" (even if guests had to lodge in the area of the home where the animals usually slept).
That's probably what happened when Mary and Joseph went to Bethlehem for the census. Jesus was probably not born in a detached stable or cave surrounded by strangers but in a relative's crowded home surrounded and welcomed by family.
1. How does knowing your family line affect your sense of identity?
2. When has your heritage informed how you treated others?
3. How does your identity in Christ define who you are?
Rhoda Preston is a retired elder in the Iowa Annual Conference of The United Methodist Church. She and her husband, Don, live in Cedar Rapids, Iowa. They have two children, five grandchildren, and a shared love for music and cooking. Adapted from Daily Bible Study, Fall 2024, copyright © Cokesbury. | web | https://www.adultbiblestudies.com/files/uploads/ABSCES10.6.pdf | 0.498903 | {
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25 Literacy Activities for Kids
The Mum Educates
Write a letter to your friend or family telling about your health.
Read a story and then rewrite it with a different ending.
Interview your parents then make a family tree.
Help your mother to write a grocery list.
Research your favourite animal and write a fact file.
Play board games (Bananagrams, Brainbox or Scrabble junior)
Read a book and write a description of your favourite character.
Make a jam sandwich for your sibling then write instructions on how to make it.
Plant a seed. Observe its growth and describe how plants grow and what they need.
Write an acrostic poem.
Make a diary entry every day.
Research your favourite characters of your choice and write a fact file.
Choose a creative writing story starter and write in detail. Remember to use powerful adjectives.
Read your favourite magazine or newspaper.
Choose a country you would like to visit in future. Explain in detail why did you choose that country.
Watch your favourite documentary.
Create silly sentences or tongue twisters using alliteration.
Make a poster of "How to wash your hands?" to display in your house.
Write information pages or booklet about a hobby or something you find interesting.
Write a postcard to your favourite author.
Imagine if you were a superhero what superpowers would you have. What you would do to control the current situation?
Look out of your window. Write what you can see.
Read the blurb from a book and make a prediction before reading it.
Read a book. Find and write at least 10 exotic words you read in the book. Find their meaning and make your own sentence.
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Bold pink text indicates a live link. Click on the links to discover more information. For more programming ideas, visit ideas.demco.com/category/blog/.
"Saying hello to something new means saying good-bye to something old and loved." – Phyllis Reynolds Naylor , Incredibly Alice
SUNDAY
7
Universal Letter-Writing Week
Provide paper, envelopes and stamps, and encourage students to write a letter this week to a friend, family member, author, illustrator or teacher. Don't forget to mail the letters!
14
International Kite Day
Read Blue Sky Yellow Kite by Janet A. Holmes and Jonathan Bentley about a girl and a boy and a stolen kite, and watch the book trailer.
21
Squirrel Appreciation Day
Read The Secret Life of Squirrels by Nancy Rose to find out and appreciate all the things squirrels are up to when you're not looking.
28
Kazoo Day
1
MONDAY
New Year's Day
Polar Bear Plunge Day
Each year organizations across the country challenge participants to "take the plunge" into frigid waters to support worthy causes. Ask students whether they think this is a good idea!
8
Bubble Bath Day
Read A Whale in the Bathtub by Kylie Westaway and Tom Jellett. Later, treat yourself to a bath brimming with bubbles and let your imagination drift to bubble kingdoms with bubble cannons and bubble sea monsters.
15
Martin Luther King Jr. Day
Read The Crayon Box That Talked by Shane Derolf and Michael Letzig. Create a class crayon box to celebrate that when we work together, the world is a much more interesting and colorful place.
22
International Creativity Month
Encourage students to let their creativity take them places. Write a story! Build a cardboard arcade game! Paint a favorite scene! Read a new book! The possibilities are endless!
29
Enjoy Koala's Kazoo, a song story by Emily Arrow and Renee Kurilla about zoo animals taking turns playing a kazoo.
Puzzle Day
What to do with puzzles that are missing pieces? Have students make puzzlepiece picture frames!
Brain Teaser Month
By Matthew Winner
3
WEDNESDAY
National Drinking Straw Day
Celebrate by getting creative with crafts made out of drinking straws.
10
National Cut Your Energy Costs Day
2
TUESDAY
Happy book birthday to
When Sophie Thinks She Can't... by Molly Bang.
9
Happy book birthday
to Grandma's Purse by Vanessa Brantley-Newton and Love by Matt de la Peña and Loren Long.
Inventory your school for ways to save energy, including unplugging unused technology, turning off lights when not needed, and taking advantage of natural light when possible.
Brain Teaser Month
Challenge students to solve 45 riddles and brain teasers from Everything Mom.
24
23
Happy book birthday to
National Compliment Day
Free as a Bird: The Story of Malala by Lina Maslo.
"You were so kind in class yesterday!" Give your students compliments, and encourage them to compliment others.
30
Happy book birthday
to
Festival of Colors by Surishtha Sehgal, Kabir Sehgal, and Vashti Harrison.
31
Bryan Collier's Birthday
Share Hey Black Child, Bryan Collier's newest book with Useni Eugene Perkins, and check out more of Bryan's art at bryancollier.com/ gallery.php.
|
Follow him on Twitter @MatthewWinner
International Creativity Month|
4
THURSDAY
Phyllis Reynolds Naylor's Birthday
Watch the book trailer for Shiloh and read aloud an excerpt of the Newbery Medal-winning book.
11
Step in a Puddle and Splash Your Friends Day
Read aloud Puddles by Jonathan London, illustrated by G. Brian Karas.
18
Thesaurus Day
Read aloud The Right Word: Roget and His Thesaurus by Jen Bryant and Melissa Sweet, and have students use a thesaurus to find interesting words to describe their day.
25
Clashing Clothes Day
Encourage students to wear clothes today that intentionally clash! Spots and plaid. Flower print and rainbow print. Mismatched socks. Then read aloud a section of Pippi Longstocking by Astrid Lindgren.
5
FRIDAY
Drew Daywalt's Birthday
Read aloud The Legend of Rock Paper Scissors for a hilarious take on the classic game!
12
Work Harder Day
Share She Persisted: 13 American Women Who Changed the World by Chelsea Clinton. Have a discussion about what these amazing women accomplished through hard work and persistence.
19
Pat Mora's Birthday
Gracias, Thanks, Pat Mora's picture book with John Parra, is a perfect read aloud for this month of expressing thanks to people we appreciate.
26
Browse this great list of preschool-appropriate games, activities and art projects promoting health and fitness and choose one to do with your youngsters today.
National Preschool Health and Fitness Day
Holiday
Month/Week/Day/World Celebration
Birthday Celebration
© Demco, Inc.
6
SATURDAY
Introduce students to the Habitat app, where players adopt a virtual polar bear and then take real-world actions to improve the bear's health. Available from iTunes and Google Play.
13
Poetry Break Day
Share poetry from Jack Prelutsky's A Pizza the Size of the Sun, and challenge students to write their own poem about pizza (or any other subject they like!)
20
International Day of Acceptance
Read Lovely by Jess Hong, a book that celebrates our differences — we look different, but we are all lovely in our own ways.
27
National Thank-You Month
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Let Us Love God (Matthew 22:34-38)
Introduction:
1. On this occasion Jesus was asked to identify "the great commandment in the law."
2. Although the man asking this question did not have a pure motive, Jesus took advantage of this situation to teach a very important lesson.
3. "The first and great commandment" is to love God with all the heart, soul, and mind.
4. Since Jesus considered loving God to be so important, it deserves our careful attention.
5. Perhaps Valentine's Day is a convenient time for us to concentrate on our responsibility to love God.
6. The first point we need to make is that . . .
Discussion:
I. THE BIBLE EXPLAINS WHY WE SHOULD LOVE GOD
A. John stated twice that "God is love" (1 John 4:8, 16).
B. According to 1 John 4:19, "We love Him, because He first loved us."
C. We learn from 1 John 4:9-10 that God demonstrated His love in a powerful way.
D. We know that loving God is "the first and great commandment," and we understand why we should love God.
E. This brings us to our next point.
II. THE BIBLE EXPLAINS HOW WE SHOW OUR LOVE TO GOD
A. One way we show our love to God is by keeping His commandments.
1. Regardless of what men may say, our response to God's commands is a true indication of our love to God (1 John 2:3-5).
2. To be right with God, we must keep His commandments (1 John 3:22-24).
3. Those who truly love God will not consider His commandments to be burdensome (1 John 5:2-3).
4. Let us make an observation from Deuteronomy 6:1-9.
a. Moses called upon the Israelites to love God.
b. In addition, Moses wrote at length about obeying God's commands.
5. Let us contrast 2 men and their responses to God's instructions.
a. Abraham's willingness to offer his son Isaac showed God something (Genesis 22:9-12; James 2:21-23).
b. Saul's disobedience showed God something (1 Samuel 15:10-11, 22-23).
c. God showed His love to Abraham and Saul.
d. We can determine by their actions which man truly loved God.
6. A special blessing will be given to those who show their love to God by keeping His commandments (Revelation 22:14).
B. Another way we show our love to God is by loving our brethren.
1. God knows whether we truly love Him by our love [or hatred] for our brethren (1 John 4:78, 11-12, 16, 20-21).
2. To illustrate, God knew something about Cain because of the way he treated Abel (1 John 3:10-12).
Conclusion:
1. "The first and great commandment" is to love God with all the heart, soul, and mind.
2. Let us love God as He desires -- "He first loved us."
3. Let us show God that we love Him by:
a. keeping His commandments
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Recognising these patterns or “strategies” will give you the practice and confidence to take on the second challenge.
Challenge Number 2
PAGE 27
1 Black-eyed Susan
2 Harmony
3 Your pants are on back-to-front
PAGE 28
1 More to it than meets the eye
2 The start of something big
3 Free-for-all
A NOTE TO STUDENTS
How can you have fun and exercise your brain at the same time? Solving puzzles - that’s how!
Quizzles are designed to challenge you and extend the way you think in a way that is both relaxing and enjoyable. While you work through the puzzles, you are really training your brain to work quicker and better.
How clever is that?
There are really two challenges for you to face as you work through this book.
Challenge Number 1.....
First of all there are lots of puzzles for you to solve. As you discover solutions for each puzzle, try to take a “mental note” of how you solved each one.
See if you can work out what is was that helped you discover the solution. Was it something to do with
- how the letters were arranged?
- where words were placed in the box?
- whether some words were hidden in other words?
- some other clever trick?
You will probably see patterns emerging the more puzzles that you do. Soon your brain will start to look for these patterns, sometimes without you even knowing it.
INTRODUCTION
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Further information
Font - Unicode/Mangal/Times New Roman
*Topic/ विषय - Bold, 14, Centre aligned
*Name of Student / विद्यार्थी का नाम - Italic, 13, Right aligned
*Address of students / विद्यार्थी का पता - Italic, 12, Right aligned
* Format/ प्रारूप - Bold, 12, single column, left aligned
* Reference/ सन्दर्भ सूची - 12, left aligned
For Hindi Typing:-
1• Go to your phone "Settings" > Search "Keyboard and Input Method" > Click on "Gboard" (Multi Lingual Typing) > then select your Language ( Hindi ) keyboard.
2• Go to play store > Install "Google Indic Keyboard" > open the app and enable the keyword for Hindi Typing.
3• Go to play store > Install "Speechnotes" App > open the "Speechnotes" App and click three dots on the right corner^ > then click on "Switch Language" and select your Language. (Speak & Type) | web | https://www.sgndkc.org/sk/documents/notices/notice_070920051539.pdf | 0.434 | {
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The Silver Trumpet Tree
by Frederick B. Essig
A few years ago, I wrote an article for *Florida Gardening* on Tabebuia, a genus of spectacular flowering trees that liven up the Florida landscape during the winter and spring. Sometimes called trumpet trees, Tabebuias are native to tropical and subtropical parts of the New World.
I have been fascinated by these trees since seeing my first Tabebuia one winter in Mexico. One species with pink flowers is common in the deciduous tropical forests along Mexico’s west coast, and have the habit of blooming en masse after the leaves have fallen at the beginning of the dry season.
The one that was missing from my previous article was the silver trumpet tree. I’ve not seen many blooming specimens in north Tampa, though there are lots of young ones. This tree is quite common in warmer parts of the state, however, and last March I was able to observe many fine blooming specimens in the Sarasota area.
The most distinctive characteristic of this species is its foliage, consisting of leaves with 5 to 7 elongate leaflets covered with silvery scales on the lower surface. (Just the foliage is silvery; the flowers are brilliant yellow). As the tree ages, the trunk and branches develop a distinct appearance as well. The trunks develop a thick, furrowed bark, and the branches tend to be gnarled and twisted, signs of a plant native to the drier parts of the tropics.
The current botanical name for this species is *Tabebuia aurea*, though it has been known as *T. argentea*. This name change is the result of the same species having been named twice, with the earlier published name taking precedence.
Whatever it’s called, the silver trumpet tree is a delightful component of the Florida landscape. It adds not only color, but also distinctive foliage, limb structure, and bark.
Dr. Frederick Essig is an Associate Professor of Biology at USF in Tampa. His first article on “Tabs” was featured in the Feb/Mar 04 issue of *Florida Gardening*. | web | http://shell.cas.usf.edu/~essig/Florida%20Gardening/2007-03%20The%20Silver%20Trumpet%20Tree.pdf | 0.431653 | {
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FFRA PRESS RELEASE
"REACHING FOR THE ABILITY"
What is "Ability"? The dictionary describes it as: Possession of competence required to perform a necessary skill, and the capacity to do or act physically, mentally, legally morally, financially, etc.
Most all of us have the ability in life to perform various tasks, but we all vary as to the types of abilities that we are proficient at and the ones that we are limited at.
The average person has enough basic ability to function with the normal demands of life. But what about those of us that are without even some of the basic abilities to function in everyday life! Some of those persons might come under the category referred to as 'Developmentally Disabled', and they are in need of our help to get through life and acquire the basics needed to exist.
The FFRA (Families and Friends Reaching for the Abilities) is a support group for Developmentally Disabled Adults whose motto is, "Reaching for the Abilities".
Their object is to provide an outlet for their clients to expand their confined parameters and to promote more opportunities and support.
Aside from the arts & crafts classes and meetings offered on a regular basis, there are many organized events throughout the year to encourage the caregivers and volunteers to help clients expand their presence within the community and to experience other faucets of life that they do not ordinarily come into contact with.
Here the clients get the opportunity and support of FFRA to nurture their interests and to reach for new and expanded abilities.
This could be at art shows, museums, parks, and concerts, or at theme dances, movies, fishing or at any place where they might be encouraged to 'join in'.
Along with their monthly meetings, the FFRA schedules a Guest Speaker to address everyone on a subject that is pursuant to the needs of the clients, caregivers and volunteers.
Through the efforts of all, the FFRA organization is experiencing a significant increase in the client's interest to get involved, improve their communication skills, be a more content person, and increase their overall abilities.
The FFRA is a 501C3 organization who is encouraging the public to get involved in: Becoming a member, serve on the Board of Directors, hosting an Arts & Craft event, or provide any talents you have that might be useful.
Our 'Kids' need your help in "Reaching for the Abilities".
Whether you have (or know of) an adult that is developmentally disabled, or if you'd just like to be a 'volunteer friend', please consider checking out the web site at FFRACITRUS.ORG and/or contact Ms. Diane Phillips, President at [REDACTED_PHONE].
A Volunteer Member serves a client on Valentine's Day, one of many events organized by FFRA (Family and Friends Reaching for the Abilities) whose focus is helping the developmentally disabled | web | http://ffracitrus.org/wp-content/uploads/2015-February-20-Reaching-for-the-Abilities1.pdf | 0.478289 | {
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October 25, 2018
The bimonthly newsletter of Bancroft Elementary School
Bancroft Buzz
READ-A-THON!
Dear Bancroft Families,
I want to thank all of the families that were able to join us for parent/teacher conferences. I hope these conversations were valuable and provided information about your children and their progress at school. We know that engagement and a feeling of connectedness to school play an important role in a child's progress. Strong family-school partnerships support this. I always leave school these evenings with a renewed sense of the great importance of the work we do with and for children.
As educators, we can't stress enough the value in parents reading with their children. Reading is important because it develops the mind and helps it grow. Reading is essential to your child's success. Reading books with your child helps develop and improve vocabulary, thinking skills, stress reduction, memory, writing and concentration. It can also help develop empathy, social perception and emotional intelligence. Reading helps develop the whole child. Even though Read-a-thon is coming to an end - don't stop reading!!!
Respectfully, Diego De Paz Principal
BANCROFT CALENDAR UPDATE
Keep track of your minutes and donations - return the envelope to school on Monday, Oct. 29.
Read to yourself, read to each other, read to your dog - in any language!
Mark Your Calendar
Mon, Oct 29 - PTO-Site Council 5-7pm
Mon, Oct 29 - END of Read-a-Thon
Thu-Fri, Nov 1-2 - Bancroft IN SESSION No classes at other Mpls schools.
Fri, Nov 2 - Coffee, Tea & IB and Native American Family Day 8:40am - Breakfast and fun!
Sun, Nov 4 - Daylight Saving Ends Turn clocks BACK one hour
Tues, Nov 6 - Election Day - VOTE! Info about MPS Referendum - next page
Thur, Nov 15 - TURKEY BINGO
5:30 - Pizza 6:00-7:00 - Bingo at Bancroft!
3829 13th Avenue South, Minneapolis, MN 55407 | [REDACTED_PHONE] | Fax: 612.338.3560www.bancroft.mpls.k12.mn.us
Minneapolis Public Schools will hold a referendum on Nov. 6, 2018, to:
1.) Increase the Current Operating Referendum Levy:The operating levy provides funding for general funds for all types of school operations – such as staff salaries and benefits, textbooks, office supplies, and services for English Language Learners. Under Minnesota Law, Minneapolis Public Schools can ask voters for up to a certain amount per student. This question proposes to increase the levy to its maximum allowable amount, meaning MPS can't ask voters for future increases.
2.) Establish a Capital Projects (Technology) Levy:The tech levy would raise revenue for the regular maintenance and upgrades to Minneapolis Public Schools' technology systems. By shifting these existing costs to a new revenue source, MPS can make additional funds available for general operating expenses. No new technology is proposed.
A solid financial foundation is essential for making investments in our students and addressing the rising costs of public education.
If passed, the referendum would give MPS access to $30 million in additional revenue.
The funds will be used across the district to improve student achievement and well-being through equitable investments in literacy, social emotional learning, and support services - and help avoid future budget cuts and reductions in services to students across Mpls.
More Info:
mpls.k12.mn.us/referendum
IB UPDATE: PORTFOLIOS - A Collection of Learning!
All students at Bancroft keep a portfolio - a big binder - to show their growth in learning from grade to grade. The portfolio moves with them as they advance each year.
What goes in the portfolio? The portfolio is organized by the 6 big themes in our IB (International Baccalaureate) Program of Inquiry. After each unit, students add to the portfolio their assessment of the unit, a reflection, and work of their choosing, including writing, drawings and other projects. They carefully reflect on why they chose those items and write about it. Students also include their reading and math goals and maintain a collection of work from their specialist classes.
Students recently visited their teacher from last year to pick up their portfolios. This is a special time for students: They are very proud and excited to be able to collect this treasure and look through the memories of what they learned in past years!
IB's 6 Big Themes
*Who We Are
*How We Express Ourselves
*Where We Are in Place & Time
*How the World Works
*Sharing the Planet
*How We Organize Ourselves
It may seem a long way off…
but mark your calendars now for our annual
STUDENT-LED CONFERENCES
in the spring!
Thursday, March 7, 2019
ASK YOUR STUDENT:
* Which IB theme are you studying now?
Your student will show you their progress through the items saved in the Portfolio.
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SO MUCH FUN AT LITERACY & MATH NIGHT!
3829 13th Avenue South, Minneapolis, MN 55407 | [REDACTED_PHONE] | Fax: [REDACTED_PHONE] |www.bancroft.mpls.k12.mn.us | web | http://bancroft.mpls.k12.mn.us/uploads/oct_25_2018_bb.pdf | 0.478791 | {
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Clifton Community School
Homework
Why is homework set?
Homework is a valuable supplement to the learning experience of all students in school. It has a number of different purposes:
* To prepare younger students for the demands of GCSE courses higher up in school and beyond.
* To develop independent skills e.g. thinking and researching
* To prepare for future lessons and tests.
* To consolidate what is being learnt in lessons.
What kind of tasks can I expect my child to be set?
At Clifton Community School we believe homework is most valuable when it is clearly linked to future learning (i.e. it is relevant). This will include:
* Researching (e.g. resource gathering in preparation for future lessons).
* Extension tasks that deepen the learning in the lesson.
* Learning (e.g. vocabulary, spellings, facts).
* Writing assignments/drafting work.
* Practising (e.g. newly acquired skills, examination questions).
* Reading.
How much and how often will homework be set?
It is impossible to specify the exact amount and frequency of homework which will be set as teachers need to be flexible in responding to the needs of the class. We offer the following as a guide:
At KS3 (years 7, 8 and 9) it is reasonable to expect that students spend 20-30 minutes on each homework task.
At KS4 (years 10 and 11) students should expect homework lasting 30-45 minutes every week in each subject.
How is homework set?
All students at Clifton Community School are provided with a planner which they should use to record homework. It is the responsibility of the student to record homework in the diary. Clear instructions will be given by the teacher.
How can I help at home?
Parents/carers are asked to check planners regularly and encourage their children to complete homework tasks. If homework has not been completed, sanctions (e.g. a detention) will be given. | web | https://www.cliftonschool.org/wp-content/uploads/2016/11/homework-policy.pdf | 0.419353 | {
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How can parents, community members and students become involved in a school breakfast program?
- Discuss the breakfast program with community members at various school functions and school board meetings.
- Enlist parent/teacher organizations to stimulate student and parent interest.
- Encourage community volunteers to—
- Supervise children during breakfast
- Prepare special breakfast items, or arrange a guest chef
- Donate fresh produce, money or equipment
- Assist with nutrition and health education activities
- Provide programs or mini-courses in nutrition for parents and community people.
- Encourage students to—
- Assist in the cafeteria or kitchen
- Provide menu ideas
- Help promote breakfast
- Join Youth Advisory Councils
Contact:
Child Nutrition Programs, Department of Education, 120 State Street, Montpelier, Vermont 05602 for assistance. Telephone: 828-2447.
In the operation of child feeding programs no child shall be discriminated against because of race, sex, color, national origin, age or handicap.
How can the Child Nutrition staff help you?
- Assistance in school breakfast program planning including:
- menu planning
- labor management
- program promotion
- Training for program personnel in:
- food service
- nutrition education
- Assistance in budgeting and finances
- Guidance with nutrition education curriculum
What foods does a school breakfast include?
School breakfast must include:
- Milk
- Juice, fruit or vegetable
- Bread or cereal
- Whenever possible breakfast should include a source of protein such as egg, peanut butter, cheese or meat.
What are the expenditures involved in starting a breakfast program?
With minor adjustments to existing scheduling of food service personnel, many Lunch Program Schools find that they can manage to participate in the Breakfast Program without having to hire additional help or make special equipment purchases. If your school does not participate in any child nutrition program, the School Breakfast Program can be initiated with very little equipment and labor.
What must a school do to participate in a breakfast program?
A school must complete an agreement with the Child Nutrition Programs of the Department of Education.
Other requirements are:
- Demonstrate financial and administrative capability to meet program objectives.
- Serve meals which meet basic nutritional requirements.
- Maintain income eligibility and program records.
A small yellow chick emerges from an egg, singing with musical notes floating around it.
A white chicken with a red comb and wattle stands on green grass under a blue sky with a yellow sun. Musical notes float around the chicken.
REPORT CAWD!
SPREAD THE WORD ABOUT CHICKENS IN A PLANT-BASED DIET!
CHICKEN: "I'm so happy to be here with my family and friends."
CHICKEN: "The sun is shining, and I'm feeling so content."
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Brenda Kelley
As the Principal of Morris Elementary School in Lenox, Massachusetts, I oversee a diverse student body ranging from pre-kindergarten to 5th grade. Having a passion for reading and holding a Reading Specialist certification, I've integrated my love for literacy into our school's culture. During my time as principal in both schools that I have worked in I have spent a good portion of time learning about how to create positive school cultures. One initiative I'm particularly proud of is the implementation of Positive Behavior Interventions and Supports (PBIS), which reinforces school-wide expectations while promoting a positive learning environment.
Recently, I secured a grant to install a book vending machine as a reward system for students who exemplify these expectations. It's just one example of how I strive to foster student achievement and engagement. Working alongside dedicated educators, we've developed an instructional model tailored to meet the needs of all learners at Morris Elementary.
Amidst the challenges posed by the pandemic, our staff and I have collaborated to adapt and personalize the learning experience for every student, while also addressing their social-emotional needs. We've implemented programs like the social-emotional curriculum Second Step and expanded our PBIS framework to further support our students' holistic development.
Outside of school, I'm a proud mother of two daughters, Dominique and Kimberly Wells, and wife to Brian Kelley. Their unwavering love and support have been instrumental in my role as Principal. From helping unpack curriculum boxes to attending school events, their support has been invaluable.
What I find most fulfilling in this role is witnessing the growth and success of both students and staff. Recently, I had the privilege of reconnecting with a former student who overcame challenges during their time at Morris Elementary and now aspires to pursue a career in education. It's moments like these that remind me of the profound impact we have on students' lives and the importance of community support for educators. | web | https://msaa.net/wp-content/uploads/2024/04/Brenda-Kelley-Bio.pdf | 0.433725 | {
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* Look at the prices on the shelves. Ask questions such as 'Which is the most expensive…?' 'How much money could we save if we bought this cereal instead of that one?' 'How much more expensive is this one than that one?' · Work out the change needed. When doing DIY jobs · Measure lengths, heights and widths together. Younger children can practise using the language 'longer than' and 'shorter than'. · Write a list of everything that's needed and estimate the costs. When you buy the items, talk about the difference · Older children can try working out the area of a wall to be painted by multiplying the height of the wall by its length.
between your estimates and the prices. When going on an outing or journey the fares and help your child to buy the tickets. | web | https://www.holytrinityhalstead.com/wp-content/uploads/2010/09/helping-children-with-maths-pdf.pdf | 0.429852 | {
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Resources for Practicing Spanish at Home
Online Resources:
- iStation- Available to all Dual Language students K-5. Students can practice their reading skills and comprehension in Spanish. Students log in through launch.ocps.net
- Duolingo- This is an app that you can use while that can be done in 5 minute or less sessions.
- Read Conmigo- https://www.readconmigo.org/
o This is an online library of books in Spanish you can read with your child. It can also be downloaded as an app for your personal device.
- Mango Language- This is an online language program that you can access through the Orange County Library System. https://www.ocls.info/cardauth/198
- Digital Dialects- Games you can play to learn the second language. http://www.digitaldialects.com/
Around town:
- Have your child pick out the words they know in advertisements around town that are in Spanish.
- Check out a book in Spanish at your local library.
- Watch one of their favorite movies with Spanish subtitles.
- Practice using the vocabulary words your child is learning with them.
Translation Resources:
- There are many resources on the web and app's you can download for translation. We do not endorse any app's in particular or websites but here are a few based on a little internet searching. You will have to check to see if a fee is attached for purchase. Also some of these apps have a camera for hovering over the word/phrase for quick translation.
o iTranslate Voice 3
o TripLingo
o Microsoft Translator
o Google Translate
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Student Story | Dylan R. Lewis | Fitness and Stress Management & Fitness and Nutrition
Summer 2016 Interphase Program | Written by Sarah K. Johnson
The Physical Education Program's Health and Wellness courses offer a unique student experience through hybrid coursework: half of the course is instructional physical activity while the other half is content and discussion-based. Bodyweight exercises and stretches are taught so that they could be replicated anywhere, including a dorm room or the park. In addition to fitness principles, specific content includes nutrition, sports nutrition, and stress-management.
Dylan R. Lewis '20 entered MIT in summer 2016 as an Interphase student. Interphase is a program for pre-freshman to complete traditional academic courses and one physical education course before freshman orientation. Dylan's prospective major will be Course 3 Materials Science and Engineering and after graduation he would like work with renewable technology to make it more affordable and efficient. As an Interphase student, he had the opportunity to immerse himself directly into MIT life, including participating in a physical education course. Dylan participated in the Fitness and Stress Management course during the summer Interphase session and then Fitness and Nutrition during Quarter 1. He was drawn to these classes because he wanted to learn about and develop healthy habits that could be easily integrated into his daily routine at MIT.
Dylan expressed that these goals were met and he is reaping the benefits of the health and wellness courses now.
"It has enhanced my MIT experience and life overall," he says.
Before attending the courses, specifically stress management, Dylan did not view meditation and stress management as a priority; in fact, this was something that should just be "put off". But "in reality," he said, "you can't really do that, especially as an MIT student." Dylan now practices the importance of stress management techniques by incorporating what he has learned, such as meditation and exercise, into his MIT lifestyle. He said that if Physical Education was not a requirement, he would not have found a way to manage his stress or a time in the day to exercise. Similarly, as a result of taking Fitness and Nutrition, Dylan expressed that he has also learned how to make more informed nutrition decisions, such as carefully reading food labels and being more mindful of what he eats.
Dylan said that students, especially those with a sedentary background, may have the mentality that "PE and its requirement can feel like a burden." But, he countered, "it has had the opposite effect, and is really key. It makes sense why MIT makes it a requirement."
A piece of advice for students?
Dylan said to "truly take advantage of the health and wellness courses," or in his experience, Fitness and Nutrition and Fitness and Stress Management. As the classes are split into 20 minutes of fitness and 20 minute of discussion, he recommended that students "definitely take advantage of both, and with the exercise [portion], push yourself as hard as you can in that short period of time." Further, he conveyed that because he pushed himself, he was able to secure the benefits of exercise in 20 minutes.
Moving forward, Dylan wants to take yoga courses, as he has developed a passion for yoga through the health and wellness course curricula.
"These courses have really allowed me to go beyond my limits academically while also maintaining my health," Dylan stated. "I think without PE, there would have been an imbalance and I found a balance with the PE program." | web | http://mitpe.mit.edu/uploads/banner-images/pics-and-stories/Lewis.pdf | 0.431432 | {
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Parish of Timboon
St Joseph's Timboon & St Andrew's Simpson
Parish Priest: Fr. Neville Stanislaus
Parish Secretary: George
Swierczek 0439 145 805
Office and Presbytery:
31 Hamilton Street. PO Box 62, Timboon 3268
Phone: 5598 3193 Mobile: 0439 145 805
A warm welcome is extended to Fr Adrian McInerney, parishioners and visitors to our parish, as we gather to
Christmas Facts
celebrate Christmas - the birth of Jesus Christ, our Saviour.
THANK YOU to Fr Adrian for celebrating Mass with us and for all who helped in preparing our churches and grounds for the celebration of Christmas.
Thanks to all our volunteers for their generous contribution and commitment to the Parish during the year. So many people give so generously of their time and talents.
'It is Christmas every time you let God love others through you... yes, it is Christmas every time you smile at your brother and offer him your hand.' Mother Teresa
Sacramental Program 2017-18
The Children who approached the Sacrament of Reconciliation in 2017 will complete the initiation sacraments - Confirmation
Our Sick: Bailey Delaney, Frank Vogels, Xavier Reicha, Fletcher Densley, Fr Peter Murnane, John McKenzie
December Anniversaries: Trudy Arnold, Toni Lathouwers, Shelia Freeman, Carmel Baxter, Enid Boyle, Brian Fleming, Ciril Karo, Lilian & James McCluskey, Sr Christina Madden, Brian Parsons, Darryn Tregea , Maggie Tregea, Theodore Vogels, Ann Dodd, Winnie O'Keefe, A Vogels, Harold Craven, Pat Bourke, Carmel Brennan, Terry McMeel
Christmas Appeal 2017
Our Christmas Appeal is one way by which the diocese can respond to many communities from near and far return to us for assistance. Often these requests come through people who have personal links with the diocese of Ballarat.
Reflection
X Marks the Spot. Some people get annoyed when they see "Christmas " abbreviated as "Xmas." It can seem like a
deliberate attempt to take the Christ our of Christmas, or to try and avoid offending the non believers or simply a lazy way to spell the word. In fact, there is no difference between Christmas and Xmas. The letter X in Greek is the first letter of Christ, and Xmas has been used as an abbreviation for Christmas since the mid-1500's.
The Feast of the Nativity
and First Eucharist on 29th
The next Sacrament for children in years 2, 3 or above will commence early in 2019. Any enquiries to Ruth Hoffmann 0429 983 253.
July 2018. This feast has ben celebrated for almost 2000 years but the common word we use to name it stretches back half that time. The word "Christmas" comes from the old English "Christes Maesse" which means "Christ's Mass.' The first recorded use of "Christes Maesse" dates from 1038 AD.
God's answer to human longing
'Christmas is God's answer to human longing, God's response to the centuries of prayers that lay hidden in our groaning, our sighs, our frustrations, and our religious efforts, each of them a plea, mostly silent, for a divine intervention, all of them asking God to come and rid the world of injustice and our hearts of loneliness and heartache.' Ron Rolheiser OMI
I commend the Christmas Appeal to you. I am aware that there are many times throughout the year when you are invited to respond to appeals for very worthy causes, but I hope the Ballarat diocese can continue to support this particular appeal. I thank the people of the diocese for their support of last year's appeal total of $52,000. Distribution of the funds is shown on the church notice boards.
There will be a leaving collection at the Christmas Eve Mass.
A little boy was overheard praying :"Lord, if you can't make me a better boy ,Don't worry about it . I'm having a great time just the way I am." | web | https://www.ballarat.catholic.org.au/wp-content/_uploads/rsfil/019776_abdf.pdf | 0.493848 | {
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Organic garden installed at Holy Names University
Epicurean Group general manager establishes area
OAKLAND — Holy Names University students will soon have campus-grown vegetables as an option to their dining choices.
Rufino Quicho, general manager at Epicurean Group, has established a small organic garden within one of the courtyards on campus. Epicurean Group manages food service operations at Holy Names University.
The garden will be named after Sister Ethel Mary Tinnemann, who taught for 45 years, resided in the dorms, and grew many of the plants and trees throughout the campus. The Tinnemann Courtyard Kitchen Garden will serve students in multiple ways. It will mainly be used to supply a small amount of organically grown herbs and vegetables for the meals served in the university’s dining hall.
Quicho also hopes to use the garden as an educational tool in order to teach the university community about food systems and organic gardening. Students are also invited to work in the garden.
Quicho’s garden concept is an example of Epicurean Group’s focus on educating clients, students, and families about how food choices affect health, the environment, and the community. With HNU’s emphasis on social responsibility, the Epicurean Group’s environmentally and socially responsible management practices make them a valued partner.
HNU President William J. Hynes, Ph.D., said: “Mary Clark Bartlett, founder of Epicurean Group, conceived of a better way to give people wholesome, locally grown, delicious food. HNU was the third institution to sign with Epicurean Group. Now, Rufino Quicho carries this mission to a new level for the University.”
Although the newly established Tinnemann Courtyard Kitchen Garden is a first for HNU, Epicurean Group has established gardens for several of its clients.
“I wanted students to have an opportunity to learn and grow (food) at the same time,” Quicho said. Quicho and his wife, Christina, donated the materials for the construction of the garden.
— Lesley Sims, Holy Names University | web | http://epicurean-group.com/Montclarion.pdf | 0.425825 | {
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Chapter 2: "The Prevailing Opinion of a Sexual Character Discussed," Vindication of the Rights of Women Mary Wollstonecraft. 1792.
Outline of chapter
In this chapter, Wollstonecraft argues that women must not be kept in a state of childish innocence. She compares them to men who are conscripted at an early age, and who are taught to value outward displays of virtue over critical thinking.
* Argument that woman is the weaker sex: "To account for, and excuse the tyranny of man, many ingenious arguments have been brought forward to prove, that the two sexes, in the acquirement of virtue, ought to aim at attaining a very different character: or, to speak explicitly, women are not allowed to have sufficient strength of mind to acquire what really deserves the name of virtue" (18).
* On ignorance and beauty: "Women are told from their infancy, and taught by the example of their mothers, that a little knowledge of human weakness, justly termed cunning, softness of temper, OUTWARD obedience, and a scrupulous attention to a puerile kind of propriety, will obtain for them the protection of man; and should they be beautiful, everything else is needless, for at least twenty years of their lives" (18).
* On the maintaining of childlike/childish innocence: "Men, indeed, appear to me to act in a very unphilosophical manner, when they try to secure the good conduct of women by attempting to keep them always in a state of childhood" (19).
* On education: "Men and women must be educated, in a great degree, by the opinions and manners of the society they live in. In every age there has been a stream of popular opinion that has carried all before it, and given a family character, as it were, to the century. It may then fairly be inferred, that, till society be differently constituted, much cannot be expected from education" (20).
* "In fact, it is a farce to call any being virtuous whose virtues do not result from the exercise of its own reason" (20).
* On men who write about women: "...that my objection extends to the whole purport of those books, which tend, in my opinion, to degrade one half of the human species, and render women pleasing at the expense of every solid virtue" (21).
* She compares the education of soldiers to that of women: "Soldiers, as well as women, practice the minor virtues with punctilious politeness. Where is then the sexual difference, when the education has been the same; all the difference that I can discern, arises from the superior advantage of liberty which enables the former to see more of life" (22)… "The great misfortune is this, that they both acquire manners before morals...The consequence is natural; satisfied with common nature, they become a prey to prejudices, and taking all their opinions on credit, they blindly submit to authority" (23).
* "Strengthen the female mind by enlarging it, and there will be an end to blind obedience" (24). | web | https://cuny.manifoldapp.org/system/resource/9278db62-add5-4cd0-9067-17434cf8ffee/attachment/original-1168194d76adf0cfb9996b01ac234540.pdf | 0.487844 | {
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August 2024 DAIRY NEWSLETTER
ssss
Performing a TMR Audit
Have you ever had or considered having a TMR audit performed on your farm? Making feed is one of the most important jobs on the farm. Variation in the TMR can lead to sorting at the bunk, variable and decreased milk production, variable milk fat, decreased efficiency of milk production, and inconsistent manure. As with many things having a second set of eyes around can help discover any procedure drift or things that could be improved.
Typically during a TMR audit we access:
1. Forage quality & silo management
* How well is the bunk face managed in a horizontal bunker?
* How well packed is the bunk?
* What type of plastic is used on top and how well covered is the bunk?
* Is there any visible spoilage?
2. TMR consistency and mixing. After feeding we will assess variation at the bunk using the Penn-State shaker box on feed from 8 – 10 different areas along the bunk. Variation between each sample should be less than 2.5% for the middle sieve of the pan. If it is higher this is an indication that somewhere along the mixing procedure improvements can be made.
* Where is the load mixed? Is the ground level and how are ingredients added?
* Is the TMR mixer well maintained?
* How much time is allowed for mixing after the last ingredient is added and how large are the loads?
* In what order are the ingredients added?
* If dry hay and/or straw is added how is it processed?
3. What times of day do you deliver feed and how often?
* How often is it pushed up in between?
4. What amount of feed refusals do you allow?
* What do you do with the feed refusals?
* Are the refusals measured? This allows you to accurately measure dry matter intake in the cows.
According to a study by Stephen LeBlanc in 2013, the average Ontario dairy farm has 7.7% variation in the middle Penn-State shaker pan and 6.1% variation in the bottom shaker pan. An excellent variation would be less than 2% and a good amount would be less then 4%. This means that many farms can benefit from a TMR audit to improve feeding practices on the farm.
If you are interested in learning how your farm would measure up with a TMR audit please contact one of the veterinarians at Kirkton Veterinary Clinic. We would be happy to set up a nutrition consult with you and your nutritionist! | web | https://kirktonvetclinic.com/images/documents/dairynewsletteraug2024.pdf | 0.502261 | {
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Tuesday 23 rd June 2020
L.I – To plan a narrative
* Yesterday we came up with some sentence types that we can directly use in our writing.
* Today you will begin planning your narrative to tell the story of 'The Piano' so that you are ready to begin writing tomorrow.
* Think carefully about what happened in each section.
Remember, you have to keep the emotion alive for the reader.
Things to consider…
* What will each paragraph cover
* Then think about what people will be remembered in each paragraph
* What happened? How does it make him feel?
* Which of your sentence types from yesterday could fit in with each paragraph?
Why do we use a SC?
* SC are a good way of letting us see what makes a good piece of writing.
* They allow us to assess our piece of work
What might we include in our success criteria for a narrative?
Success Criteria
Vary sentences starters
Use sentence types written previously
Range of conjunctions (despite, additionally, however, meanwhile, even though)
Powerful adjectives: spectacular, magnificent
Range of punctuation: ? ! , ( ) – " " : . `
Use speech punctuation
Can you use similes, alliteration and personification?
TASK
* Plan your narrative using the planning template.
* For each paragraph you plan you should:
– Write bullet points about what you need to include.
– Write examples of sentence types to use in this paragraph (you can use ones you wrote yesterday)
– Think about other vocabulary/phrases to use in this paragraph e.g. openers or punctuation you are going to try to include.
Here is one we have started to help you with the type of things you ight include – remember the more detail the easier it will be when you start writing. | web | https://sacredheartpri.s3.amazonaws.com/uploads/document/Tuesday-23.6-English.pdf?t=1606843602 | 0.423305 | {
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17-21 JUNE 2019
EU SUSTAINABLE ENERGY WEEK
SHAPING EUROPE’S ENERGY FUTURE
#EUSEW19
Islands as Lighthouses for Europe’s Decarbonisation
18 June 2019
Oileán Chléíre/Cape Clear Island
- Comharchumann Chléíre Teoranta island development Co-op
- Lead partner in Cape Clear Island Energy Transition
- First founded by islanders to bring electricity to the island in 1969
- Planning to reuse existing wind turbine towers for new green transport initiative utilising redeveloped existing infrastructure
- National Transport Authority providing electric vehicles
A small island! With a big energy vision!
- Ireland’s southernmost island
- 130 permanent residents
- 1MW undersea connection
- Connection to mainland in 1996
- One of 26 EU Clean Energy Pioneering Islands
Our story! Water and Wind as energy elements!
17-21 JUNE 2019
SHAPING EUROPE’S ENERGY FUTURE
#EUSEW19
Back to the Future 1986 - 1993
- First integrated wind energy system of its kind in the world
- £500,000 (1987 value)
- Sponsored by German Department of Science
- Integrated 2 x 33kw turbines with diesel generator and battery bank
- Operated for almost seven years until funding ran out
Types of challenges
- The island was too far ahead of its time with technology
- No support from Irish authorities or ESB at that time
- Finance for trial phase of project but not long term
- There was resistance in Ireland to micro generation
- System given to island community after trial phase
- Long term planning for energy transition vital to success!
EUSEW.EU
EUENERGYWEEK
@EUENERGYWEEK
#EUSEW19 | web | https://clean-energy-islands.ec.europa.eu/sites/default/files/inline-files/capeclear.pdf | 0.429982 | {
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Run, Rinse, and Reuse.
Taking care of your Filti Washable Filter is as easy as 1, 2, 3.
**STEP 1: Spray**
Remove Filti from furnace, spray dirty side thoroughly with soapy water. Let soak for 1 minute.
**STEP 2: Rinse**
Rinse water through Filti in the opposite direction of the air flow indicator arrows. Let dry completely.
**STEP 3: Reuse**
After dry, slide Filti back in your furnace ensuring air flow indicators are pointed in the same direction the air flows. | web | http://www.ntsupply.com/files/products/FILTI-INSTRUCTIONS-2021.pdf | 0.479081 | {
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CLERVAUX GARDEN SCHOOL
a provision of ruskin mill trust
T: 01325 729860
E: [REDACTED_EMAIL]
W: RMT.ORG/CLERVAUX
CLERVAUX GARDEN SCHOOL
A specialist school for children and young people with additional educational needs
Clervaux Garden School provides an opportunity for young people aged 10 16 years to learn and grow within a holistic educational framework.
Our aim is to develop responsible, free-thinking young people who can contribute to society with initiative and purpose. We believe each child is unique and deserves a unique educational experience.
The curriculum at Clervaux offers a balance of academic, artistic, and practical activities which engage the heads, hands and hearts of our pupils. We believe that education should develop the whole person intellectually, socially, emotionally, encourage their innate curiosity and result in a love of learning.
INCLUSIVE CURRICULUM
SUPPORTED TRANSITIONS
THERAPEUTIC EDUCATION
Our educational method is Practical Skills Therapeutic Education (PSTE), used at every Ruskin Mill Trust site. This internationally renowned and researched method has a positive impact on young peoples physical development as well as their mental wellbeing. Furthermore it enables them to develop skills across a wide range of areas.
Engagement in PSTE helps students to overcome previous barriers to learning, become skilled through doing purposeful activities and contribute to the community.
Therapies are delivered as an integral part of the curriculum at Clervaux and include individual therapies based on the students' needs and Education Health & Care Plan requirements.
The varied range of therapies we use compliment learning and help to break down emotional barriers to educational environments and learning.
We appoint key members of staff to work with our pupils and their parents /carers to prepare meaningful targets in preparation for the next stage of their personal journey.
Whether our young people are moving on to a college within Ruskin Mill Trust, local further education, or a work placement, our staff are on hand to support and guide throughout the transition period.
FOR INITIAL ENQUIRIES PLEASE CONTACT THE ADMISSIONS TEAM ON:
T: +44 (0)[REDACTED_PHONE] E. [REDACTED_EMAIL] www.rmt.org
Our central admissions team is dedicated to supporting you through the process and answer any questions you might have. Applications are invited all year round.
Some additional information about our provisions can be found on the website where you can also find details about upcoming open days. We encourage you to speak to our admissions team to visit any of our provisions and meet some key staff before completing an application form. | web | https://www.rmt.org/wp-content/uploads/2019/03/clervaux-garden-school-compressed.pdf | 0.431136 | {
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Activity ideas for Bigs & Littles for every season
Go fishing
Wash your car or bike
Visit a state or local park
Look for garage sales
Visit the Pioneers Park Nature Center
Check out the farmer's market
Ride go-carts
Visit the Sunken Gardens
Hike at Wilderness Park
Drive to your hometown*
Walk animals at the Humane Society
Paddle boat at Mahoney State Park*
Check out geocaching
Grill burgers and hot dogs
Play a round of mini golf
Visit the zoo in Lincoln or Omaha*
Go to the batting cages
Go swimming
Go boating or waterskiing*
Go to the county fair
Play tennis
Call HBBBS office to check on tickets for baseball games, musicals and more
Summer
Fall
Play catch
Go for a bike ride on a trail
Go to Roca Berry Farm or Vala's
Have lunch at your Little's school
Do homework together
Tour the Capitol
Visit the library
Attend a high school event
Use the YMCA pass
Play board games or cards
Explore the sky at Hyde Observatory
Visit each other's homes
Go for a walk
Check out a flea market or antique store
Visit a farm
Admire the leaves at parks & on campuses Pick apples at an orchard
Play a round of golf or go to the driving range
Volunteer somewhere new
Try a science experiment
Learn to sew or play an instrument together
Call HBBBS office to check on tickets for football games, musicals and more
Winter
Go to a movie
Visit Nebraska State Museum
Research future career ideas for your Little
Have a snowball fight or build a snow fort
Go sledding at Pioneers Park
Watch TV
Go ice skating in the Railyard
Put together a puzzle
Play pool
Make holiday decorations or gifts
Play hockey
Paint a mug at Paint Yourself Silly
Go ice fishing*
Go skiing at Mt Crescent*
Take a class together
Try out a new recipe
Go bowling
Make a calendar
Go out for hot chocolate
Get cheap Runzas on Temperature Tuesdays Collect food for the Food Bank
Call HBBBS office to check on tickets for basketball games, musicals and more
Spring
Call HBBBS office to check on tickets for baseball games, musicals and more
Go horseback riding
Grab some ice cream at Ivanna Cone
Go window shopping at a mall
Try out the climbing wall at the UNL Rec
Check out a First Friday Art Walk together Fly a kite
Visit the Homestead National Monument*
Check out a local play or musical
Collect donations for Bowl for Kids' Sake
Plant a garden
Build a bird feeder
Play basketball
Feed ducks
Check out Mueller Planetarium
Make a scrapbook
Go for a ride in the car
Have a picnic
Go roller skating
Play ping pong
Go to dinner at your Little's favorite place
Try bird watching at a park
Check out HBBBS on Pinterest for more ideas throughout the year!
Key:
* Needs a special activity form
Activity may cost more | web | http://hbbbs.org/file_download/529d735b-942c-4447-b665-529cfdff238b | 0.457465 | {
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1.a Respuesta afirmativa. "we rarely laugh out loud if we are alone" Párrafo 2, oración 2.
1.b Respuesta afirmativa. "If you laugh at people, they will probably feel excluded from the group" párrafo 2, oración 4.
1.c Respuesta negativa. "It obviously involves facial muscles, but it also involves arms, legs and torso, and so uses up calories" Párrafo 3, oración 2.
1.d Respuesta afirmativa. "Sometimes we laugh to mask fear" Párrafo 2, oración 1.
2 El alumno deberá utilizar al menos una estructura gramatical con la que recomiende a su amigo hacer lo que se pide. La siguiente lista, que no es exhaustiva, puede servir de modelo:
- Hey, Jim, I think we ought to go out tonight and have some fun. There's a new disco in town, we could try it. What do you think?
- Why don't you buy that new smartphone you liked so much? You deserve it and you know it.
- My friend, I believe you'd better forget about the football team and do something enjoyable. How about going to the cinema together this evening?
- You shouldn't become obsessed with that football team, Jim. The best thing you can do is to forget about it and move on. Let's just concentrate on enjoying ourselves and leave football to professionals.
3.a All the students in the school have surely heard that joke.
All the students have surely heard that joke in the school. In the school, all the students have surely heard that joke. Surely, all the students in the school have heard that joke. Surely, all the students have heard that joke in the school.
3.b Why did Dr. Provine conduct research? / What did Dr. Provine conduct research for?
3.c We would rarely have laughed out loud if we had been alone.
4 a) occur
b) obvious
c) express
d) reinforcing | web | https://www.muchosexamenes.com/wp-content/uploads/Modelo-examen-resuelto-EBAU-2018-Ingl%C3%A9s-modelo-2-soluci%C3%B3n.pdf?content=yes | 0.429508 | {
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Saaremaa Harbour
For yachts & cruise vessels
Saaremaa Island: Come and enjoy the most beautiful and purest nature on the Baltic Sea!
Saaremaa Harbour is located on the biggest island in Estonia – Saaremaa, in an area of unspoiled nature far from any urban bustle or crowds. The harbour has 2 quays available for cruise vessels and super yachts, accompanied by a quay for auxiliary vessels and a floating berth for small crafts.
The harbour with the depth alongside the quay of 10 meters is capable of servicing ships with the length of up to 200 m. The natural depth of the harbour location is sufficient for receiving the biggest cruise ships sailing in the Baltic Sea.
Due to the harbour’s favourable geographical location on the north-western coast of the unique island of Saaremaa, it is the perfect place to stop on your way to Stockholm, Helsinki or Tallinn.
- **Coordinates**: 58°32.4'N 022°14.4'E
- **Marina**: 30 berthing places, depth up to 6 m
- **2 cruise quays**: max depth 10 m
- **Total length of quays**: 445 m
- **Maximum ship dimensions**:
- Length: 200+ m.
- Draft: 8.5 m.
- Beam: 30 m
- **Pilot**: Compulsory
- **Tugboat**: On request
- **Security facilities**: Fully compliant ISPS
**Services:**
- Supply of drinking water
- Customs and immigration service
- Long term parking
- 24-hour video surveillance
- Bunkering
- Shower, sauna and toilets
- Shuttle service
- Coffee shop
- Boat trip (280 m)
- Pilotage
- Tourist information
- Empting facilities (holding tanks/toilets)
Saaremaa Harbour
Ninase küla, Mustjala vald, 93613 Saaremaa, Estonia
Phone: +[REDACTED_PHONE]
Phone 24h: +[REDACTED_PHONE]
Fax: +[REDACTED_PHONE]
E-mail: [REDACTED_EMAIL]
www.portoftallinn.com/saaremaa-harbour
Distances by sea:
- Tallinn: 135 miles
- St. Petersburg: 315 miles
- Turku: 120 miles
- Mariehamn: 115 miles
- Stockholm: 140 miles
- Riga: 175 miles
- Klaipeda: 290 miles
- Ventspils: 125 miles
Distances by land:
- Kuressaare town: 38 km
- Kuressaare airport: 38 km
Pilot station for yachts over 500 GT:
58°35.0'N 022°12.0'E
Jüri Grishin’s Maritime Agency
E-mail: [REDACTED_EMAIL]
Phone: +[REDACTED_PHONE]
Floating berths & Cafeteria:
Must Jaig OÜ
E-mail: [REDACTED_EMAIL]
Phone: +[REDACTED_PHONE]
Port of Tallinn
Sadama 25, 15051 Tallinn, Estonia
Phone: +[REDACTED_PHONE]
Fax: +[REDACTED_PHONE]
E-mail: [REDACTED_EMAIL]
www.portoftallinn.com
Visit also: www.oldcitymarina.com
Saaremaa Harbour is the youngest member in the Port of Tallinn 5 harbour family.
The island of Saaremaa:
Islands are the true treasures of Estonia, and Saaremaa is the biggest amongst them. Located along key medieval trade routes, Saaremaa has long been known to seafarers as a convenient stopover point. Nowadays it’s famous as a top recreation destination, valued for its unique natural beauty and fascinating sights.
Saaremaa has the feel of a land untouched by time – a romantic landscape dotted with windmills, sleepy fishing villages, medieval churches and thatched cottages. Junipers, dolomite and the famous local home-brewed beer are considered the symbols of the island.
Just about everywhere you turn you’ll find something exciting and magical. The island’s quaint, capital town, Kuressaare, features Estonia’s best-preserved castle, while nearby Lake Kaali, formed centuries ago by a meteor strike, is associated with mysterious legends.
Saaremaa is rich in cultural events and there are activities taking place all over the island.
- Experience Estonia from a different viewpoint
- Untouched nature
- Rich historical and cultural heritage
- A break from cities
- Loved holiday destination for Estonians
- Located close to main ship routes
Saaremaa tourist information:
www.saaremaa.ee
www.visitestonia.com
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Wheatcroft Primary School
News Bulletin
Week Ending: 2 nd October 2020
What we have been up to
UKS2
Year 5 have enjoyed logging on to 'Spelling Shed' and exploring the website. We have especially enjoyed setting up hive games between our peers to practice our spellings in a fun and interactive way.
LKS2
We have been testing out the new trim trail. The Year 3/4 class thought about their favourite parts of the trim trail which you can see below. We are really enjoying being able to use the slide again!
KS1
We have been looking at different ways of representing numbers.
In Year 1 we looked for patterns using dominoes.
Foundation
This week in Nursery we have been reading the story of Elmer and talking about different colours in the environment.
In Forest School, we did a leaf hunt and made our own leaf colour wheel.
Pupil Voice
We asked Year 3/4 what they thought about the new Trim Trail:
"It's fun!" "There's more stuff to do." "It's a bit more challenging." "I like that there are bars on it so you can swing." "It really captures kid's eyes and they want to try it." "My favourite bit is the bouncy bridge." "The grass is really soft so if you fall it won't hurt that much." "My favourite bit is the net bridge at the end." "When you get to the spring bench it is quite a challenge because it wobbles, you have to be confident."
1
Wheatcroft Primary School
News Bulletin
Week Ending: 2 nd October 2020
Word of the week
EYFS: forestY1: joyfulY2: probablyY3: realisticY4: elapseY5: apprehension Y6: frivolity
Mrs Miller's Message
Makaton Sign of the Week
The children are really settling into the new norm of school life. I have been extremely pleased to be handing out Head Teacher awards over the last couple of weeks and have been impressed with some of the good quality work that the children have produced. I am sure that you have heard the terms 'catch up curriculum' in the news. The teachers and subject leaders continue to monitor the curriculum carefully ensuring that we identify important areas that the children need to revisit due to the school closures. Please continue to help support your child by practising the key skills of reading, spellings and number work on a regular basis.
Wheatcroft News
Mrs Cole leaves us this week to begin her maternity leave. We wish her and her family all the very best as they prepare for their new baby's arrival.
Lunch times: My thanks go to Mrs Higgs as she has been able to organise for the children to have more opportunity to use play time resources outside during lunch times.
Harvest: Although we are not able to organise our annual Harvest Festival Celebration, we have been in touch with the foodbank who continue to require our support. Our Year 6 cohort will be in touch soon to ask for donations.
Notices
Communication: The office are doing their best to ensure messages are forwarded appropriately and efficiently. However, due to the high volume of emails we are receiving, it can take some time before you receive a reply. If your matter is urgent and needs to be addressed by the teacher, please ensure you contact the office to book a telephone call if required. We are endeavouring to answer your questions as quickly as we can but I am sure you can fully understand how busy we currently are. Thank you for your ongoing support.
Achievement Award Stars!
R1: Louie C
C3/4: Ben S
R2: Morris O D C4: Tom S
C1: Henry D C5: Henry S
C1/2: Sofia O-R C5/6: Liam I
C2: Campbell H C6: Jessica W
C3: Alba C
Team Points
Coming Up
Tue 6 th October Individual School Photographs Fri 9 th October Wear Yellow for Mental Health Awareness day
Wed 21 st October am Flu Immunisations R-Y6
26
th
– 30
th
OctoberHalf Term Break
2 nd – 5 th November UKS2 Cycle Training
Fri 27 th November School Closed Occasional Day
Fri 4 th December pm Flu Immunisations R-Y6
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Memory & Study Skills: Mnemonic Devices
PEG SYSTEMS
- Concepts are “pegged” to numbers or letters.
- Useful for learning things in a set order.
Rhyming Scheme
1. is a bun.
2. is a shoe.
3. is a tree.
4. is a door.
5. is a hive.
6. is some bricks.
7. is heaven.
8. is a gate.
9. is a line.
10. is a hen.
Applying this scheme to a chronological list of five Greek philosophers, you have:
1. Parmenides – a BUN topped with PARMesan cheese.
2. Heraclitus – a SHOE worn by HERACles (Greek Hercules).
3. Empedocles – a TREE from which the M-shaped McDonalds arches hang, hooking up a bike by is PEDal.
4. Democritus – the voting form with DEMOCRatic candidates selected, nailed to a DOOR.
5. Protagoras – a bee HIVE being GORed by an atomic PROTon.
Number Shape Scheme
1. Spear
2. Swan’s neck
3. Pitchfork
4. Flag
5. Sickle
6. Golf club
7. Hockey stick
8. Snowman
9. Baloon on a string
10. Eye with eyebrow (rotate 90°)
Applying this scheme to a list of more recent philosophers, you have:
1. Spinoza – a skeleton with a SPEAR for a SPINe.
2. Locke – a SWAN picking a LOCK with its beak.
3. Hume – a HUMan figure composed entirely of pitchforks.
4. Kant – a CAN of Spam being hacked open with a sickle.
5. Rousseau – a kangaROO SEWing with a golf club for a needle.
FIRST LETTER SCHEMES
- ROYGBIV for the colors of the spectrum.
- “Mary’s Violet Eyes Made John Stay Up Nights Permanently” for the planets in our solar system.
NARRATIVES
- Stories that link key concepts words in order.
What a brain!
Memory & Study Skills Workshop
mnemonic - (ni-MON-ik)
• A strategy or device to aid memory.
• More effective if
• Interesting
• Exaggerated
• Fun and vivid
• Involve the senses
• Sight, sound, taste, touch, smell
Meeting someone new
1. Repeat their name.
“Hi, Allehandra, I’m Stephen Lennox.”
2. Use their name within a minute.
“Allehandra, are you in the counseling program?”
3. Associate their name with an image.
- Image associated with a unique personal feature.
Memory Basics
• Echoic memory (1-2 seconds)
• Visual or auditory.
• Requires rehearsal to move to STM.
• Short term memory (~ 1 minute)
• Capacity: about 7 “bits” of info.
• Requires encoding to move to LTM.
• Long term memory
• Usually requires rehearsal to remain “decodable.”
STUDY TIP
Echoic memory is so short that it’s common to miss a new piece of info in a lecture while writing down previous info.
1. Do assigned reading before class to reduce the amount of new info.
2. Ask questions as soon as you miss info.
3. Use a small recorder.
- Review notes during commute time.
- Note time codes of info to be added to notes.
toaster yellow milk
status asteroid blue
grape oxygen mascot
crocodile sunburn cherry
We tend to remember things...
• Studied first (primacy effect).
• Studied last (recency effect).
• Studied more actively (depth processing).
STUDY TIP
Study in spurts with a short break between (like 40 minutes with a 5 minute break).
- Uses primacy and recency effects.
- Recite what you’ve learned before and after each break.
Utilize depth processing as you study.
• Relate new info to your own experience.
• Fit new info into old info.
• Visualize what you are studying.
• Summarize key points.
• Turn key points into mnemonics.
Practice
• Total Time Hypothesis
Amount learned increases with time spent studying.
• Spacing Effect
Study spread over time is more effective than “cramming.”
• Expanding Retrieval Practice
Increased delay times between practices results in maximized learning.
Other Mnemonic Systems
Linking
• Connect image for each concept to the next.
• Forget first image? Link to your nose!
Other Mnemonic Systems
Peg systems
• Used to remember things in order.
• Concept image is linked to a number or letter of the alphabet.
• Rhyming scheme: 1 is a bun...
• Number shape scheme: 1 is a spear...
Keyword imagery
• Excellent for learning foreign languages.
• Foreign vocabulary word is linked to an image of its English sound-alike.
• Rodilla (Spanish for knee) sounds like rodeo.
• Image: rodeo cowboy riding bull with his knees in the air.
Method of Loci
• (Loci is Latin for *places.*)
• Visualize the places you see on a familiar trip (from the Ordinary to the Library, e.g.).
• Link a concept image with each location.
Memory is also enhanced by...
• A “can-do” attitude.
• Good physical and mental health.
• Using a variety of strategies.
- If you are stressed, or the assignment looms larger in your mind than God, worship before you study! Remember that He is delighted in your discovery and study, watching to see how you process what you read. (from Veronica Karaman, *Behold Your Teacher*)
Use a variety of study techniques.
- Flashcards
- Note review
- Outline reading
- Study groups
Changing Focus of Graduate Study
Undergraduate – learning facts
• Survey of history, theory, and principles of the discipline.
Master’s Level – applying facts and principles
• Demonstrate ability to understand and apply principles.
• Begin general familiarity with experts and their work.
Doctoral Level – generating new information
• Identify what experts are missing.
• Study it, and become the expert (publish).
How can I know what to study most?
• Keep up with the reading.
• Ask: What do I think is important?
• Note professor’s emphasis in lectures.
• Share your sense of what’s important with the professor and ask for a reaction.
ESSAY PREPARATION TIP
Write out essay questions you’d pose if you were the professor. Outline good essay content for each. Study your outlines.
ESSAY TEST TIP
Do a “brain dump” before starting an essay.
• List mnemonics related to essay topic.
• List all key details.
• Then outline your essay and begin writing.
ESSAY WRITING TIP
Essays should show
• Comprehension of the issues.
• Logical organization of thoughts.
• Clear articulation of your point of view.
• Evidence to support your point of view.
Read Wisely
• Learn how well-written material is organized.
• Ask: What do I want to learn?
• Move on when you’ve learned it!
• Read it as if you had to teach it.
• Highlight after you’ve read. Mark text to highlight with a dot while reading.
• Use SQR3.
SQR3
• Survey – preview quickly for general content.
• Question – pose questions author may address.
• Read – looking for answers to your questions.
• Recite the main points.
• Review, using expanding retrieval practice.
• SQR4 – wRite out what you’ve learned.
Expanding Retrieval Practice Plan
Review:
• Immediately after reading.
• Before bedtime.
• 24 hours later.
• A week later.
• A month later.
• Note the next review time in your planner or PDA.
• Post a review chart on the material itself.
Expanded Retrieval Chart
- On sticky note.
- On material.
| | |
|---|---|
| X | immediate |
| X | end of day |
| | next day |
| | 1 week |
| | 1 month |
THESIS WRITING TIP
Key thoughts from seminal books, with page references, can be stored on 3x5 cards, or in a notebook or PDA for frequent review. When it comes time to write, you’ll know where to look to cite those thoughts.
Time Tips
• Get a planner. Use it.
• Prioritize your “to do” list.
• Make a quiet place to study.
• Know when to quit (fight perfectionism).
• Know when to ask for help.
• Be organized.
• Maintain a healthy diet and exercise.
From Peter Marttala, iamnext.com
Time Tips (continued)
• Subdivide big projects.
• Plan backwards from due-dates.
• Plan “cushion” time.
• Start early.
• Spend most of your study time on what you don’t know.
NOTE-TAKING TIP
Mapping is a great way to visually represent the main ideas of an issue. It’s also a great technique for taking notes with a lecturer who uses a non-linear delivery style.
Memory & Study Skills
Please give us your feedback. | web | https://www.regent.edu/admin/stusrv/student_dev/docs/Downloads/Academic%20Excellence/Memory%20and%20Study%20Skills/Memory%20and%20Study%20Skills_index.pdf | 0.48016 | {
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Yangon Heritage Trust
• Recognized and registered as NGO
• Founded in ‘March 2012
• Local board + international advisory group
• Closely work with local authorities and other agencies
• Funded by local business groups and international government/organizations
3 PILLARS:
Law regulations
Conservation projects
Outreach strategy & research
THREE KEY POINTS:
1. HUGE POTENTIAL
2. URGENT NEED TO ACT NOW
3. OUR CURRENT EFFORTS AND FUTURE PROJECTS
The LARGEST COLLECTION of colonial-era architecture in Southeast Asia!
=> most intact colonial fabric
PRIVATE BUILDINGS
SAFEGUARD YANGON AS AN ECONOMIC ASSET FOR MYANMAR
GOVERNMENT BUILDINGS
RESIDENCES
SAFEGUARD YANGON AS AN ECONOMIC ASSET FOR MYANMAR
Photo by Architect Sithu
Post independence architecture
Cultural living expressions
multi religious
PARKS AND LAKES
Amazing potential for waterfront development
A PLACE OF HISTORY
but, cultural identity is disappearing fast
Lack of maintenance
No façade regulation
Ugly patchwork
making way for uniform high rise buildings
fast increasing traffic congestion
making way for parking spaces
loosing sense of place
continue transformation into just another Asian business city?
tourists will skip Yangon
2 days average stay of tourists in Yangon
Yangon has a unique opportunity to avoid mistakes made elsewhere
THIS is the window of opportunity!!
YANGON HERITAGE TRUST
CURRENT EFFORTS
CURRENT EFFORTS: ZONING REGULATIONS
CURRENT EFFORTS:
Downtown Yangon Conservation Area
HERITAGE ZONE
1. Old Administrative Core
2. Secretariat Environ
3. Social and Cultural Core
4. China Town
5. Indian Quarter
6. Theingyi Zay & Environ
7. Thetyattaw Monastic Complex
CURRENT EFFORTS: CONSERVATION LAW
Proposed renovation projects
POTENTIAL PILOT PROJECTS
Waziya Cinema (US)
Old US Embassy
Gandhi Hall (India)
Local Free Tours
This site has been the seat of municipal administration in Yangon since 1886. Designed in part by architect Sithu U Tin, it was the first large building to combine Western and traditional Myanmar architecture.
Yangon History exhibition
THANK YOU!
Photo credits:
- Tim Webster, Chris Davy, Nick DeWolf, YHT team, Cornelius D. Internet | web | https://www.travel-impact-newswire.com/wp-content/uploads/2014/06/1_Laetitia_YHT-presentation-Mekong-Tourism-Forum-2014LM2.pdf | 0.44103 | {
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Paper Number: 542
Gemstones of Southern Africa: a tour of the subcontinent
Cairncross, B.
Department of Geology, University of Johannesburg, Johannesburg [REDACTED_EMAIL]
___________________________________________________________________________
Southern Africa, and South Africa and Botswana in particular, is best known for diamonds as the primary gemstone in the region. However, within the borders of Namibia, Zimbabwe, Zambia, South Africa and Mozambique, a host of other gemstones are found, many of which are exploited by informal artisanal miners. These include beryl (aquamarine, emerald, morganite and heliodor), chrysoberyl (alexandrite), gem-quality cordierite, corundum variety ruby corundum, garnet (demantoid, hydrogrossular, rhodolite and spessartine varieties), jeremejevite, quartz (agate, amethyst, carnelian, blue chalcedony, chrysoprase, citrine, rose quartz, tiger's eye and pietersite), sugilite, topaz and tourmaline (elbaite and indicolite) [1].
This submission will highlight the location, geological setting and discuss examples of outstanding gemstones from southern Africa, for example, from Namibia: the Erongo Mountains in have produced the finest aquamarine and gem-quality jeremejevite in Southern Africa [2]; Goboboseb Mountains west of the Brandberg yield high quality amethyst [3]; The pegmatites of central Namibia produce gem quality elbaite and indicolite tourmaline; Klein Spitzkoppe topaz [4]; Spessartine garnet from Marienfluss. From South Africa [5]: Gravelotte emeralds from the GEM mine in the Murchison Mountains; Diamonds from kimberlites and alluvial deposits in the Northern Cape Province; Gem quality hydrogrossular garnet from the Bushveld Complex; Tiger's eye and jasper from Griquastad in the Northern Cape Province. From Zimbabwe: Topaz from St Ann's mine in Mwami; Chrysoberyl (alexandrite) from Novello claims, Masvingo [6]. From Mozambique [7]; Tourmaline from the Alto Ligonha pegmatite belt, and several varieties of gem quartz from various localities.
Figure 1: A selection of faceted coloured gemstones from Southern Africa.
References:
[1] Cairncross, B. (2001). First Field Guide to Gemstones of Southern Africa. Struik New Holland Publishers, Cape Town, 57 pages
[2] Cairncross B and Bahmann (2006). The Mineralogical Record (37): 361-470
[3] Cairncross B and Bahmann (2006). Rocks & Minerals (81): 442-457
[4] Cairncross et al (1998) Gems & Gemology (34): 114-125
[5] Cairncross B (2004) Field Guide to Rocks & Minerals of Southern Africa. Struik New Holland Publishers, Cape Town, 297 pages
[6] Schmetzer K et al (2011). The Australian Gemmologist (24): 133-147
[7] Bettencourt Dias M and Wilson WE (2000). The Mineralogical Record (31): 459-497 | web | https://www.americangeosciences.org/sites/default/files/igc/542.pdf | 0.440141 | {
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Cyclists
Riding in traffic can be challenging. It's safer if you follow the rules of the road
Cyclists are required to go with the direction of traffic. Ride on the right side of the road
Behaving like a car makes you predictable
Follow the rules of the road
Left Right Stop
USE THESE SIGNALS (Left arm)
In our municipality only children are allowed to ride on the sidewalk
Change and merge lanes as needed. Obey signage. Look and signal before you act
Ride up to 1 metre (3 feet) from the curb and parked cars
Helmets save lives and are required by law for those under 18
Use lights, reflectors and a bell. Wear bright clothing
BE RESPECTFUL SEE BE SEEN BE PREDICTABLE
Bicycles belong on the road by law. Avoiding collisions with cyclists is easy with a few good habits
MOTORISTS
Cyclists are slow-moving vehicles, and are expected to follow the same rules of the road as motor vehicles
When parked on the road, check mirrors before swinging car doors open
Check mirrors and blind spots often. Shoulder check before turning right
Did you know?
Cyclists can use as much lane as they safely need. Follow behind until it's safe to change lanes and pass on the left
Signaling helps cyclists to know where your vehicle is heading
Leave 1 metre (3 feet) to pass
Always signal before turning or changing lanes
Be careful not to cut off cyclists at intersections when making a turn
Cyclists can be moving much faster than you think - up to 40 km/hr
SAME ROADS SAME RULES SAME RIGHTS BE RESPECTFUL | web | https://mmbm.ca/wp-content/uploads/2017/07/share_the_road_rack_card_mmbm.pdf | 0.484316 | {
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## Poetic Techniques
| Term | Definition |
|-----------------------|-----------------------------------------------------------------------------|
| Plosives | Repeated hard sounds such as ‘b’, ‘p’ or ‘d’ |
| Metaphor | When you say something is something else which it cannot be. |
| | “She’s a star.” |
| Simile | When you compare using ‘like’ or ‘as’. |
| | “As brave as a lion” |
| Oxymoron | Linking two words with opposite meanings. |
| | “Silent scream” |
| Colloquial | Everyday informal expressions used by locals. |
| Assonance | Repetition of a vowel sound. |
| | “o” “Go slow over the road.” |
| Emotive Language | Language to create a specific emotion. |
| Figurative Language | Use of metaphor, simile and personification to describe non-literally. |
| Imagery | Description which appeals to our senses. |
| Structure | The organisation of a poem. |
| Sibilance | Repeated ‘s’ or ‘sh’ sound |
| Semantic Field | A group of words in the same poem which link to the same idea/theme |
| Caesura | A pause in the poem such a comma, dash or full stop. |
| Enjambment | Where one line runs into another with no punctuation. |
| Juxtaposition | Where two contrasting ideas are placed together |
## Poetic Forms
| Term | Definition |
|-----------------------|-----------------------------------------------------------------------------|
| Auto-biographical... | about the poet’s life and experiences. |
| Narrative… | tells a story. |
| Dramatic Monologue… | by one speaker and reveals aspects of their character |
| Ballad… | intended to be performed to music. Often romantic or sentimental. |
| Spoken Word… | Rhythmic performance which does not have to rhyme but focuses on intonation and word play. |
## Meet the Poets…
| Poet | Background |
|------------|----------------------------------------------------------------------------|
| Day-Lewis | 1904-72. Irish born poet with communist views. His work often focuses on social commentary, personal experiences and nature. |
| Burns | 1759-96. National poet of Scotland. A pioneer of the Romantic movement. His work is often blunt, sometimes political and deals with strong emotional highs and lows. |
| Browning | 1812-89. Famous for his DMs. His work is known for its irony, characterisation, social commentary and challenging vocabulary. |
| Byron | 1788-1824. Another pioneer of the Romantic movement but from England. Known for his long, intricate poetry and his turbulent, scandalous private life. |
| Angelou | 1932-2014. Famous for her autobiographical work in all forms which focus on her difficult early life being a black woman in America. |
| Walsh | 1965-present. Manchester born, working class performance poet most widely famous for ‘This is the Place’ written in response to the Manchester bombing. |
## Key Vocabulary
Nostalgia, Profound, Conflicted, Juxtapose, Connotations, Hyperbole, Infatuation, Inconsolable, Histrionic, Accusatory, Emancipation, Exclamative, Zeal, Anaphora, Patriotic, Xenophobic
## What is ‘Love’?
How many forms can ‘Love’ take?
**Themes**
- **The duality of human nature**
- eugenics
- feral
- **Science and the unexplained**
- metamorphosis
- perversion
- genre
- **The supernatural**
- professional
- respectability
- **Reputation**
- restraint
- savage
- **Rationality**
- subconscious
- suppression
- **Urban terror**
- supernatural
- **Secrecy and silence**
- unorthodox
- Victorian
**Context**
- **Victorian London** – the population of 1 million in 1800 rose to 7 million in 1900, when a huge number emigrating from Europe. It became the biggest city in the world and a global capital for politics, finance and trade. The city grew wealthy.
- **Urban terror** – as London grew wealthy, so poverty in the slums grew. The overcrowded city became rife with crime. The crowd as something that could hide sinister individuals became a trope of Gothic and detective literature.
- **Robert Louis Stevenson** was born and raised in Edinburgh, giving him the identity of being both Scottish and British. Edinburgh was a city of two sides – he was raised in the wealthy New Town area, but spent his youth exploring the darker, more sinister side of town.
- **Deacon Brodie** – a respectable member of Edinburgh’s society and town councillor. William Brodie lead a secret life as a burglar, womaniser and gambler. He was hanged in 1788 for his crimes. As a youth, Stevenson wrote a play about him. | web | https://www.athertonhigh.com/wp-content/uploads/English-Year9-Spring21.pdf | 0.472205 | {
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Time to Blog!
Lesson Plan #2
Lesson Plan for Elementary Students
| Overview | This lesson plan is designed to help students recognize the importance of |
|---|---|
| | conserving our resources, and understand how easy it is to recycle. |
| Objective | After learning about recycling, will write a blog entry in which they correctly |
| | identify at least five ways that they can help the environment through recycling. |
| Standards | Describe how discarded products contribute to the problem of waste disposal |
| | and that recycling can help solve this problem |
| Materials | Garbage pizza |
| | Waste Category |
| | Percentage Sheet |
| | Mini Trash Can |
| | Computer with access to EduBlogs |
| Procedure | Discuss with students all of the difference categories of trash that one |
| | might find in a landfill. Ask them to name the categories and list them on |
| | the board: |
| | paper, glass, metal, plastic, food waste, yard waste, household |
| | hazardous waste, and "other." |
| | Next, explain the pieces of the garbage pizza to them as the amount of |
| | paper, plastics, etc. that they would find if they were to dig through a |
| | landfill.Once you have gone through all of the pizza, ask the students |
| | which pieces theythink could be recycled, putting away each piece as |
| | they call it out, leaving only the slice labeled "other" and explain that |
| | some of the "other" materials could be reused. |
| | Ask the students how the actual percentages compared to |
| | theirexpectations. Discuss with them how easy it would be to recycle a |
| | great percentage of the trash that is instead put into a landfill. |
| Evaluation | After learning all the ways in which to recycle, students will write an entry in their online blogs which discusses all the things they have learned about recycling. |
|---|---|
Information adapted from: https://wiki.itap.purdue.edu/display/INSITE/EduBlogs | web | https://wiki.itap.purdue.edu/download/attachments/6390246/fixed%20lesson%20plan%202.pdf?version=1&modificationDate=1298228070000&api=v2 | 0.432413 | {
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HOME LEARNING Nursery 17/06/20
Morning Message
Good Morning!
Were you able to recognise the shapes yesterday? How many did you get right?
The phonics work today, will be looking at CVC words and seeing if you can read them. If you cannot, then see what letters you do recognise in the words. Or an adult can sound out the CVC words for you, are you able to then blend the sounds together? This is a skill you have practised but reading out words is new to you. It can take some time, so just keep trying your best. For the maths work today, you will be trying to copy shapes made from Lego. Look carefully at how they are put together and the colours that have been used. Are you able to copy them without help? Have fun with the activities today.
Physical Development
Play a game of snap together. You can use picture cards or standard playing cards. Encourage your child to recognise the numbers or pictures independently and try to turn the cards without bringing the card to an edge.
Singing and Action Songs
I Hear Thunder
Here is a great song to sing during a thunderstorm or bad weather. Can you teach it to someone else in your home?
www.bbc.co.uk/teach/school-radio/nursery-rhymes-i-hear-thunder-andyday/zvjrf4j
Literacy (Writing/ Mark Making and Phonics)
Mark making
Here is a link to some printable Arctic animals. If you don't have a printer, you (or they!) could try drawing them together, before your child colours them in. www.firstpalette.com/printable/arctic-animals.html
Phonics
Recap the letters learnt so far; s, a, t and p.
Try writing down some simple CVC words on paper that start with 'p' mixed up with some other simple words. For example, pig, pat, ant, sat, pan, tip, tap, pen etc.
Can your child spot the ones beginning with 'p' or that have 'p' in? Can they think of any other words beginning with 'p'? If they need more support, you could draw a picture next to the word to help.
Challenge
If your child finds this easy, try including words that do not start with s, a, t or p. Do they notice? Can they sound out these words? For example, cat, dog, log, bat, lip, fig
Maths
Making shapes
Makes a simple construction with a few blocks or pieces of Lego and challenge your child to copy it with the same pieces or from a selection. You can incorporate patterns of colour or alternating shapes in a pattern. Build increasingly more complicated designs for your child to copy.
Challenge
Draw a shape and ask your child to build it with the Lego. Can they make their age out of blocks? How many blocks does it take?
Topic /Cross Curricular /Around The House
Suggested Activities to try throughout the week
Learn more about polar bears www.bbc.co.uk/iplayer/episode/b01kvmbk/andys-wildadventures-series-2-10-polar-bears Can you tell someone else everything you learnt?
Make a papier mache polar bear. I have included a link for a guide on papier mache. www.bbcgoodfood.com/howto/guide/how-make-paper-mache
You will also need a balloon (or something else to cover), cardboard tubes, card, glue, white paint and black paint. You will need to make sure each layer dries before you start the next one.
Use the story describing cards from the Home Learning pack. When you give the clues, does your child know the story?
Find some yoghurt pots and string. Make your own telephone by making holes in the bottom of the yoghurt pots and thread the string through. When you are in different rooms, make animal noises, can you guess which animal it is?
Try and eat a rainbow. What fruit and vegetables will you need for each colour? Cut them up with an adult and arrange them into a rainbow before you eat them.
Test each other's memory. Collect ten small objects from around the house and put them on a tray. Ask the other person to look away while you take away one object. When they open their eyes, can they guess what is missing? | web | https://www.princessfrederica.brent.sch.uk/uploads/8/9/1/7/8917260/nursery_17.06.20.pdf | 0.430781 | {
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HURUPAKI PRIMARY SCHOOL
20 Dip Road Kamo Whangarei 0112 New Zealand. email: [REDACTED_EMAIL]
Telephone (09) 435 0733 Facsimile (09) 435 3671.
24 March 2020
Dear parents and caregivers
During this lockdown, you might be inclined to create a minute by minute schedule for your children. You have high hopes of hours of learning, including online activities, science experiments and book reports. You'll limit technology until everything is done! But here's the thing...
Our children are just as scared as we are right now. They not only hear everything that is going on around them, but the children feel our constant tension and anxiety. They have never experienced anything like this before. Although the idea of being off school for weeks sounds awesome, they are probably picturing a fun time like the summer holidays, not the reality of being trapped at home and not seeing their friends.
Over the coming weeks, you may see an increase in behaviour with your children. Whether it's anxiety, or anger, or protest that they can't do things normally – it may happen. You might see more meltdowns, tantrums and oppositional behaviour in the coming weeks. This is normal and expected under these circumstances.
What children need right now is to feel comforted and loved. To feel like it's all going to be okay. And that might mean that you tear up your perfect schedule and play with your children a bit more. Play outside and go on walks. Bake cookies and paint pictures. Play board games and watch movies. Do a science experiment together or find virtual field trips of the zoo or a museum. Start a book and read together as a family. Snuggle under warm blankets and do nothing.
Don't worry about them regressing in school. Every single child is in this boat and they will all be okay. When we are back in the classroom, we will meet them where they are. Teachers are experts at this! Don't pick fights with your children because they don't want to be doing maths. Don't scream at them for not following the schedule. Don't mandate 2 hours of learning time if they are resisting it.
If we can leave you with one thing, it's this: at the end of all of this, your children's mental health will be more important than their academic skills. And how they felt during this time will stay with them long after the memory of what they did during those weeks is long gone. So keep that in mind, every single day.
Teachers will be unavailable during the holiday period, which is 30th March-14 th April inclusive. You can expect to receive an email from teachers after this.
Neuroscience educator Nathan Wallis said caregivers need to have realistic expectations of themselves as parents as they enter a stressful time and try to juggle two jobs – parent and teacher. He warns against falling into the trap of letting children be online all day. Instead, aim for a balanced curriculum encouraging them to have free play, to play outside and to let them get bored, because it leads to creativity. "Getting bored and making a hut is every bit as important as doing their maths homework on their computer."
At home, six hours of teaching could be done in just over an hour with the parent being actively involved. Another hour could be supported learning, where the parent does their own work alongside them. Remember, children aged 7 and under learn just as much through child-led play.
Keep safe, be kind, stay calm.
Ngā mihi nui Rob Posthumus and Shelley Muston | web | https://www.hurupaki.school.nz/wp-content/uploads/2020/03/Message-from-Principal-and-Associate-Principal-1.pdf | 0.49115 | {
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Keeping the grass green on this side of the fence (Garden Talk)
By Jefferson County Cooperative Extension
March 31, 2014
By Hunter McBrayer
Question: My family and I have recently purchased a new home. All things considered, the home came with a beautiful garden and what appears to be a zoysiagrass lawn. I haven't lived in a home that has a "manicured" lawn before, what can I do to ensure that my yard looks as good as my neighbors? Where should I start?
We get this kind of question VERY often at the office this time of year, particularly the part about your neighbor... In a world where the appearance of your lawn can put you in certain circles, it is important to ensure that you are doing your part to keep your grass up to par.
Though many folks prefer to hire a lawn care company to manage their lawn, the average homeowner is fully capable of keeping that nice green, almost weed-free lawn that everyone strives for.
There are a few things that must be taken into account before we begin. You have a good start by knowing that your lawn is indeed a variety of zoysiagrass. Knowing the difference between the types of turf grasses in the beginning can save you a lot of trouble AND heartbreak down the road. While there are many varieties of turf grass available, there are four very common species in our area: zoysiagrass, bermudagrass, St. Augustinegrass, and Centipedegrass. These grasses are referred to as warm season grasses versus cool season grasses, which include fescue varieties and ryegrass. Oftentimes, especially if you have moved into a home with an established lawn, differentiating between the grasses can be difficult; contact your local Extension office for help in this process to be sure. Some species of grass can be adversely affected by certain chemicals and herbicides. READ THE LABEL
BEFORE APPLYING ANY PRODUCT!
The first thing to do is to apply pre-emergent herbicides. Pre-emergent herbicides are formulated to do just what the name indicates, to kill weeds before they appear. The key to using pre-emergent herbicides is applying the product at the right time to achieve maximum efficiency. If applying in areas of North and Central Alabama, the spring application should be timed anywhere from mid to late February for best results. If in the fall, mid to late September would be best. Be sure to follow the rates and directions on the label to prevent any damage to the lawn. In the spring, use a product that that will control crabgrass and in the fall look for a product to control weeds such as annual bluegrass and hairy bitter-cress. Any weeds that get past the pre-emergent applications can be eliminated with postemergent herbicides.
To scalp or not to scalp is a really common question that we receive in the spring. Remember that one type of grass is different from another grass, so the recommendations can differ slightly. For your zoysiagrass, scalping is not recommended. Zoysiagrass performs best when it is mowed at a height of ¾" to 2". If your lawn is much taller than that, you can reduce the height slowly once you begin mowing after green-up. I emphasize slowly so that the grass is not cut back below the growing point, which can set the lawn back several weeks. On the other hand, bermudagrass can be cut back hard and kept at a length of ¾" to 1 ½". Maintaining turf at its recommended height can prevent self-shading, increase airflow and help prevent disease. Also, it is not necessary to remove the clippings from your lawn, in fact it is recommended that you DO leave them. Clippings can store lots of nitrogen and leaving them in place acts as a fertilizer for your lawn. If you are able to mow frequently, excess clippings shouldn't be a problem.
Fertilizing will help your lawn get off to a good start, but refrain from fertilizing on the first pretty day of spring. Wait until your lawn is completely green and you are well past the last expected frost date. Any fertilizer applied before then will only be feeding the weeds because the grass will still be dormant and will not utilize nitrogen or any other nutrients being applied. Before applying lime, nitrogen, or any other fertilizers, a soil test is recommended to assess the condition of your lawn and to provide recommendations for rates. Soil testing can save you time AND money throughout the year by preventing application of excess product.
Between mowing, fertilizing, and controlling weeds, keeping a lawn can be tough work. But, as with most things, hard work and persistence can pay off in the end. Establishing and following a schedule of care for your turf is important to maintain a healthy lawn all season long. For more information on the care of your lawn, contact your local Alabama Cooperative Extension Office. | web | http://resources.jccal.org/swm/Resources_Winter-Spring_2017/Keeping%20the%20grass%20green%20on%20this%20side%20of%20the%20fence.pdf | 0.499181 | {
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AN OLD NATIVE EL PASOAN DIES
Mrs. Benancia Leahy, Born and Married in Concordia, Expires Here.
In the death of Mrs. Benancia Stevenson French Leahy at 7 o'clock Tuesday morning at the home of her daughter, Mrs. John O'Keeffe at 1104 West Main street, one of the oldest native born El Pasoans passed away. Mrs. Leahy was born in Concordia, now East El Paso, 76 years ago, a granddaughter of Jacinto Escarate, one of the great grant holders of northern Mexico and a daughter of Hugh Stevenson, a noted early Texas settler. Her life was lived amid all the kaleidoscopic changes that have occurred in the progressive building up of the southwest from a wilderness to a civilized commonwealth.
Friend of Benito Juarez.
Mrs. Leahy was a friend of Benito Juarez, who framed the Mexican Reform constitution and entertained the Mexican hero during his residence at Juarez when that city was the capital of Mexico during the Maximilian intervention. With her husband, Capt. Albert H. French, chief justice of El Paso, she built the first church in this city, which still stands in the cemetery of Concordia.
The marriage of Benancia Stevenson and Capt. French occurred at the village of Concordia in what is now East El Paso, on August 18, 1855. Capt. French was a veteran of the Union forces of the Civil war and the bride's father was a Confederate.
In 1880 Mrs. French married J. B. Leahy, who was then county judge of El Paso county. He died in 1895.
Leahy Has Many Descendants.
Surviving descendants of Mrs. Leahy are three children and seven grandchildren. Mrs. Florence F. Dwyer, Mrs. John O'Keeffe and William French, all of El Paso, are the daughters and son of the deceased.
The funeral will be held at 3 o'clock Wednesday afternoon from the Church of the Immaculate Conception. Interment will be made in Concordia cemetery.
MRS. LEAHY'S BODY BURIED NEAR SPOT OF HER BIRTH
The funeral of Mrs. Benancia Stevenson French Leahy, the last of the pioneer family of Stevensons, was held at the Church of the Immaculate Conception, Wednesday afternoon at 3 o'clock. Rev. Fr. E. C. Roy conducted the services. Burial was made in Concordia cemetery, the location where the aged woman was born and married before it was a cemetery.
The death of Mrs. Leahy Tuesday morning at the home of her daughter, Mrs. John O'Keeffe, marked the extinction of the Stevenson family, who were among the first of the Anglo-Saxon Texas settlers.
The pall bearers were George Briggs, Rector Dolan, J. J. Flores, E. Flores, Hugo Flores, and Samuel Dwyer. | web | https://www.elpasohistory.com/wp-content/uploads/2016/06/Leahy-Benancia-Stevenson-French.pdf | 0.485538 | {
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©
Dear Parent or Guardian,
Our class has just finished the sixth unit of the Making Meaning® program. In this unit, the students explored differences between fiction and nonfiction texts and used the strategies of wondering, visualizing, and making connections to their own lives to help them make sense of nonfiction. Nonfiction texts give readers factual information about a topic and include not only books, but also other kinds of informational texts, such as magazine articles, recipes, menus, and directions.
Socially, the students practiced contributing ideas that are different from other people's ideas. They also continued to practice working together in a responsible way, for example by taking turns, listening to one another, and looking at the person who is speaking.
You can support your child's reading life at home by:
* • Stopping every so often while reading aloud to talk about what questions you both have about the reading.
* • Talking about the differences between fiction and nonfiction texts that you notice while you're reading together. For example, you might say, "I notice that nonfiction texts often have photographs instead of drawings."
Before reading nonfiction texts together, you might ask your child:
* • What do you already know about this topic?
* • What do you think we will find out about this topic?
* • What do you wonder about this topic?
During and after reading fiction or nonfiction texts together, it can be helpful to ask:
* • What did you learn that surprised you?
* • What do you still wonder about the book?
I hope you and your child enjoy learning together about topics of interest to both of you.
Sincerely,
Center for the Collaborative Classroom
Estimado padre de familia o tutor:
Nuestra clase acaba de finalizar la sexta unidad del programa Making Meaning®. En esta unidad, los estudiantes exploraron las diferencias entre los textos de ficción y no ficción y utilizaron las estrategias de hacerse preguntas, visualizar y hacer conexiones con su propia vida para hallarle el sentido a los textos de no ficción. Los textos de no ficción le dan al lector información verdadera sobre un tema y los recursos no son solo libros sino otro tipo de textos informativos tales como artículos de revistas, recetas, menús e instrucciones de algo.
En el aspecto social, los estudiantes practicaron el hecho de aportar ideas que son diferentes de las ideas de otras personas. También continuaron practicando las destrezas de trabajar de forma responsable, por ejemplo, al pedir el turno, escuchar a los demás y mirar a la persona con quien están hablando.
Usted puede apoyar los hábitos de lectura de su hijo en casa al:
* • Detener la lectura de vez en cuando, al leer en voz alta, para hablar sobre las preguntas que tengan.
* • Hablar sobre las diferencias entre ficción y no ficción que hayan visto en la lectura que hicieron juntos. Por ejemplo, usted podría decir: "He visto que a menudo los textos de no ficción tienen fotografías en vez de ilustraciones".
Antes de leer textos de no ficción juntos, usted podría preguntarle a su hijo:
* • ¿Qué sabes de antemano sobre este tema?
* • ¿Qué crees que vamos a descubrir sobre este tema?
* • ¿Qué te preguntas sobre este tema?
Durante y después de la lectura de los libros de ficción y no ficción, puede ser útil hacerle preguntas a su hijo:
* • ¿Qué aprendiste que te llamó la atención?
* • ¿Qué preguntas tienes aún sobre el libro?
Espero que disfruten de los temas que aprenden juntos y que a ambos les interesan.
Atentamente, | web | https://4.files.edl.io/270a/02/08/19/193004-d35e80ae-a17b-4122-9f03-907d23f48547.pdf | 0.476975 | {
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Lean Six Sigma WonderFun Project Activity Book!
Another quality product from your friends at:
Color this Picture!
Now create a name for this business process!
Mr. and Mrs. Mu are Lost! Help them get back to their House of Quality!
Match the symbols on the right to a definition on the left.
1. Record each step in the process in a data box.
2. Put your glasses on so you can read the map, Mr. Mu.
3. Kick a field goal!
4. Hitch a ride home on a passing truck.
5. Look out! It's a rework loop!
6. Consult the GPS (electronic information flow)
7. House, Quality House
Connect the Dots
Find the Jargon!
Circle all the words you can find. The more words, the higher the belt level!
Applied Statistics
Color balloons to illustrate a RANDOM SAMPLE.
Which one of these Lean Six Sigma projects is worth doing?
Hint: Look for the one that is different.
Complete the Maze
Avoid the waste and make it safely to the savings!
over‐production
motion
over‐processing
transportation
inventory
correction
waiting
Innovation Index (I 2 )
Color the shape below and then refer to the scoring key to determine how innovative you are.
It's Gemba Time!
Walk your process, and circle where it's broken!
Control Charts are Your Friends
Connect the dots to see your chart magically appear!
Find the Hidden Objects!
Congratulations! You have successfully completed the Lean Six Sigma WonderFun Project Activity Book!
You may now color – and cut out – a belt of your own! We're proud of you!
(Make sure to insert Tab A into Slot B!)
If this has been too difficult, you can complete this certification option. | web | http://lgoldman.com/portfolio/wonderfun-book.pdf | 0.438238 | {
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Pig Aggression
Fact Sheet
Why is aggression important?
When unfamiliar pigs are grouped together they fight to establish dominance relationships. This natural behaviour can, under farm conditions, escalate to the extent where health and productivity are affected. Aggression increases stress, causes skin lesions and can result in injury and reduced immunity and growth.
Signs of extreme aggression
* Newly mixed pigs will show some skin lesions (photo). Every lesion is the result of a bite. Patches of lesions can signify around 50100 bites. This goes together with high levels of exhaustion.
* Aggression should subside around 24h after regrouping. Lameness and death indicate very extreme aggression (given that flooring is appropriate).
* In stable groups aggression should be minimal as long as access to feed and water is adequate. Recently, cases of deaths due to aggression in stable groups seem to be increasing. If you encounter repeated issues with this then please contact SRUC (details below), as we are investigating the causes of this.
When to take action
It is advised to take preventive measures to reduce aggression in any case (see other side), but especially if extreme aggression occurs. Monitor the occurrences of extreme cases to assess the impact of management changes. Note down pigs with extreme numbers of lesions and monitor them as they have a higher risk of reduced immunity.
SRUC is a charity registered in Scotland, No. SC003712
Leading the way in Agriculture and Rural Research, Education and Consulting
This flyer is produced from multiple research projects on pig aggression, led by SRUC Researchers. For more information contact Irene Camerlink [REDACTED_EMAIL] researcher at SRUC.
Pig Aggression - 7 Tips
Optimize regrouping
Mixing pigs helps to optimize group formation and allows precision feeding. Disadvantages such as stress, aggression and disease spread can level out the benefits.
Tip 1 Avoid regrouping when possible. If needed, than regroup pigs as young as possible. The older and heavier pigs are, the more likely that growth will be reduced and injuries occur.
Tip 2 Try to keep the number of unfamiliar pigs per pen as low as possible. The higher the familiarity, the fewer the fights. Caution: Do not put one or two unfamiliar pigs in an established group.
Careful selection of sows
Aggressiveness is heritable. Careful selection of the sows can thus reduce aggression in the population.
Tip 3 Score gilts on aggressiveness (e.g. 0 not aggressive – 5 aggressive) and take this score into consideration when selecting replacements.
Co-mingling litters pre-weaning
Co-mingling, or socialization, involves putting two or more litters together before weaning. This increases pigs' abilities to resolve dominance relationships quickly with limited long-term aggression.
Tip 4 Let litters co-mingle a few days before weaning
(by removing barriers between crates) to reduce stress at weaning.
Pen conditions
When space is limited, pigs cannot properly retreat.
Tip 5 Providing plenty of space at mixing allows pigs to establish their hierarchy quickly.
Tip 6 Provide an obstacle behind which a pig can hide its head (e.g. straw bale) as this can substantially reduce injuries.
Tip 7 Enrichment material occupies pigs and keeps them from continued fighting. Caution: items can also be a resource to fight over, increasing aggression. Only provide an item if one pig can't control it (e.g. straw). | web | https://www.sruc.ac.uk/media/o3ehmeud/fact-pig-aggression.pdf | 0.500613 | {
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RED CLAY, MISSISSIPPI DELTA
Wednesday 31 March 2021, 6pm
Primrose Potter Salon
Presented by Melbourne Recital Centre & Arcadia Winds
ARTISTS
Arcadia Winds
Kiran Phatak flute
Emmanuel Cassimatis oboe
Lloyd Van’t Hoff clarinet
Rachel Shaw horn
Matthew Kneale bassoon
PROGRAM
Hildegard von Bingen (1098-1179)
Ave generosa
Elizabeth Younan (b. 1994)
Shoreditch Grind
Holly Harrison (b. 1988)
Shapeshifter for solo bassoon
Kate Neal (b. 1972)
Paper, Scissors, Dog
Valerie Coleman (b. 1970)
Red Clay, Mississippi Delta
ABOUT THE ARTISTS
Arcadia Winds is a trailblazing ensemble, known for its energetic, spontaneous and joyful style. The ensemble celebrates the great music that exists for wind quintet, exploring every angle: from classical repertoire and new works by Australian composers to inventive arrangements of music spanning the ancient to the popular.
arcadiawinds.com
AMPLIFY YOUR APPLAUSE
Let your support for local artists ring on. Your donation to the Local Artist Appeal today goes directly to musicians like Arcadia Winds to help Melbourne's vibrant community thrive: melbournerecital.com.au/support or scan the QR code
Melbourne Recital Centre acknowledges the Traditional Custodians of the lands on which we work, live and learn. We pay our respects to the people of the Kulin nation, their Elders past, present and emerging and to all Aboriginal and Torres Strait Islander Peoples.
The Local Heroes series is made possible thanks to the generous support of donors to the 2021 Local Artist Appeal. | web | https://mrc-assets.s3.amazonaws.com/assets/File/10715.pdf | 0.427715 | {
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My mental health safety plan
My name:
My reasons for living/hope are: For example, people, pets, hobbies, special interests, hopes and beliefs.
1. What are my warning signs that I’m heading for a suicidal/mental health crisis? For example, thoughts, behaviours or situations - Isolating myself, arguing with a loved one, feelings of hopelessness, sleeping excessively or being unable to sleep.
2. What works to help me cope with how I feel? For example, distraction or relaxation – exercise, watching TV/ YouTube, breathing exercise.
3. Which people and places help to distract me from the way I feel? For example, friend (name and phone number), library, coffee shop, park: be specific about what and where.
4. Who can help me when I feel I’m in a crisis? For example, if I was to say how I feel, who would I want to help – mum/partner/friend: be specific and add numbers.
5. Which professionals and agencies can help me when I feel I’m in crisis? For example, any healthcare professionals involved in my care, Samaritans, crisis text or phone line: list names and numbers.
6. How can I make my environment safer. For example, give my medication/tablets to a friend for safekeeping, remove things I might use to harm myself from my home.
What will help me get through right now: For example, photo of special person/pet/place, breathing exercise, remind myself my intense feelings won't last.
Useful contacts for me (tick the box next to the ones most suitable)
Medical Emergency: This is for when someone is seriously ill or injured and their life is at risk. t: 999
NHS helpline : This is for when you need medical help fast but it’s not an emergency. t: 111
24/7 NHS Mental health response line : For support and advice. Call free any time, day or night if you are worried about your own or someone else’s mental health. The team behind our 24/7 open access telephone response line will listen to you and determine how best to help. t: 0800 038 5300 (free) 24 hours a day
Samaritans: Emotional support to anyone in emotional distress, struggling to cope, or at risk of suicide. t: 116 123 24 hours a day e: [REDACTED_EMAIL]
Shout : 24/7 text service, free on all major mobile networks, for anyone in crisis anytime, anywhere. It’s a place to go if you’re struggling to cope and you need immediate help. Text: 85258
Papyrus Hopeline UK: For people under the age of 35 experiencing thoughts of suicide, or anyone concerned that a young person could be thinking about suicide. t: 0800 068 4141 e: [REDACTED_EMAIL]
CALM Campaign Against Living Miserably: For men who are down or who need to talk, find information and support. t: 0800 58 58 58 5pm - midnight every day or webchat at www.thecalmzone.net
Childline: Free, private and confidential service for anyone under 19 where you can talk about anything. Whatever your worry, whenever you need help, anytime. t: 0800 1111 email or chat via www.childline.org.uk
SANEline: Helpline offering specialist emotional support, guidance and information to anyone affected by mental illness, including family, friends and carers. t: 0300 304 7000 4.30pm - 10.30pm daily
Switchboard LGBT+ helpline: Switchboard provides a one-stop listening service for LGBT+ people on the phone, by email and through Instant Messaging. t: 0300 330 0630 e: [REDACTED_EMAIL] webchat at www.switchboard.lgbt 10am - 10pm daily
Silverline: Free confidential helpline providing information, friendship and advice to older people.
t: 0800 [REDACTED_PHONE] hours a day
Valued Lives: Supports people who are experiencing mental or emotional distress in Cornwall. t: 01209 901438 5.30pm - midnight every day
Videos that help with how and why to make a safety plan can be found here:
www.youtube.com/watch?v=NI0JlgRBAeg www.stayingsafe.net/how_to_make_a_safety_plan
My GP phone number:
Others:
If I am concerned about how I feel, I will keep myself safe by:
For more information and support go to: www.cornwall.gov.uk/health-and-social-care/mental-health/ | web | https://www.cornwall.gov.uk/media/kc5mxf25/1mental-health-safety-plan_interactivepdf-nhs-number.pdf | 0.497233 | {
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FROM THE PRESIDENT
I am subscribed to a Native American Elders' Meditation which comes to my inbox every day, because, though I mainly seek wisdom from my Celtic ancestors, I also find wisdom in the quotes, thoughts, and prayers of the people from which the maternal side of my family originates. This was today's quote:
"…we talk about each one of us having our own path to travel, and our own gift to give and to share. You see, what we say is that the Creator gave us all special gifts; each one of us is special. And each one of us is a special gift to each other because we've got something to share." --John Peters (Slow Turtle), WAMPANOAG
As I read this, I began to muse over how appropriate this concept is to the path of the Druid, this concept of sharing our divinely-endowed gifts for the good of the People. And I believe the concept is especially pertinent to us at this time of the year, at Imbolc, when we honor a powerful female figure of light and inspiration: Brighid. Some people believe that the name Bighid is derived from brio-aigit, "fiery arrow," which is certainly a fitting name for a goddess associated with three fires: the hearth, the forge, and the flame of poetic inspiration. She is, of course, the Goddess of poetry, healing, and smithcraft. In Irish tradition, poetry and seership are interwoven, so Brighid is often seen as the imbas behind divination and prophecy as well. All of these are magical arts of transformation, and all of them are talents that humans can possess. They are also gifts that can be of great value to modern society, if only we use them for the benefit of all.
Walking the path of the Druid can cause us to consider, develop, and appreciate our own talents and/or gifts. In fact, the journey will demand that we come to know ourselves and our worth. In the Keltrian Tradition, we are eventually asked to choose a discipline, which requires that we focus on ourselves for a time and on the inner work we must do to become Druids. In this introspect state, we begin to focus on what is right for us. As we focus on what is right for us, we will start to see our special gifts. Then we can see how to share our special gifts with others, and we will know which discipline to develop that will best utilize our gifts. We can then each be gifts to one another, serving the Gods of our People in the
FROM THE PRESIDENT CONTINUED
(Continued from page 1)
way that best suits us. We can also appreciate the gifts of our fellows and realize that they were given to compliment, not compete with, our own. We will begin to understand, as Slow Turtle reminds us, that each one of us is special.
Imbolc is considered the "Feast of Stirring" in Keltrian Tradition. It may be a good idea at this Imbolc feast for Keltrians to ask the Goddess of
Fire in the Head, Heart, and Hearth what gifts we possess that She can help us "stir up" -- especially if we are not sure of our gifts yet or how to use them. And even those of us already familiar and comfortable with the development of our own gifts might do well to humbly request Her assistance with the wise use of those gifts.
May the Fiery Arrow of Imbolc be your inspiration and your guide!
- The Topaz Owl | web | http://www.rdna.info/danac/arrow.pdf | 0.43043 | {
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Tél. : +41 (0) [REDACTED_PHONE]
Fax : +41 (0)[REDACTED_PHONE]
www.caecilia.ch
[REDACTED_EMAIL]
DANIEL BARENBOIM, conductor& pianist
Daniel Barenboim is one of today's most outstanding artists. As a pianist and conductor, he has been active for decades in major cities across Europe and all around the world; as the initiator of several highly acclaimed projects, he has contributed decisively to international music life.
Daniel Barenboim was born in Buenos Aires in 1942. He received his first piano lessons at age five, and was first taught by his mother. Later, he studied under his father, who would remain his only piano teacher. He gave his first public concert when he was seven. In 1952, he moved with his parents to Israel. At age eleven, Daniel Barenboim took part in conducting classes in Salzburg under Igor Markevitch. In 1955 and 1956, he studied harmony and composition with Nadia Boulanger in Paris. At age ten, Daniel Barenboim gave his international debut performance as a solo pianist in Vienna and Rome; Paris, London and New York followed. Since then, he has regularly toured Europe and the United States, but also South America, Australia, and the Far East.
Ever since his conducting debut in 1967 in London with the Philharmonia Orchestra, Daniel Barenboim has been in great demand with leading orchestras around the world. Between 1975 and 1989, he was chief conductor of the Orchestre de Paris. His debut as an opera conductor he gave at the Edinburgh Festival 1973. Over a period of eighteen years, from 1981 until 1999, he was active as conductor of the Bayreuth Festival. From 1991 until 2006, Daniel Barenboim was Music Director of the Chicago Symphony Orchestra. In 1992, he became General Music Director of the Staatsoper Unter den Linden, where he was also artistic director from 1992 to August 2002. In 2000, the Staatskapelle Berlin voted him chief-conductor-for-life. Both, in the opera as well as on the concert stage, Daniel Barenboim and the Staatskapelle Berlin have acquired a large repertoire, especially great work cycles. Beside the great classic-romantic repertoire, Daniel Barenboim continues to focus on modern and contemporary music. From 2007 to 2014, Daniel Barenboim was active at Milan's Teatro alla Scala, from 2011 he served as music director.
In 1999, Daniel Barenboim founded together with the Palestinian literary scholar Edward Said the WestEastern Divan Workshop, which brings together young musicians from Israel and the Arab countries to play music together. Since this time the West-Eastern Divan Orchestra has developed into a celebrated ensemble with performances in many musical centres in Europe and the world. Since 2015, talented young musicians from the Middle East also study at the Barenboim-Said Akademie in Berlin, another initiative founded by Daniel Barenboim. In the fall of 2016, this university for Music and the Humanities housed in the renovated former stage depot of the State Opera started enrolling up to 90 students in a four-year bachelor program. Also housed in the same building as the academy is the Frank Gehry-designed Pierre Boulez Hall that enriches Berlin's musical life since March 2017.
Daniel Barenboim was honoured with numerous important international prizes and has published several books.
www.danielbarenboim.com | web | https://www.caecilia.ch/fileadmin/user_upload/caecilia-artists/Chef_d_orchestre/Barenboim_Daniel/Biographies/Biography_Daniel_Barenboim_english.pdf | 0.494322 | {
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MATH 304: HOMEWORK 4 (due 3/8)
1. Recall that the sigma function σ(k) is defined to be the sum of all the divisors of k. Show that if m and n are relatively prime, then σ(mn) = σ(m)σ(n).
2. Recall that n is a perfect number if n is equal to the sum of all proper divisors of n. Suppose that we looked at the product of divisors instead of the sum. Thus call n a product perfect number if n is equal to the product of all proper divisors of n. For example,
so 6 is product perfect. (a) List all product perfect numbers between 2 and 50. (b) Find a nice criterion that exactly determines the product perfect numbers, and prove that your criterion works.
3. Show that if a n + 1 is prime for a ≥ 2 and n ≥ 1, then n must be a power of 2. (Historical note: Fermat conjectured that every number of the form 2 2 k + 1 is prime. We call prime number of this form Fermat primes.)
4. Let p be an odd prime that divides a 2 n + 1. Show that p ≡ 1 (mod 2 n +1 ). Hint: consider the order of a (mod p) in the multiplicative group ( Z /p Z ) × . (Historical note, continued: Euler used this method to find a divisor of 2 32 + 1, thus proving that it was not prime. This disproved Fermat's conjecture that every number of the form 2 2 k + 1 was prime.)
5. Decode the following message, which was sent using the modulus m = 7081 and the exponent k = 1789 (note that you will first need to factor m).
6. Suppose that m = pq, and ϕ = (p − 1)(q − 1). FInd a formula for p and q, in terms of m and ϕ. Supposing that m = 39, 247, 771 is the product of two distinct primes, deduce the factors of m from the information that ϕ(m) = 39, 233, 944. | web | https://jlind.yourweb.csuchico.edu/304/hw4.pdf | 0.53811 | {
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Weight Loss: The Best Recipe By: Dr. Tara O'Brien HBSc, ND, FAAOT
I can estimate that more than half of the patients that walk into my office have concerns that could be resolved if they knew how to control their weight in a healthy way. A frightening statistic released in 2011 from Statistics Canada stated that 61% of Canadians are either overweight or obese 1 . Despite Public Health efforts to educate our population about healthy eating and exercise, this percentage has continued to increase over the last 10 years. It is no surprise that obesity has been linked with many chronic diseases, including diabetes, heart disease, high blood pressure, arthritis, and some forms of cancer 2 .
In medical school, physicians memorize all the statistics about weight issues in our country and learn that carrying extra weight can lead to a myriad of health conditions. These complications of being overweight cost the Canadian Health Care system an estimated four billion dollars annually. This number is staggering! It is astounding to know just how much of our tax dollars are paying for the health costs of a condition that is 100% preventable if addressed properly.
Unfortunately, few physicians receive further education to provide their patients with effective, healthy, and long-‐lasting strategies to lose weight and promote wellness. As a result, the multi-‐billion dollar weight loss industry continues to profit off many Canadian's desperate attempts to shed extra pounds.
So where does that leave Canadian's who want to lose weight? Do they continue to search on the Internet for the next weight loss product or watch Dr. Oz to hear what he might suggest? Well the truth of the matter is, it does not take a pill to gain weight so it will not take a pill to reverse the process either. The same rings true with fad dieting. Quite frequently the weight lost during dieting is gained back just as quickly. In contrast to popular belief, dieting actually lowers the metabolic rate and, when the diet is over, the body burns fewer calories than it did prior. This means the weight returns, and then some. This occurs over
and over again as the pounds lost are not attributed to permanent changes in diet and lifestyle habits.
In actual fact, reducing daily calories, skipping meals and fasting all cause the body to go into "starvation" mode, much like a hibernating animal. Remember that a bear that sleeps through winter does not eat, but relies on its fat stores for fuel during the grueling winter months. In the same fashion, the human body stores fat (and often in unflattering areas), resulting in a net increase in body fat percentage. These practices actually work against the intended goal of feeling and looking healthier.
When asked about their personal weight management journey, many of my patients recount several attempts to lose weight on their own with fad diets, short stints of exercise, calorie counting, self-‐ prescribed supplements, and the list goes on. People come in to my office frustrated, discouraged, and quite sadly, embarrassed. This is amplified by a harmful stigma in our society that people who are overweight are lazy, unmotivated, and unhealthy. Truth be told, I could say that about several of my patients who are "thin". These assumptions are often incorrect and inaccurate.
In fact, there are many physiological imbalances that can contribute to the struggle of obesity. Low thyroid or adrenal gland function, food sensitivities, hormonal imbalances, chronic stress, nutrient deficiencies, medications, and chronic inflammation can all contribute to weight gain. These elements should be ruled out before committing to a weight loss program. Otherwise, one might feel like they are constantly fighting a losing battle.
Based on my clinical experience, I believe that an effective recipe for weight loss must include the following three steps. First, with the guidance of a physician, physiological factors that are impeding weight loss must be addressed. For example, a blood test called TSH (thyroid stimulating hormone) can let you know how effective your thyroid is functioning. But it does not give the whole picture. A full thyroid panel can let you know how your brain and thyroid are communicating, and if your body is getting enough active thyroid hormone to keep a healthy
metabolic rate. If you have normal levels of TSH, your test results will be from 0.3-‐2.5 µIU/mL 3 .A score between 2.5 µIU/mL and 4 µIU/mL indicates that you are at risk for hypothyroidism and require close monitoring.
Secondly, lifestyle factors that are non-‐conducive to weight loss must be identified and modified. For example, you may need to adopt stress reduction strategies like getting to bed earlier, or walking away from a toxic relationship.
Lastly, each individual must show commitment and motivation to make life-‐long changes. The reality is, there is no quick fix. Diet and lifestyle habits need to be addressed and improved upon to maintain a healthy weight. Slow and steady weight loss is easier on your body and less difficult to maintain.
It is a sad state of health in Canada with such a high percentage of the population suffering from a destructive, but preventable, illness. Even more disappointing is that many health care providers are often ill equipped to effectively guide their patients in the right direction. Fortunately, there are medical professionals that able to help you determine what might be holding you back from your health and wellness goals. It is important to work with a practitioner that walks the path of wellness, and one that utilizes a holistic approach. At the end of the day, it is balance of physiology and lifestyle, combined with motivation and support, that is the best formula for effective and sustainable weight management.
References:
1. Christel Le Petit and Jean-‐Marie Berthelot. 2006. "Obesity: A Growing Issue". Health Reports. Vol. 17, No. 3. August.Statistic Canada.
2. Tjepkema, Michael. 2006. "Adult Obesity." Health Reports. Vol. 17, no. 3. August. Statistics Canada.
3. Baskin et. al. (2002). "AACE Medical Guidelines for Clinical Practice for Evaluation and Treatment of Hyperthyroidism and Hypothyroidism". American Association of Clinical Endocrinologists. pp. 462, 465. | web | http://96bda424cfcc34d9dd1a-0a7f10f87519dba22d2dbc6233a731e5.r41.cf2.rackcdn.com/PureWellnessGroup/Weight_Loss_-_The_Best_Recipe.pdf | 0.489488 | {
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COURSE OBJECTIVES
- To understanding Geomechanical properties of the reservoir/Seal rocks
- Differentiate between strain energy and strain energy density
- To explain the experimental methods for spring stiffness Test, The tension test
- Understand failure planes in different rocks
List of Experiments
1. Rockwell hardness test
2. Brinell hardness test
3. Impact test
4. Tension test
5. Torsion test
6. Bending test
7. Shear test
8. Compression test
9. Fatigue test(To find endurance limit)
10. Triaxial test of reservoir rocks
COURSE OUTCOMES
On completion of the course, student will be able to
CO1- Understand the structure and mechanical properties of different materials viz., metals, soil, minerals and rocks
CO2- Determine the geo-mechanical properties of materials and predicting the failure based on the various failure theories
CO3- Estimate the changes in shear strength of reservoir rocks vis-à-vis reservoir production, and its effect on the petrophysical properties
CO4- Apply the understanding of stress-field to optimize production
CO5- Evaluate the failure of the wall of the wellbore during drilling activities
CO6- Analyze stress-field around boreholes using laboratory data and extending it to field situations
TEXT/REFERENCE BOOKS
1. Zoback, M. D. (2010) Reservoir Geomechanics,
END SEMESTER EXAMINATION QUESTION PAPER PATTERN
Max. Marks: 100
Exam Duration: 3 Hrs
PART A: Evaluation Based on the class performance and Laboratory book
50Marks
PART B: Viva Examination based conducted experiments
50 Marks | web | http://spt.pdpu.ac.in/downloads/Course2020/Geomechanics%20and%20Strength%20of%20Materials%20Practical-converted.pdf | 0.432571 | {
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LEAD TEACHER
AN OPPORTUNITY FOR CONTEMPORARY ARTISTS AND EDUCATORS IN MUSIC, DANCE, VISUAL ART, WRITING, NATURE, RECREATIONAL ARTS
POSITION SUMMARY:
The teacher will be responsible for the creation, implementation, teaching, and assessment of a 2 or 7 week course at Usdan Summer Camp for the Arts. The course will be taught on Usdan's campus in Wheatley Heights, Long Island, NY.
POSITIONS AVAILABLE:
− Art and Design: Filmmaking, Video Game Design, Lego, Early Childhood Art, Photography, Comic Art, Painting People, Fiber Arts, Narrative Art, Sculpture.
− Music: Clarinet, Violin, Piano, Guitar, Guitar/Ukulele, Low Brass (Trombone, Baritone, Tuba), Bassoon, Early Childhood Music/ORFF, Alto Saxophone, Elementary age Choral Conductor, Middle and High School age Orchestra Conductor.
− Dance: Tap, Contemporary Hip Hop.
− Recreation: Yoga, Games Hoops and Nets, Quidditch.
− Nature.
− Creative Writing.
TRAITS AND CHARACTERISTICS:
Teachers will be passionate artists and educators with a focus growing and learning. They will seek rigorous exploration of ideas, have a willingness to try new things, and be open to and interested in feedback. They will work enthusiastically with children, with an understanding of their needs both individually and in the modern world. Usdan teachers will be flexible both in and out of the classroom and interested in collaboration with Usdan's faculty within and across disciplines. They will be authentic, reliable, respectful, thoughtful, and organized.
ROLES AND RESPONSIBILITIES:
− Work with the Department Chair and/or with the Administrative staff to set goals for the class and plan the student experience.
− Submit course plans prior to the start of camp.
− Work with administrative staff to order supplies and materials
− Prepare and organize the setup of the studio.
− Teach four hours per day and prepare for each class.
− Supervise students at daily assemblies and in passing periods.
− Attend department and staff meetings and trainings as required.
− Prepare for exhibitions and performances, when relevant.
− Lead or attend one 1-hour professional development workshop after camp hours.
− Have student safety as a top priority at all times.
− Create a joyful, fun and engaging atmosphere in the studio.
− Use inquiry, exploration and experimentation as primary teaching tools.
− Differentiate instruction to be both challenging and developmentally appropriate for each student's age and ability, which varies within and across classes.
− Teach skills that are both technical and cognitive. Encourage students to explore ideas and their art form and to actively reflect on the process.
− Have a curriculum that is rooted in diversity by incorporating and encouraging multiple perspectives from historic and contemporary content.
− Create an environment where teachers are learners, there is respect and trust among all participants, and a belief in student capacities.
− Model the behaviors of artists, how they think, work, and live.
− Two week session teachers will collaborate with one other teacher to create a cohesive program for students.
QUALIFICATIONS:
− Bachelor's degree in your art form, education, or equivalent knowledge, skills, and abilities.
A minimum of two years of teaching experience, preferably with students of varying ages
− and abilities.
− Teachers in arts departments: an active artistic practice, with recent performances, exhibitions, or publications and knowledge of contemporary arts teaching practices.
− Must be certified in Child Abuse and Neglect/Maltreatment Identification (can be obtained online at no cost).
2017 SUMMER SEASON DATES, TIMES AND LOCATION:
− Orientation Day, Wednesday, June 21, 2:30 PM – 8:30 PM.
− Monday - Friday, June 26 - August 11, 9:15 AM – 3:15 PM (Usdan is closed on July 4).
− A limited number of offers will be for two week sessions.
SALARY AND BENEFITS:
− Salary commensurate with experience; 7 weeks $6000-$7000.
− We encourage our faculty and staff to utilize Usdan for their own artistic purposes. Proposals for pre and post season studio use are welcome.
− Discounts for children of faculty.
− Transportation:
− Free parking on campus
− NYC faculty also has the option on a subsidized train ride or faculty bus with central pickups for a maximum out-of-pocket cost of $350.
− Activities:
− Daily faculty swim.
− Lead or attend workshops with other faculty and staff such as yoga, archery, gardening, theater, dance, music and art.
TO APPLY:
− Please email the following to Jillian Greenberg, Director of Education at [REDACTED_EMAIL]. PDF files are preferred attachments. No phone calls please.
− Cover letter communicating interest in Usdan and teaching philosophy.
− Resume with three references.
− 2-3 samples of your own and student work (websites okay).
− Proposals for pre and post season studio use are welcome with your application but if hired can be submitted by April 1st. Please specify the duration and nature of your project.
ORGANIZATION:
Usdan is the nation's preeminent not-for-profit day camp for the arts. Profiled in The New York Times and in Time Magazine, Usdan has been declared a "Best Of" camp by TimeOutNY/Kids, and by NY Metro Parents. Diverse and playfully rigorous from the start, for nearly fifty years we have brought world-class teachers and visiting artists – actors, directors, playwrights, painters, sculptors, musicians, composers, dancers, poets and novelists – to teach and collaborate with Usdan campers ages 4 to 18. On 140 acres of natural beauty, students find the literal and metaphoric space to push their existing talents and delve into new ones. With nearly 70 classes and 1,500 students each summer, every camper from beginning to advanced is guided on a path of individual creative growth by a team of artists and talented arts educators. Our alumni include actors Natalie Portman, Jackie Hoffman, Olivia Thirlby, Stacey London, and Lisa Gay Hamilton; singers Jane Monheit, Taylor Dayne, and Mariah Carey; Tony-nominated playwright Michele Lowe, Grammy-Award winning producer Adam Abeshouse, Broadway personality Seth Rudetsky, and members of major American orchestras, dance and theater companies.
USDAN SUMMER CAMP FOR THE ARTS IS AN EQUAL OPPORTUNITY EMPLOYER AND WELCOMES APPLICATIONS FROM ALL. | web | http://usdan.org/sites/default/files/uploads/leadnewteacher.pdf | 0.479129 | {
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READING NEWSLETTER
Recommended Reads: New Releases!
EYFS
Year 1 and 2
The story of a polar bear who finds himself totally lost! He politely asks the city folk for help but everyone is much too busy and impatient to help the newcomer. He finds himself travelling on the subway only to be noticed, finally by a little girl.
Year 3 and 4
Wanted! A wishkeeper's apprentice. When Felix makes a very special wish, he doesn't expect to be offered a job as an apprentice to wishkeeper Rupus Beewinkle. Now Felix must save the town's wishes from the wishsnatcher, who wants to destroy hopes and dreams everywhere.
June Spotlight: Etymology
What?
What happens in school?
In order to comprehend a text. children need to confidently understand a staggering 95% of the words they encounter when reading. That means vocabulary plays a huge part in success. Etymology is all about unpicking the origins of words so that children can make links between words they are already know and new words they encounter.
Once upon a time, there was a tiny grain of sand. Its life was rather boring, until one day it made a wish. Suddenly the grain of sand found out what it might be like to be something else – but is the grass always greener?
Year 5 and 6
When Maggie chances upon an exotic pet and its cub roaming free in the Cornwall countryside her first instinct is to try and protect them. But the adults have other ideas.
How can I help at home?
When we encounter new words, we unpick the etymology with the To do this, we look at the meaning of
If you come across a new word when reading and you are unsure about the etymology of the word, look it up in the dictionary or google it! Then make a link between this new word and one they might already know.
eg: hydro meaning water could link to hydrogen and hydrate.
children in our daily reading sessions. different parts of the words. For example, the word embrace can be split into the following 'em' meaning in 'brace' meaning in arm
Thanks for joining us!
A huge thank you to those of you that were able to join us for our termly Stay and Read. We (and most importantly the children!), really appreciate you coming along to support reading at HPPS. | web | https://www.headleypark.bristol.sch.uk/media/5765/reading-newsletter-june-2023.pdf | 0.440305 | {
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HOW CLIMATE CHANGE AFFECTS CHILDREN’S RIGHTS
DISEASES
Children are more at risk of contracting vector-borne and infectious diseases including water-borne diseases which spread fast in the aftermath of floods and storms.
AIR POLLUTION
Children, due to their faster breathing rate and physiology, are more susceptible to respiratory problems, cognitive delays, and infections.
FOOD INSECURITY
Climate change-reduced food shortages greatly impact children. Malnourishment during the first years of life can result in irreversible stunting with lifelong consequences for children’s cognitive capacity and health.
INJURY & DEATH
Children, particularly young ones, are more susceptible to injury and death during natural disasters.
HOUSING
Floods, landslides, sea-level rise and storms can destroy housing units worsening living conditions particularly for children in informal settlements.
MENTAL HEALTH
Children experiencing life-threatening situations have a higher chance of experiencing post-traumatic stress and mental health issues.
DID YOU KNOW?
Climate change will disproportionately affect children in vulnerable situations including poor children, indigenous children, minorities, and migrants.
Natural disasters can disrupt access to essential services and child protection systems. Risks of child labour and child trafficking may increase, girls may be more subject to sexual violence and early or forced marriage. Children with disabilities are at risks of abuse, neglect and abandonment in the event of climate shocks and natural disasters.
Climate change may have far-reaching implications for the long-term mental health and overall quality of life of children and their right to grow, play and live in a healthy natural environment. Young children, because of their less-developed physiology and immune systems, will experience the effects of climate change-related stresses most intensely. | web | https://www.ohchr.org/Documents/Issues/ClimateChange/materials/ChildrenInfo2.pdf | 0.436007 | {
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1 of 1
CLOSE WINDOW
Secret of a long life revealed
By EMMA MORTON November 23, 2006
THE first-born children of mums aged under 25 are TWICE as likely to live to 100 than other kids, doctors said yesterday.
Their study shows that long life is linked to the order of birth and age of your mother.
Researchers studied the life spans of 1,000 people who had lived to 100.
They found they were 1.7 times more likely than brothers and sisters to reach 100 if they were first-born.
But if their mums gave birth before the age of 25 they had double the chance of living to 100. Study leader Natalia Gavrilova said that longevity was down to the fact that the younger women's eggs were in much better health.
She added: "If the best, most vigorous maternal ova cells are used first very early in life this could explain why particularly young mothers produce particularly long-lived children."
The findings come after life expectancy for adults has risen sharply in the past 50 years.
Men lived on average until 67 and women 73 in the 1950s — compared with the mid-70s for men and early 80s for women in 2005.
Doctors have attributed this to better healthcare, nutrition and the fact that diseases like TB and polio have been almost wiped out.
The Chicago University research — published in New Scientist magazine — was based on centenarians living in North America. All were born between 1875 and 1899.
Researchers pieced together their family histories and compared them all for common factors.
Experts believe that younger mums are less likely to acquire infections that could harm a foetus.
[REDACTED_EMAIL]
© 2006 News Group Newspapers Ltd. "The Sun", "Sun", "Sun Online" are registered trademarks or trade names of News Group Newspapers Limited. This service is provided on News Group Newspapers' Standard Terms and Conditions in accordance with our Privacy Policy. To inquire about a licence to reproduce material, visit our Syndication site. View our online Press Pack here. For other inquiries, Contact Us. To see all content on The Sun, please use the Site Map.
11/25/2006 8:22 PM | web | http://health-studies.org/media/SUN-2006.pdf | 0.448898 | {
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Plagiarism
What is it? – put simply it is the presentation of anothers words, work or conclusions as your own.
How can we detect it? – one of the easiest ways to detect plagiarism in written works is to be familiar with the sources, triggering a "this looks familiar" moment. However, with the proliferation of websites, online libraries, books and resources that the internet has brought this becomes increasingly difficult. Most educational systems use plagiarism checkers such as turnitin which are available by subscription. Fortunately there are a number of free plagiarism checkers online and they are described here:
https://elearningindustry.com/top-10-free-plagiarism-detection-tools-for-teachers
Unfortunately we can only use such tools for the submitted papers and not for the individuals who are writing their docs. As such changes in language are often a key that something is copied directly. I.e. if the writing is a fairly low grade level and there are two or more really well written, erudite sentences with many multisyllabic words there is a good chance that the sentences were copied.
What education can we give to entrants? – I would strongly recommend that we educate entrants on appropriate use of source material and appropriate citations and end notes. This is a good website to read to understand what is plagiarism and how to avoid it in research papers. Plus articles about how to cite appropriately, lots of good information here.
http://en.writecheck.com/plagiarism-guide
One thing that helps avoid inadvertent plagiarism is removing the writing one step from the source material. Read the source, take notes, write your paper from your notes not from the source material. This allows you to reformulate topics in your own words.
Recommend that entrants run their documentation through a free online plagiarism checker.
What education can we give to judges? – can plagiarism be proven without direct comparison of sources? No. The same website should be recommended to judges to educate themselves about plagiarism. If plagiarism is suspected then it should be brought to the attention of the tallyroom staff ONLY. Accusations should not be made to the entrant. | web | http://www.midrealm.org/moas/2018/Plagiarism.pdf | 0.444867 | {
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9910 W Loop 1604 N #124 San Antonio, TX 78254
Phone ([REDACTED_PHONE] Fax ([REDACTED_PHONE]
Middle Ear Infections
The ear has three parts - the outer ear, middle ear, and inner ear. A small tube, called the eustachian tube, connects the middle ear to the back of the nose. When a child has a cold, nose or throat infection, or allergy, the eustachian tube can become blocked, causing fluid to build up in the space behind the eardrum (the middle ear). An ear infection takes place when bacteria or a virus infects the fluid. As pressure builds up, the eardrum bulges and causes pain. The infection may also be accompanied by a fever. Younger children may cry or scream, tug at the ear, and sleep poorly. Older children may complain of an earache and muffled hearing.
In 5-10% of children, pressure in the middle ear causes the eardrum to rupture and drain. The discharge is usually yellow or cloudy. It does not mean the infection is more serious than an infection without discharge. The small tear usually heals in about a week.
Approximately 75 % of children will have one or more ear infections during childhood, while over 25% of them will have repeated infections. The peak age range for ear infections is 3 months to 3 years, although continuing to be a common childhood illness until 8 years of age.
Risk factors include the following:
- Age – 3 months to 3 years
- Colds/Allergies – those in a group childcare setting are exposed to more viruses
- Family history – more likely if parent or sibling had repeated ear infections
- Exposure to tobacco smoke
- Bottle-feeding – especially those who are fed while lying down
Permanent hearing loss or damage to the ear is very rare. Ear infections are not contagious. Your child can return to school or day care when he is feeling better and the fever is gone.
TREATMENT
Give antibiotics as prescribed by your child's doctor. If the medicine is a liquid, use a measuring spoon or dropper to make sure you give the right amount. Never use an antibiotic left over from a previous illness because it loses strength. The medicine will kill the bacteria that are causing the ear infection. Administer all of the medication, until all the pills are gone or the bottle is empty, and try to not miss any doses. Even thought your child will feel better in a few days, you must give all the medicine to reduce the risk of reoccurrence.
Give medicine to relieve pain. You can give your child acetaminophen or ibuprofen for a few days to relieve earache or fever over 102 degrees F. Earaches tend to hurt more at bedtime. To help ease the pain, you can put an ice bag wrapped in wet washcloth over the ear. This may decrease the swelling and pressure inside. Some physicians recommend a heating pad instead. Remove the cold or heat in 20 minutes to prevent unintended frostbite or a burn.
Take reasonable precautions. Your child can go outside and does not need to cover their ears. She can also swim as long as there is not perforation (tear) in the eardrum or drainage of fluid from the ear. A trip to the mountains or air travel is generally safe. Just have your child swallow fluids, suck on a pacifier, or chew gum during the 30 to 60 minutes that the airplane is descending to help relieve any pressure buildup in the middle ear.
Be sure to keep follow-up appointments. If your child has been given a follow-up appointment in two to three weeks, the doctor will look at the eardrum to make sure the infection is cleared up. If you child has frequent, recurring infections, they may be referred to a specialist for further evaluation.
Call our office immediately if:
- Your child complains of dizziness, imbalance, or appears to have difficulty walking.
- Your child develops a stiff neck or severe headache.
- The pain is severe (your child is screaming).
- A fever over 105 F develops.
- Your child is listless.
Call within 24 hours if:
- Your child vomits the antibiotic or refuses to take it.
- The fever or pain is not gone after your child has taken the antibiotic for 48 hours.
- You feel you child is getting worse.
Sources:
"When your child has an ear infection" by Barton D. Schmitt, MD (January 1997) www.medem.com (accessed 3/13/08) | web | https://www.fspediatrics.com/docs/middle%20ear%20infection%20handout.pdf | 0.495214 | {
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"formatting_integrity": 1,
"information_density": 0.706418918918919,
"instructionality": 0,
"math_rigor": 0,
"policy_boilerplate": 0,
"reading_level_fit": 0.92,
"reasoning_depth": 0.0945945945945946,
"safety": 1,
"sourced_claims": 0,
"technical_density": 0.45,
"well_formedness": 0.9540380047505939
} | propella_like_v2 | {
"_empty": ""
} | en | code | 935 | {
"cqf": 0.49521412761822503,
"heuristic": 0.5807634580077995,
"lid": 1,
"toxicity": 0.2
} | {
"cheap_prefilter": "{\"alpha_ratio\":0.9779122541603631,\"word_count\":742}",
"cqf_diagnostics": "{\"backend\":\"heuristic+embed\"}",
"domain": "code",
"features": "{\"alpha_ratio\":0.768791627021884,\"avg_word_len\":4.540730337078652,\"char_repeat_5gram_ratio\":0.30772912179947354,\"line_punct_ratio\":0.0,\"stopword_hits\":315.0,\"word_count\":712.0,\"word_repeat_3gram_ratio\":0.02535211267605634}",
"heuristic_reasons": "{\"items\":[]}",
"language_profile": "{\"language\":\"en\",\"thresholds\":{\"max_avg_word_len\":15.65217391304348,\"max_char_repeat_5gram_ratio\":0.3478260869565218,\"max_line_punct_ratio\":0.7391304347826088,\"max_word_repeat_3gram_ratio\":0.391304347826087,\"max_words\":5217,\"min_alpha_ratio\":0.22999999999999998,\"min_avg_word_len\":1.7249999999999999,\"min_stopwords\":0,\"min_words\":9},\"variant\":\"conversational\"}",
"line_cleaner": "{\"drop\":false,\"duplicate_line_ratio\":0.0,\"duplicate_removed\":0,\"htmlish_removed\":0,\"removed_lines\":0,\"removed_ratio\":0.0,\"tableish_removed\":0}",
"safety": "{\"pii_redactions\":2,\"pii_report\":{\"entity_counts\":{\"phone\":2},\"redactions\":2,\"residual_risk\":\"low\",\"verifier_passed\":true},\"status\":\"ok\",\"toxicity_axes\":{\"harassment\":0.0,\"hate\":0.0,\"illegal\":0.0,\"self_harm\":0.0,\"sexual\":0.0,\"violence\":0.2}}",
"semantic_dedup_mode": "hybrid"
} | {
"build_id": "72ccfff5fbdc4ff1e42b092dc1912b4c8e8baebf77498fabb993ceb1dad96aae",
"crawler_snapshot_id": "",
"dedup_config_id": "0be91f6160e0da2127ccfae2c62b4e30fa0e1030b1624e32611b43ed614ed48e",
"model_hashes": "{\"cqf_fasttext_sha256\":\"\",\"cqf_regressor_sha256\":\"\",\"lid_model_sha256\":\"\"}",
"model_ids": "{\"cqf_embedding\":\"sentence-transformers/all-MiniLM-L6-v2\",\"cqf_fasttext\":\"\",\"cqf_regressor_artifact\":\"\",\"cqf_transformer\":\"\",\"lid_model\":\"heuristic\",\"perplexity_model\":\"HuggingFaceTB/SmolLM2-135M\",\"synthetic_reward_model\":\"\",\"teacher_model\":\"qwen2.5-72b-instruct\",\"toxicity_model\":\"\"}",
"pipeline_version": "2026.03",
"record": "{\"doc_id\":\"<urn:uuid:3de9a59b-b96a-4e1e-ab60-cc345940a45d>\",\"minhash_cluster\":\"\",\"synthetic\":false}",
"run_id": "run-1772735111",
"source_snapshot_id": "",
"stage_versions": "{\"cqf\":\"multi_property_v2\",\"dedup_exact\":\"bloom+memory\",\"dedup_semantic\":\"hybrid+hnsw\",\"heuristics\":\"refinedweb_gopher+line_cleaner_v1\",\"lid\":\"glotlid_like_v2\",\"proxy_eval\":\"tiny_transformer\",\"synthetic\":\"cot_self_instruct+verifier_v2\"}"
} | bb2ec4cec2d3f606aed2d18b16569f1ac1731edd2305623de934eda4813f67b1 |
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