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BOARD OF DIRECTORS
Officers
Chair
Bradford Watts
Chair Elect
Amanda Hays
Vice Chair:
Emily Burns Perryman
Treasurer:
David Schmidt
Secretary:
Tammy Alsace, Ph.D
Legal Counsels:
William Christ, Esq.
James Smyton, Esq.
National Board Rep.:
Rev. Craig Pridgen
Immediate Past Chair
Bernard Tolbert
Members
Essence Chisholm
Christopher Cobb
Gretchen Geitter
Dawn Gilliam
Mark Johnson
Anne Joynt, Esq.
Mark Laurrie
Rabbi Alex Lazarus-Klein
Yan Liu
Larry Martin
Michael Martin
Anna McCarthy, Esq.
Rabbi Cantor Penny Myers
Stephanie Pennington
Suzanne Rosenblith, Ph.D
Lori Pratt
BJ Stasio
DeWan Stroud
Student Advisors:
Aaron Hall
Jamal Harris, Jr.
CONTACT US
Rene Petties-Jones
President
[REDACTED_EMAIL]
Kenny Vargas
Community and Youth Engagement Director
[REDACTED_EMAIL]
Lyn Leopold
Office Manager/Program Assistant
[REDACTED_EMAIL]
OUR VISION:
To create a more just and inclusive WNY region.
OUR MISSION:
The National Federation for Just Communities of WNY, Inc. (NFJC) is a human relations organization dedicated to overcoming racism, bias, and bigotry by building a just and inclusive community through education, advocacy and engagement.
"...a just community begins with me"
OUR SERVICES & PROGRAMS
Youth Programs
- **Diggin' into Diversity** is geared towards kindergarten through middle age students.
- **Social Justice Innovation Camp** - this week long program is for high school students looking to create sustainable programs in their communities.
- **Leadership Workshops** -- day long conference for junior and senior high schools student focused on topical subjects like bullying, safe dating etc.
- **Sheriff/Youth Camp** -- held annually for 40+ years this week long program is for high school students interested in breaking down the barriers with law enforcement.
Programming
- **DEI Training** designed around your needs for all sectors; Schools, Nonprofits, Businesses & Corporations.
- **Listening Circles: Courageous Conversations**
Community Events
- **Multifaith Thanksgiving Service** - held annually and open to all faiths and creeds.
- **Community Collaborations** with Faith, Law Enforcement, Educators and other sectors; Faith In Blue, Fair Fines & Fees.
- **Eat & Meet Community Events** - this initiative began in 2022 as a way to share a meal and enjoy conversations with others.
The NFJC of WNY, Inc. has been in business since 1951. For over 70 years we have been recognized as experts in the field of DEI work. We are able to create programming that fits the need of each specific client. Our youth programs recognize the need for students to be heard and from that create a more equitable future.
"the more that people have a chance to talk to each other, the more we can learn from each other..."
"Thank you NFJC for creating this opportunity..." | web | https://nfjcwny.org/documents/NFJCOption2023.pdf | 0.420678 | {
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Festival of Food!
Curriculum Newsletter Reception: Summer (first half)
This newsletter is designed to give parents and carers a taste of the coming unit of work for the children in Reception. We have detailed below the main themes and areas of learning that we hope to cover, although there may be changes to respond to the children's ideas and interests. Some subjects will have a greater share of time depending which topic and half term we are working on so that there is a balance over the year. The children also regularly join in our 'Flexible Friday' curriculum experiences. We hope you find this newsletter useful!
STIMULUS: Picnics and food, making cakes!
Annual Events: sports coaching sessions
COMMUNICATION, LANGUAGE & LITERACY:
PROBLEM SOLVING, REASONING & NUMERACY:
tinue to study the changing seasons as we move towards summertime, starting to understand the regularity of seasons through the year.
We will also have a special day to celebrate the Queen's Jubilee and find out about the royal family.
PERSONAL & SOCIAL:
Children will begin to count aloud in ones, twos, fives and tens. They will also have the opportunity to find one more or less than a given number and correctly write numbers to 10 and beyond. They will continue to work on simple addition and explore language linked to 2D and 3D shapes.
PHYSICAL DEVELOPMENT:
Games activities and PE outdoors as the weather improves; creative dance linked to Carnival of the Animals.
Children will be encouraged to participate in drama and small world to stimulate their writing. They will be developing simple stories and retelling narratives in the correct sequence. In non fiction they will make shopping lists, menus and recipes. They will use known letters and sounds and a broader range of words in their writing, and hear and say sounds in words in the right order. Children will be correctly forming all letters and numbers.
In particular children will learn one of the stories they study off by heart, complete with actions. See if they can retell it to you by the end of the topic!
EXPRESSIVE ARTS & DESIGN:
Children will develop an understanding of relationships, behavior and self control, discussing how to cope if they lose something or if they feel up tight. There will also be an opportunity to find out more about the festival of Carnival.
In some subjects we will be following schemes of work which are not necessarily linked to the topic, particularly for reading, spelling and handwriting. a n d
Children will be moving with i n c r e a s i n g c o n t r o l coordination, and showing knowledge of good practices relating to exercise, health and hygiene.
UNDERSTANDING THE WORLD:
Children will have the chance to make a lunchbox or bag to carry a picnic and explore the local and a contrasting environment: the Caribbean. They will taste food from other cultures and visit the school kitchens too. They will con-
Don't forget you can help at home with daily reading, playing maths games and learning a variety of Nursery Rhymes and songs.
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Iron and Your Toddler
Iron is an essential nutrient for infants and children. Iron deficiency happens when the body's iron supply becomes too low. If unrecognized and untreated, it can impact growth, development, and behavior. In the US, up to 15% of toddlers are iron deficient. The American Academy of Pediatrics recommends screening for iron deficiency anemia at least once in toddlers. Children found to have iron deficiency anemia, should take supplemental iron and follow dietary measure to improve iron intake.
Dr. Crews recommends the following iron drops for iron-deficient toddlers:
* For 11-22 pounds, give 1.5mL every morning
* NovaFerrum Liquid Iron Pediatric Drops (Elemental iron 15mg/mL)
* For 22-33 pounds, give 3mL every morning
* After 3 months, we will recheck the hemoglobin
* Oral iron is best absorbed on an empty stomach when taken with water or juice. Avoid taking it with milk or other dairy products as they will limit its absorption.
How much iron do children need in their diet?
o Children 1-3 years old: 7mg/day; Children 4-8 years old: 10mg/day
* The daily recommended amount of iron:
What are tips for increasing iron?
* Avoid drinking too much milk. Milk has a lot of important nutrients, but it's very low in iron. Toddlers who drink too much milk can become iron deficient. Milk replaces other nutritious, iron-rich foods and the calcium blocks the body's ability to absorb iron. Children 1 to 4 years old should not drink more than 20 ounces of milk per day. From ages 1 to 2 years, your child should drink whole milk. After age 2, your child should switch to 1% or non-fat milk.
* Vitamin C helps absorb iron. Add fruits and vegetables to iron-rich foods at meals.
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YOURHEALTH
Duradiamond Newsletter August 2019
FOOD POISONING...DON'T LET IT SPOIL YOUR SUMMER
STRESS AWARENESS
....................................................
SYMPTOMS AND ADVICE
......................................
WORK:LIFE BALANCE? TIPS AND TRICKS TO HELP
DON'T LET FOOD POISONING RUIN YOUR SUMMER
Food poisoning is caused by eating contaminated food. It's not usually serious and most people get better within a few days without treatment. In most cases, food or water is contaminated by bacteria, such as salmonella or E. coli or a virus such as the norovirus.
How might I get food poisoning?
Food can become contaminated at any stage during production, processing or cooking, e.g. it can be contaminated by:
* Not cooking food thoroughly (particularly meat)
* Leaving cooked food for too long at warm temperatures
* Not correctly storing food that needs to be chilled at below 5C
* Not sufficiently reheating previously cooked food
* Eating food that has passed its "use by" date
* Someone who is ill or who has dirty hands touching the food
* The spread of bacteria between contaminated foods (crosscontamination).
Signs and symptoms can include:
You should contact your GP if:
...................................................................
* Nausea
* Diarrhoea, which may contain blood or mucus
* Vomiting
* Stomach cramps and tummy pain
* Loss of appetite
* Lack of energy and weakness
* High temperature (fever)
* Chills.
* Aching muscles
In most cases, these symptoms will pass in a few days and you will make a full recovery.
What do I do if I think I have food poisoning?
Most people with food poisoning recover at home and don't need to see their GP. You should rest and drink fluids to prevent dehydration. Try to drink plenty of water, even if you can only sip it.
Eat when you feel up to it, but try small, light meals at first and stick to bland foods - such as toast, crackers, bananas and rice - until you begin to feel better.
Oral rehydration solutions, which are available from pharmacies, are recommended for more vulnerable people such as the elderly and those with another health condition.
* Your symptoms are severe, e.g. if you're unable to keep down any fluids because you are vomiting repeatedly
* You have symptoms of severe dehydration, such as confusion, a rapid heartbeat, sunken eyes and passing little or no urine
* Your symptoms don't start to improve after a few days
* You're pregnant
* Your baby or young child has suspected food poisoning
* You're over 60
* You have a long-term underlying condition, such as inflammatory bowel disease (IBD), heart valve disease, diabetes or kidney disease
If your job involves food preparation or food handling, you should let your employer know you have been unwell and follow the local policy about when you can return to work.
* You have a weak immune system, e.g. because of medication, cancer treatment or HIV.
HOW'S YOUR WORK:LIFE BALANCE?
Blurring the boundaries between work and personal life can affect your sense of wellbeing and lead to exhaustion. Signs of a poor worklife balance include:
* Feeling unhappy about the time devoted to work
* Neglecting other aspects of your life because of work
* Feeling depressed, anxious or irritable
* Thinking about work a lot outside work hours
* Working longer hours than you should
* Constantly juggling life and work
* Work having a negative affect on your personal life including home life and relationships.
Tips for a good work-life balance
* Switch off your work phone outside work! And do you really need to check those emails?
* Speak up when demands are too much
- take responsibility for your work-life balance
* Take proper breaks at work, including your full lunch break
* If you do need to bring work home, use a certain room and then close the door on it
* Try to reduce stress through exercise, relaxation or hobbies
STRESSED? THERE'S AN ANSWER...
Stress is our body's response to pressures from a situation or life event.
When we encounter stress, our body is stimulated to produce stress hormones that trigger a "flight or fight" response and activate our immune system. This response helps us to respond quickly to dangerous situations and can help you stay focused, energetic and alert. The problem occurs when our body gets stressed in inappropriate situations.
Once you recognise you are stressed, try to identify and address the underlying causes. Sort the possible reasons into those with a practical solution, those that will get better anyway given time and those you can't do anything about. Take control by taking small steps towards the things you can improve.
Set yourself realistic expectations and if you feel overwhelmed, ask people to help with the tasks you have to do and say no to the things you cannot take on. Think about a plan to address the things that you can.
* Don't sacrifice exercise, leisure activities and friendships for the sake of work.
If you continue to feel overwhelmed by stress, speak to your OH provider or GP.
Sources: NHS, Food Standards Agency, Mental Health Foundation, Stress Management Society, DHC
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Acres of Diamonds
Let me share with you a true story from the pages of the late 19th century. A farmer settled in Africa and heard of others that had made millions through the discovery of diamonds. The African continent was rich in diamonds and he could hardly wait to sell his farm and search for diamonds for himself. The farmer sold his farm and spent the rest of his life wandering the vast African continent searching for those "gleaming gems" which brought such high prices on the markets of the world, but without success. Finally, years later, as an old man, broke and desperate, he threw himself over a bridge and drowned.
Meanwhile, the man who had bought his farm was plowing and cultivating the land, working with that which he had, and he found a large unusual stone. This particular field was covered with them. He wasn't sure what they were, so he took one of them to an expert to have it examined. It turned out to be a great diamond of enormous value! Today, his farm is one of the richest diamond mines. Imagine, the first farmer sold his farm for practically nothing in order to look for diamonds elsewhere. If he had only taken the time to study and find out what diamonds looked like in their rough state, and first thoroughly explored the land he presently owned, he would have the riches he sought — right in his own backyard! I believe each of us, at this very moment, is standing in the middle of our own acres of diamonds — if we would just take the time and have the patience to first thoroughly explore the circumstances in which we now find ourselves. Don't you see? Right now, the contacts, friends, neighbors, loved ones, and business associates that we know and see regularly, are the riches that we seek in their rough state, literally right in our own back yards! "Lift up your eyes and look on the fields, they are white for harvest" (John 4:35).
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K-Level Extension for English III
Edgenuity Lesson – May 4 th
Touring American Literature: Modernism to Contemporary Literature
Literary Text: Excerpt from Dreaming In Cuban
* Review the instruction on magic realism and text structure in Cristina Garcia's fiction.
* Then answer the question:
o What idea(s) does Garcia develop through the use of magic realism?
Support your answer in a well-written paragraph with text evidence.
K-Level Extension for English III
Learning at Home Lesson – May 4 th
Directions: Follow the instructions for the RECORD and READ sections of the lesson. Then, follow the instructions below for the RESPOND section of the lesson after reading the excerpt from Dreaming in Cuban.
RESPOND: Using Narrative Structure to Convey Purpose
Magic realism is a narrative genre that is characterized by its use of surreal or dream-like elements in otherwise realistic fiction.
1. What mythic or fantastic (fantasy-like) elements are present in the excerpt from Dreaming in Cuban?
2. Why do you think the author uses the genre of magical realism to tell this story? How does the genre help her convey her purpose? | web | https://www.cfisd.net/download_file/view/30183/8853 | 0.448192 | {
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Everybody's business:
New clients at the Innovation Centre for Entrepreneurs
Gustavson alumni Jesal Shah and Andrew Spence (both MBA '15) have formed Hydrologic Reclamation Services (HRS). Their water treatment service uses existing technology to remove water contaminants so that oil and gas companies can dispose of wastewater in a sustainable and cost-effective manner. By using HRS, operators can minimize their liability associated with the contaminated water produced by hydraulic fracturing, achieve corporate social responsibility objectives, return the water safely to the natural environment, and secure a supply of reclaimed water for future operations.
UVic Environmental Studies student Quinn MacDonald founded Concrete Garden, a semi-annual print magazine that focuses on sustainable urban agriculture. There are stories on local businesses and community programs that support food security, Indigenous food practices and food sovereignty, green architecture, and global ecological issues from a local perspective. The mag also includes how-to articles, and reviews of books, restaurants, and technology, and films with a sustainable slant. In addition to the information it contains, Concrete Garden also provides a space for students and new writers to grow their research, writing, editing, design, and business skills.
Supply chain, international business
The article A Streamlined Immunization Supply Chain on the website of international development agency VillageReach explains how consolidating resources can reduce costs and increase vaccine availability in rural Africa when compared to a multi-tiered system.
Materials
It will invest DKK 1 billion in research, development and implementation of new, sustainable, raw materials to manufacture LEGO® elements and packaging.
The LEGO Group has announced the formation of LEGO Sustainable Materials Centre in a significant step toward its ambition of finding and implementing sustainable alternatives to current materials by 2030.
Centre for Social and Sustainable Innovation
Communiqué July 9, 2015
Join our mailing list. Leave our mailing list. Share a good idea.
Who do we trust and why?
"Our goal," says Saul Klein, dean of the Gustavson School of Business, "is to highlight the connection between responsible business practices and customer responsiveness."
The Gustavson Brand Trust Index explores the relationships between social equity, trust and advocacy for brands in Canada.
The data-driven results show the factors that are most important to consumers, including leadership, social and environmental performance, and authenticity.
The Go Gustavson! Bike to Work Week
653 participants, 90 of us new to commuting, and we biked almost 28,000 km. That's right: 28 thousand. Also, we kept six tonnes of greenhouse gases out of the air. You're welcome
team was one of 53 teams at UVic. Altogether at the university, there were
Governance, extractive industry, entrepreneurs Beyond Governments: Making Collective Governance Work – Lessons from the Extractive Industries Transparency Initiative (Greenleaf Publishing, 2015) sets out a framework for governance entrepreneurs wishing to implement collective governance. The book outlines practicalities and pitfalls, and draws on the experience of the international standard, the Extractive Industries Transparency Initiative (EITI). Clare Short, UK former Secretary of State for International Development, wrote the foreword for this book that is relevant for business, academia, government and NGOs.
It's available as a hardcover, e-book and pdf.
Student-centred page at CSSI
Thanks to a lot of help from our friends, we've got a new sustainable-lifestyle page for students on our website. Please check it out for tips and resources to live your greenest life! | web | https://www.uvic.ca/gustavson/cssi/assets/docs/cssi-communique-2015-july-9.pdf | 0.486079 | {
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Project Update – December 2021
We performed the following activities following the project objectives:
Objective 1: Amphibian Fieldwork
The aim is to document amphibian diversity in the landscape. To fulfil this objective, we so far conducted 45 visual encounter surveys (VESs) in different locations between September and November 2021 in Nainital district. We also recorded frog and toad advertisement calls of three species using unidirectional microphones and digital audio recorders at night. Ecological data such as temperature, stream background noise, relative humidity, etc., were recorded as well to understand the ecological habitat preferences of the anurans. We also measured, photographed, collected buccal swabs and GPS locations of the recorded species and individuals. Interestingly, we found two species of frogs that looks like a new regional record for Kumaon region.
Objective 2: Passive Acoustics Monitoring (PAM) technique to defect anurans:
We are in process of ordering Audio moth acoustic loggers for our field study requirement from Open Acoustics Devices, UK. Due to the rise in COVID-19 cases, it's a bit delayed but we should be able to receive the devices soon. These devices are to be used for detecting secretive and rare anurans and also inform us about the phenology of the species. Sites/habitats have been identified to install acoustics data loggers. Once the acoustics data loggers will arrive, we will deploy them along the selected habitats in the hill streams along altitudinal gradient within different land use types.
Objective 3: Data analysis and lab work
Work of molecular analysis for proper species identification is under progress in the forensic laboratory of Wildlife Institute of India, Dehradun, Uttarakhand. Project team members Vishal Kumar Prasad and Kumudini Bala Gautam are performing DNA extraction, PCR and generating sequences of the collected samples of anurans from the project sites. Apart from this, team is also analysing bioacoustics data of recorded anurans for developing conservation action plan.
Objective 4: Outreach and awareness campaigns
The project team has successfully trained around 12 local youths, three researchers from Pondicherry University (Tamil Nadu) and Bharti Vidyapeeth University (Pune) on amphibian night surveys from Peora, Simayal, Odakhan and Chafi villages in Nainital districts. We performed hands-on field training on amphibian identification, call identification, photography of amphibians using smartphones and basic cameras for 25 nature guides and NGO volunteers of Nature@Mukteshwar group, Centre for Ecology and Development in Nainital district and Biodiversity Research and Conservation Foundation, Dehradun. We also conducted a talk on Amphibian Conservation of Kumaon region in Chirping Woods resort in Mukteshwar with 30 nature tourist guides on September 30 2021. | web | https://ruffordorg.s3.amazonaws.com/media/project_reports/35454-1_December_2021.pdf | 0.42416 | {
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Tied up in knots
Guiding traditions
45 mins
Challenge
yourself
Activity station 1:
Activity station 2:
* 50cm lengths of ribbon, string or thin rope, 2 or 3
Aim of activity
Perfect your bow-tying skills with some fun activities and never again trip over loose laces!
What you'll get out of it
* Learn and practise a new skill
* Work as a team
* Shoe-tying templates (use the picture to create one, or you can print them off from the internet), enough for 1 between 2 girls
* Shoes with each lace tied to another shoe, 6 or 7 pairs
* Shoelaces or a suitable substitute, 6 pairs Activity station 3:
Activity station 4:
* Decorating ribbon
* Cardboard boxes (optional - wrapped in wrapping paper), 2 or 3
Activity station 5:
* Scissors, 2 or pairs
* 1m lengths of ribbon or fabric, 2 or 3
© Girlguiding 2017 Registered charity number 306016.
Before you start
Your Leader will set up the stations you need. You may want a Leader supervising at each station to help with the challenges.
Since the very start of guiding, it's always been about girls like you exploring new skills that will help you in the future. In this activity, you're going to perfect your knot-tying and test your skills with some fun games!
What to do
Can anyone tie their shoelaces? Hands up if you can! Does anyone know a rhyme to help tie your shoelaces? 1
Here's a simple one:
Over, under, around and through, Meet Mr. Bunny Rabbit, pull and through.
Some of you will be trying to tie shoelaces for the first time and others may already know how, but it's a useful skill to practise. Your Leader will use two different coloured ribbons to show you how to tie a bow so you can see where each ribbon goes when being tied. 2
Top tip
Stiff materials like shoelaces and string are easiest to tie – to challenge yourself, use slippery materials like ribbons.
Now practise tying a bow like your Leader has shown you, using the shoe template. 3
When you've had some practice, get into pairs and move to a station. More than one pair can be at each station, as long as there are enough things to use. Your Leader will explain what to do at each station and will tell you when to move on – you have five minutes. You can try a challenge more than once if you're keen to improve. You don't need to go round all the stations. 4
* Station 1: In pairs, tie one of your legs to your partner's leg. Then find a space and challenge another pair at the station to a three-legged race!
* Station 3: The shoemaker's elves jumbled all these shoes! Untie the bows and make them look tidy ready for the shop window. Your Leader will help get the challenge ready for the next Rainbows.
* Station 2: The world record for the most shoelaces tied in one minute, set in 2009, is 31. How close can you get? Use two shoe templates and take it in turns – one of you ties and the other unties so it's ready to tie again.
* Station 4: Tie a bow around a present.
* Station 5: Mummy on the loose! Use ribbon to wrap your partner's leg or arm, and tie it with a bow to keep it in place.
After 30 minutes, gather together as a group. Who feels their bow-tying skills have improved? Which challenge was the most difficult? 5
2017UMAKM0104 | web | https://www.girlguiding.org.uk/globalassets/docs-and-resources/programme-and-activities/adventuresathome/rainbows_tiedupinknots.pdf | 0.489895 | {
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SURVEY OF THE GOSPELS AND ACTS SERIES
Matthew 4:12—9:17; Mark 1:14—2:22; Luke 4:14—5:39; John 2:13—4:54
1. What convinced the people that Jesus was the Christ? Did even the Pharisees believe that He was sent by God?
2. What does it mean to be "born again"?
3. What did Jesus Christ teach about going to heaven?
4. In what holy day season did Jesus talk to the Samaritan woman? In that context, what did He explain to her?
5. What was Christ's custom regarding the Sabbath day?
6. Was the "Sermon on the Mount" really a sermon to the multitudes?
7. Explain Matthew 5:20.
8. How did Christ amplify the Commandment against murder?
9. Explain Matthew 5:29-30.
10. What are the only grounds on which a Christian can put away his mate and be free to remarry?
11. Is a Christian to exact vengeance when wronged?
12. What instruction did Christ give concerning prayer?
13. What instruction did Christ give concerning forgiveness?
14. How do we balance our attitude toward God and service to God with material and physical needs?
15. What verse sums up the whole meaning of the law and prophets?
16. Will everyone who says that he believes Jesus Christ is Lord enter into the kingdom?
17. How did Christ contrast the way that leads to destruction with the way that leads to life?
18. How did Christ answer the Pharisees' complaint that He ate with publicans and sinners?
19. Explain the parable of the wine skins.
20. Explain the significance of the "Sermon on the Mount" in regard to Christ's office as Mediator of the New Covenant. | web | http://www.louisiana-lcg.org/JO_Bible_Study/B.S._31_Ques..pdf | 0.41817 | {
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Thirteen thousand kilometres from Toronto, Laos is a landlocked country in Southeast Asia, bounded by Vietnam, Cambodia, Thailand, Myanmar and China. With a population of about 7 million people, the rural villages rely predominantly on subsistence farming, what they can find in the jungle, and sometimes fish, although their income is often subsidized by the sales of pigs and chickens.
During the 1960’s, Laos lost one-third of its population due to the ‘secret’ war. With the dubious distinction of being the most heavily bombed country in the world, equal to one bomb being dropped every eight minutes, 24 hours a day, over a nine-year period (1964-1973), it is estimated that 30% of the 260 million bombs never exploded and remain scattered throughout the countryside.
Still recovering and with YOUR help, we are making a real difference in the lives of these rural villagers. With access to clean water, we can significantly reduce illness caused by water borne bacteria at a surprisingly low cost.
Incorporated in 2010, Adopt a Village in Laos received charitable status in August 2011.
Our charity registration number is:
[REDACTED_PHONE] RR0001
Its primary mandate is to provide new water sources, clean water, education facilities and sponsorship, hygiene training and hygienic toilets in Laos, with greater focus in the rural regions.
If you would like to know more about our other projects including schools, water and toilet projects, please contact Steve Rutledge at the email address below.
ADOPT A VILLAGE IN LAOS
8081 Caldwell Court, RR#1
Campbellcroft, Ontario L0A 1B0
Tel: ([REDACTED_PHONE]
Web: adoptavillageinlaos.wordpress.com
Email: [REDACTED_EMAIL]
Follow us on Facebook.
Designed by Roland Drake, Toronto volunteer
It is the right of every human being to have access to clean, purified water
Together We Are Making a Difference!
LAOS FAST FACTS
Population
6.9 million
73% rural
Geography
25% size of Ontario
85% mountainous, with some plains and plateaus
Capital: Vientiane
Infant mortality rate
81 deaths per 1000
Life expectancy
Male = 54 years
Female = 56 years
Average age
20.8 years
Average income
$970 (although in rural villages, $30)
Education
Less than 15% of students attend secondary school (grades 6 - 9)
Less than 1% of students attend university
ANATOMY OF A WATER FILTER
Made in Chamapasak province, Laos, these economical and durable gravity-fed water purification filters are highly effective at removing bacteria, protozoa, helminths (parasitic worms), turbidity and other suspended solids, all of which can contribute to major health issues such as liver and kidney failure. In addition, the pores of the ceramic filter are “infused with antibacterial silver to provide a permanent, secondary defense”. (Source: laowater.com)
- Costs only $65 per unit
- Services a family of up to 8
- Lasts for many years
Before each hill tribe family can receive a water filter, one member from each family must take a hygiene course to learn how to maintain it properly.
What do you get?
You will receive an emailed photo of the receiving family with the filter and the label with your name (or a name of your choosing), city and province. Also included on the label with your country flag as a backdrop, are the words ‘In Friendship and Respect’ in Lao.
DONATE A WATER FILTER
To order your filter(s), please fill in the following information.
Name: ____________________________
Address: ___________________________
Phone #: ___________________________
Email: _____________________________
Name(s) you would like to see on the filter (ie. The Smith Family or Canadian Friends or In Memoriam) plus city and province/state.
____________________________________
____________________________________
Cheque may be written to Adopt A Village in Laos.
8081 Caldwell Court, RR#1,
Campbellcroft, Ontario L0A 1B0
We also accept VISA, MC, and AMEX.
Call [REDACTED_PHONE]
Note: We will not provide your personal information to anyone, except to the receiving family with the content on the label. | web | https://aavil.org/wp-content/uploads/2012/06/aavil_brochure-blue1.pdf | 0.428106 | {
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ABSTRACT
The issue of ecological ethics has often been discussed because it is important for the development of further generations. Nature and culture are not at the same level, yet culture is subordinate to nature. Because of human influence, the harmony of nature is endangered and we live in an ecological crisis. This master's thesis compares the opinions of experts in Czech environment who perceive the ecological ethics, collisions of nature and culture and environmental sphere from the point of philosophy. In the first part, there is a theoretical basis of ecological ethics and the elementary classification. Further, the development of ecological ethics in the Czech phylosophical thinking is presented. In the main part, the author always explores two selected ideas of Czech professionals - Erazim Kohák, Josef Šmajs, Hana Librová, Petr Jemelka and Jan Patočka. The conclusion of the thesis is that although all the authors come from various conceptions, their results are more or less corresponding. It is fundamental to accept a personal responsibility and not to long for power and profit. It is imporant to indicate and become aware of ecological crisis and start to solve it on our own at first (e. g. by voluntary modesty and awareness that we leave a legacy for further generations). We do not need to live in wealth and prosperity. We need more humility and willingness to listen to the more experienced. Humans belong to nature, however they are not superior and allowed to destroy it to the detriment of their culture.
KEYWORDS
Ecological ethics, oikos, Gaia, ecological crisis, anthropocentrism, existence, natural world | web | https://dspace.cuni.cz/bitstream/handle/20.500.11956/110125/120320468.pdf?sequence=3&isAllowed=y | 0.450571 | {
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Nutrition Fact Sheet | Issue 9 | May 2010
Alcohol and Performance
Scenario
I'm a new member of an established band. After performances, we go out for drinks and a good time. While I enjoy socializing, I wonder if drinking is affecting my ability to perform. Before I started drinking, I didn't notice problems with stamina. Now I get tired more easily and have trouble sleeping. Is this normal, or could alcohol affect my performance?
Nutrition Goals
* Fully rehydrate and refuel post-activity before considering drinking alcohol.
* Maintain social life without compromising practice and performance goals.
* When choosing alcohol, follow the guidelines of moderation: 1-2 drinks per day for men, 1 drink per day for women. One "drink" equals 12 oz of regular beer (150 calories), 5 oz wine (100 calories), or 1.5 oz of 80-proof liquor (100 calories).
Challenges
Alcohol intake:
* Acts as a diuretic by increasing urine volume and interfering with rehydration
* Puts performers at risk for dehydration, heat illness, and muscle cramping
* Suppresses fat use as a fuel during activity
* Interferes with post-activity recovery by delaying carbohydrate repletion and muscle repair
* Increases the risk for nutrient deficiencies by decreasing vitamin and mineral absorption
* Adds calories and acts as an appetite stimulant which can result in increased calories consumed
* Can interfere with sleep patterns by reducing time spent in deep, restful sleep
Written by SCAN registered dietitians (RDs). The key to optimal meal planning for athletes is individualization. For personalized nutrition plans contact a SCAN sports dietitian or Board Certified Specialist in Sports Dietetics (CSSD) by accessing "Find a SCAN Dietitian" at www.scandpg.org | [REDACTED_PHONE].
© 2010 Sports, Cardiovascular, and Wellness Nutrition (SCAN)
Photo Credit: © Eventimages21—Fotolia.com
Tips to Take With You
1. Rehydrate and re-fuel post-activity before considering consuming alcohol. Sports drinks promote rehydration. See the SCAN Hydration fact sheet for more information.
2. If you choose to drink alcoholic beverages, follow recommended guidelines above.
3. Discuss your performance goals with friends; ask them to support your decision to limit alcohol. Engage in activities that do not include alcohol.
Contact SCAN
Web site: www.scandpg.org
Voice: [REDACTED_PHONE] | web | http://athletesandthearts.com/dev/wp-content/uploads/SD-USA_Fact_Sheet_May_2010_Alcohol_and_Performance_aa.pdf | 0.446822 | {
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Published on Books for Keeps - the children's book magazine online (http://ww.booksforkeeps.co.uk)
Home > The Wheels on the Bus; Incey Wincey Spider
The Wheels on the Bus; Incey Wincey Spider
Books Reviewed:
The Wheels on the Bus [1]
Books Reviewed:
Incey Wincey Spider [2]
Issue:
113 [3]
Reviewer:
Annabel Gibb [4]
New Talent: Editors Choice:
off
Media type:
Book
BfK Rating:
4
This picture book version of the much-loved song 'The Wheels on the Bus' features a cheerful yellow bus. The format is suitable for preschoolers and reception children, with speech bubbles and environmental print to add to the reading opportunities. A second typeface is used to mark the new activity on each page and the busy passengers are of mixed ages and races.
In his picture book, Incey Wincey Spider, sporting green bowler and matching brolly, climbs up his spout, mirrored by adults and children (of mixed ethnic origin again) demonstrating the actions that accompany the rhyme clearly. Of most use to children beginning to make the connection between spoken and written word - these titles are a jolly addition to nursery or playgroup shelf.
Running Order:
83
Source URL (retrieved on Feb '21): http://ww.booksforkeeps.co.uk/issue/113/childrens-books/reviews/the-wheels-onthe-bus-incey-wincey-spider
Links:
[1] http://ww.booksforkeeps.co.uk/childrens-books/the-wheels-on-the-bus-0
[2] http://ww.booksforkeeps.co.uk/childrens-books/incey-wincey-spider-0
[3] http://ww.booksforkeeps.co.uk/issue/113
[4] http://ww.booksforkeeps.co.uk/member/annabel-gibb | web | http://ww.booksforkeeps.co.uk/printpdf/issue/113/childrens-books/reviews/the-wheels-on-the-bus-incey-wincey-spider | 0.43131 | {
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Worm Farming
Worm farming turns a lot of food* waste into a small quantity of very rich fertiliser – liquid and solid. It's a good choice for people who have only got small courtyard type gardens and no lawn clippings etc.
* All raw or cooked foodscraps are OK except meat and dairy foods. And don't put too much citrus/onion (more than 2 whole onions or lemons equivalent) in at once.
YOU WILL NEED:
* Worms!
If you can't get some worms from a friend or neighbour we suggest that you:
Buy 1000 worms (Bunnings have 1000 worms for $50,
Worm Affair brand, a WA business.
* A shady spot for your worm farm, outside or in your laundry if you have space.
* A 'wet blanket' for the worms: Make a BLANKET the size of your wormfarm, from old towel, rug or natural carpet OR buy a ready-made Worm Blanket from your hardware. Keep it wet most of the time - keeps the worms moist and cool via evaporation.
If you buy a Worm Café it includes a full instruction book and a block of coir (coconut fibre.) To help you set up, you might like to see this You Tube clip: youtube.com/watch?v=0mL7hbNjZw8
* Soak the coir block in about 7L of water for about 15 mins, breaking it up by hand.
* Set up BASKET 1 (the one above the 'Tank') with the cardboard packaging, then the wet coir as bedding.
* Spread your worms on top of the bedding and cover with blanket
* Put the lid on and let them settle in, for 1-2 days before feeding them your foodscraps. They will eat the coir & cardboard in the meantime.)
FEEDING YOUR WORMS
Pull the blanket back and add chopped up foodscraps, but only cover about half the area at a time. Don't let food build up; over-feeding can mean uneaten food goes rotten and smelly. If this happens, stop feeding for a few days and gently dig around a bit to aerate the foodscraps.
WHEN BASKET 1 IS FULL, ADD BASKET 2 so the worms
can wriggle up into it to get new food scraps. Make sure the bottom of the new basket is touching the food below, so the worms don't have to jump the gap! Add basket 3 when basket 2 is full.
USING YOUR WORM 'TEA' & CASTINGS
Drain the 'Worm tea' from the Collector Tank regularly as it's more potent when fresher. Water it down about 10:1 and feed your favourite plants and any that are not thriving.
And the easiest way to make the most of the 'castings' is to add a handful to a bucket of water and use them as you use the worm tea.
TO HARVEST THE SOLID CASTINGS take the top basket ('feeding tray') off and set aside temporarily. This will leave the basket below exposed to the light for about 10 minutes. The worms will go down away from the light and you then scrape off the top ~15mm of castings which will now contain no or very few worms. If you need more castings, wait another 10 mins and scrape off another ~15 mm.
If you need all the castings, put the tray that you want to harvest above the feeding basket, expose to light – scrape – expose to light – scrape – etc. The worms will repeatedly move down into the tray below (feeding basket), and you will have collected castings with only a few worms in it.
Note: Harvest castings only lightly in hot weather so you leave worms enough mass to keep cool in.
Tips for heat waves
In summer, keep foodscraps fresher by putting them in the fridge until you are ready to feed the worms. During heatwaves, if your worms are outside you can help them keep their cool by completely burying plastic bottles of frozen water in the food under their blanket. Consider bringing them into your laundry if you are going off for a summer holiday. | web | https://greenserviceswa.com.au/wp-content/uploads/2019/03/Wormfarming-tips-by-Rob-Gulley.pdf | 0.45249 | {
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American Museum of Western Art—The Anschutz Collection Writing the West: Parlors and Tunnels
Warm-Up: Parlor
Visit one of the Museum's three Victorian parlors and observe its contents. Traditionally, the Victorian parlor was a space dedicated to a property owner's worldliness. It was filled with curiosities, international oddities, exotic book collections, and more. Write a scene describing a character's parlor. What's in it? Books and bird skulls, astrolabes and fine furniture? What's its mood? Brooding, erudite, celebratory? What do we learn about this character through the story of his or her parlor?
The "Conversational":
Visit the Museum's third floor parlor, or take a look at the photo here. Featured in this parlor is a piece of furniture called a "conversational". Its circular shape invites multiple people at once into a dialogue. Art, too, can be thought of as a conversation. Writers and artists are constantly travelling back and forth through time, talking to one another, either by paying homage to past works or envisioning future readerships and audiences. Let's look at conversations taking place in another gallery or parlor. Select two paintings by the same artist or choose two paintings with similar subject matter. What type of conversation is taking place here? Admiring, judgmental, opportunistic? Are these two paintings adding to the conversation of Western art? If so, how? If not, why not? Write a mini-essay or poem describing your thoughts and feelings about the two paintings.
Tunnels are perfect for the perpetuation of urban legend. Take a trip down to the Navarre Building's first floor to peek at the old tunnel, for example. We know this tunnel connected the Navarre to The Brown Palace Hotel for the purpose of coal transportation between the two buildings. However, urban legend states that men would also use the tunnel to transport themselves from the Brown to the Navarre when the latter was used as a bordello. Write a two-part scene that features a tunnel. In part one, describe the tunnel's "true" function. In part two, describe its urban legend. | web | https://anschutzcollection.org/wp-content/uploads/2016/09/ParlorsandTunnels.DIYOnline_AMWA.pdf | 0.497194 | {
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FACT SHEET
RUNNING A SMALL CONSTRUCTION SITE?
TOP HEALTH AND SAFETY TIPS FOR THE BUSY BUILDER.
Follow these steps if you run a construction site, even if you don't directly employ the people working there.
1. Keep your site clean and tidy, with clear space for people to work in.
2. Keep people and vehicles apart.
3. Keep people, including the public, away from danger – fence the site off and use signs to warn people.
4. Make sure structures, such as walls, are kept safe, and demolition work is properly planned and workers know what to do (is asbestos present?).
5. Ensure any electrical supply is isolated from earth with a voltage between phase and earth conductors not exceeding 230 volts.
6. Ensure electrical extension cords connected to power tools have a Residual Current Device (RCD) or Isolating Transformer.
7. Make sure trenches and excavations don't collapse and ensure people cannot fall into them.
8. Make sure workers cannot fall from height – working from ladders is allowed only as a last resort.
9. Provide toilets and somewhere to wash on site or close by.
10. Make sure the people on your site are trained to do the work safely.
This is just a summary – find out more at www.worksafe.govt.nz | web | http://safetycharter.org.nz/wp-content/uploads/2014/11/Running-a-small-Construction-Site-Factsheet.pdf | 0.497148 | {
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Did you know...
To learn more about cotton and other crops grown at the West Side Research and Extension Center, please visit the Center's website.
parts of California's Central Valley.
* Pima cotton is superior to most cottons because it is softer and more durable.
* Pima cotton is used for clothing but is also important for medical supplies.
the arid conditions atWest Side REC and other
* Pima cotton is native to Peru, and grows well in
West Side Research and Extension Center (WSREC) | web | https://wsrec.ucanr.edu/files/204964.pdf | 0.436236 | {
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OPERATION RECOVERY, NORTH OCEAN CITY, MARYLAND, 1964
By Gladys Hix Cole
I was surprised that mosquitoes were more plentiful and vicious than I remembered. A few more new houses had been built. The trees, shrubs and vines had grown.
Until September 25th, it had been a slow month. We netted, processed and banded 2634 new birds of 89 species in September. The big five for that month were: Yellow-shafted Flicker 121, Gray-cheeked Thrush 124, Catbird 130, American Redstart 281 and Swainson's Thrush 446.
October was a busier month. Weather was good most of the time. We netted, processed and banded 9781 new birds of 92 species and the big five were: Hermit Thrush 347, Brown Creeper 497, Slate-colored Junco 1092, White-throated Sparrow 1862, Myrtle Warbler 3362.
Surveyors were working on part of our territory, cutting lanes and surveying for streets to be built this spring. If plans progress, half of our banding site will be developed.
A gift of a portable shelter, designed by Mr. W. Henning and built by Mr. Henning and Mr. Ed. Unger, was a wonderful addition to our primitive station this year.
625 Valley Lane, Towson, Maryland
A Dipper in Finland
"Come loose, come loose, surely you get a recovery"
New member Dr. Timo Tallgren, of Helsinki, Finland, sends us this photo he made of banding a Dipper (Cinclus cinclus) in Finland. Dr. Tallgren began banding in 1960 and reports that he has banded to date some 20,313 birds of 133 species. He is particularly interested in the banding and study of the Siskin, Blue-headed Wagtail, Pied Flycatcher, Willow Warbler, Caspian Tern, Lesser Black-backed and Herring Gull (wintering) Migration. | web | https://sora.unm.edu/sites/default/files/EN_28-2_76.pdf | 0.42742 | {
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Use: tings where a tightly pruned shrub is not wanted. Arching branches rise from multiple stems and give a soft, informal appearance. Creamy -white, fragrant flower racemes appear in May and June beneath shiny narrow leaves. Also useful as an understory planting in woodlands, in moist shade along streams and for screening in shade. Disease- and pest-free; dependable and easy if sited well. xposure/Soil: Part sun to shade. Water regularly, when top 3 in. of soil is dry. Use slow release fertilizer two times a year. Growth: Arching habit to 8-12' tall. New growth can be 4' in spring. Watch watering during this growth period. Hardiness: Zones 6 - 10, shrub Foliage: Evergreen shrub with bright green color. Flower: Wild honey fragrance as the white flowers (racemes) come into bloom in summer.
Agarista popufolia | web | https://growersoutlet.com/Plant_Info/Shrubs/Agarista_popufolia.pdf | 0.495031 | {
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METEOROLOGY
National Oceanic and Atmospheric Administration (NOAA) - A great resource for weather and climate related topics. Contains "Hot Topics" and "More Info" links to educational background information and classroom resources.
http://www.noaa.gov/wx.html (home page for weather)
http://www.noaa.gov/climate.html (home page for climate)
http://www.noaa.gov/satellites.html (home page for satellites)
The Online Guides: Meteorology (from WW2010 University of Illinois). A collection of web-based instructional modules containing relevant classroom activities, diagrams, computer simulations, audio, and video to introduce the fundamental concepts in the atmospheric sciences. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml
Weather Classroom homepage (sponsored by the Weather Channel) – contains a huge database of teacher resources, lesson plans and background content. This site does require registration to enter, however, materials are free to download. http://www.weatherclassroom.com/index.php
USA Today homepage for weather – contains current maps for radar, satellites, precipitation, temperatures and fronts with the ability to personalize the weather by location. http://asp.usatoday.com/weather/weatherfront.aspx
Earth Observatory – a NASA supported site that contains data and images, experiments, and a large volume of articles to support all areas of the Earth Science curriculum. Article resources are classified in to five categories; Atmosphere, Oceans, Land, Heat and Energy, and Life on Earth. http://earthobservatory.nasa.gov/
Federal Resources for Educational Excellence (FREE) Homepage for Science – more than 30 Federal agencies formed a working group in 1997 to make hundreds of Federally supported teaching and learning resources easier to find. This is the link to the Earth Science resource site. http://wdcrobcolp01.ed.gov/cfapps/free/displaysubject.cfm?sid=8&subid=64 | web | http://rpdp.net/admin/images/uploads/142EarthMeteorologyWeblinks.pdf | 0.438359 | {
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‘And, behold, a certain disciple was there, named Timotheus...believed...
Which was well reported of by the brethren that were at Lystra and Iconium. Him would Paul have to go forth with him...
And as they went through the cities, they delivered them the decrees for to keep, that were ordained of the apostles and elders which were at Jerusalem. And so were the churches established in the faith, and increased in number daily’
(Acts 16:1-5).
The Apostle Paul spent time training young men to carry out God’s work in the future. Two of these young men were Timothy and Titus. Three books in the New Testament were written to them. Below you will find thirty-one tips specifically designed for training the next generation of leaders. However, a father can use many of these in training his son(s) and/or daughter(s) for the future. Our children will carry on what we have begun.
Allow him into your life by building a relationship.
Pray with your potential successor(s) regularly.
Take him on trips with you, or include him in meetings so that he can see how you operate firsthand.
Never be intimidated or jealous. His success will be to your credit.
Think out loud. Express how you think through problems and make decisions.
Treat the potential successor as an intern. Go through the steps of effective teaching. (I do, you watch. I do, you help. You do, I help. You do, I watch.)
Assign portions of your responsibility away (delegate) and check on progress. Provide productive feedback.
Be a friend but lead with a gentle firmness.
Provide training programs for your potential successor(s).
Give him public credit for the work he does.
Express appreciation and encouragement. Affirm.
Evaluate progress regularly.
Provide honest and open communication.
Give the same type of respect that you would like to receive.
Be willing to invest in his future (seminars, cassettes, books, and workshops).
Share your vision from God.
Be there when needed.
Do not criticize your potential successor to others.
Remember that your potential successor is a product that you are helping to create.
Training Successors
- Pray and fast for your potential successor.
- Care about him and his family.
- Provide incentives for growth.
- If you read a book that is helpful, buy it for him or recommend it. (What blesses you, may bless him.)
- Allow him room to make mistakes and learn from them.
- Do not expect him to be a carbon copy (duplicate) of you.
- Recognize his talents, abilities, strengths, and weaknesses. Strengthen the strengths first and then work on the weaknesses (if necessary).
- Be careful how you correct. People are sensitive. You are building a leader, not pulling one down. Be gentle, but firm. Lift him up. Do not be degrading or speak down to him.
- Allow your potential successor to ask questions, lots of them. When questions are asked, do not respond in a way that would make him feel inferior or ignorant. Asking questions is a great way to learn. Howard Hendricks says, “You need to understand that the only foolish question . . . is the unasked question.”
- When assigning responsibility, do not constantly look over his shoulders to check on him. Set proper directives and clearly defined expectations for operation. Provide a clear understanding of what the responsibility entails.
When giving your successor responsibility, let him do it. Do not pick it up and do it, causing unnecessary frustration.
Remember you were learning to be a leader once. Treat him as you would have liked to be treated.
John Gardner alleged, “Nothing is more vital to the renewal of an organization than the arrangements by which able people are nurtured and moved into positions where they can make the greatest contributions.”
It is important how we grow successors. Our future depends on it.
Study Questions
1. What three books were written to Timothy and Titus?
2. What are the steps of effective teaching?
3. Why should we be careful about how we correct our potential successor?
4. According to Howard Hendricks, what is the only foolish question? | web | https://www.reachingthroughteaching.com/uploads/3/9/9/8/39985359/tips_for_growing_successors.pdf | 0.483738 | {
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By Julia Sopalski, Daily News music reviewer Tuesday, April 30, 1996
East meets West in night of dance, music
The Asian community celebrated its diversity and unity with "Asian Culture Night 1996" Saturday night in West High Schoo;'s auditorium.
The Asian Alaskan Cultural Center, in association with Out North, presented a program of dance and music in which local groups performed traditional pieces and a guest dance troupe demonstrated unusual new forms created by U.S. artists drawing on their Asian roots.
The show began with a Chinese lion dance. To the clang of cymbals and the pulse of a drum, young men from the Chinese community took turns under the lion's form to shake its head and scare off evil. Lion dances can go on for hours, but this opener was just long enough to give the audience a good taste of what was to come.
All of the performances by local groups were smaller gems rather than long pieces. This made for a program that flowed well and maintained the audience's interest.
Women from the Thai community wearing traditional striped skirts portrayed the planting and harvesting of rice. Indian women in shimmering saris celebrated spring in a playful dance from Bengal. In long, satin dance gowns with lace shawl, a group from the Filipino community danced a graceful waltz and Hispanic polka. Among the local groups, the well-rehearsed Korean fan dance seemed to be an audience favorite.
The Lily Cai Chinese Dance Company opened the second half of the program with "Static and Dynamics," a dance performed at a 1994 Grateful Dead concert. Inspired by statues of the thousand-armed bodhisattva of Compassion found throughout East Asia, the dancers remained static in a tight line high on a pedestal, but they constantly moved their arms and hands, creating the appearance of the thousand arms that protect the universe.
Projected on a scrim in front of the dancers was a constantly changing array of the Buddha's hands, black silhouettes of the palms with eyes in their centers – first a few, then many, then seemingly a thousand. Meanwhile, the dancers continued to move their arms gracefully to the strains of modern synthesizer music while the jewels on their fingers caught and reflected the dim stage lighting.
After "Static and Dynamic," the troupe let out all the stops. In "Dynasties" and "Begin From Here," the audience experienced a meld that could only happen in America –
ancient Chinese techniques blended with modern dance in a marriage that was artistic and inventive.
In "Dynasties," Lily Cai drew on artistic research of what women and dance may have looked like in different historical dynasties, from the ribbon dancers of the Tang Dynasty to the stately women on wooden platform shoes in red brocade of the Qing Dynasty. Cai made heavy use of the S-shaped body posture, which before the dances she explained was considered a most attractive stance for a lady.
In "Begin From Her,e" the dance became increasingly energetic, and the Chinese techniques verged on acrobatic. Dangling 18- to 20-foot streams of cloth from their arms, the dancers twirled and swirled about stage at a dizzying speed. They walked past each other twirling big vertical circles. They spun in circles, weaving the scarves in concentric circles around themselves, barely missing each other as they traveled across the stage, and they jumped over the swirling ribbons as though skipping rope.
All the while, they displayed finely tuned modern dance skills. The audiences responded with gasps, "wows" and plenty of applause. | web | http://lilycaidance.org/inthenews/1996/AnchorageDailyNews_043096.pdf | 0.431731 | {
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Good afternoon, AAC Students, Staff, and Service Guests!
We take the health of the student body, our staff, and our service guests seriously at American Academy of Cosmetology. It has come to my attention that there are increased Covid-19 diagnoses in our area, which may affect the student body, staff, and service guests.
This is a reminder that if you are sick, we ask that you please stay home. Anyone exhibiting symptoms of illness, may be sent home. This is also a reminder wash your hands often; use hand sanitizer when you are unable to wash your hands; disinfect things you touch often.
The following information is from the CDC Website regarding Covid-19.
Possible symptoms of Covid-19 include:
* Fever or chills
* Cough
* Shortness of breath or difficulty breathing
* Fatigue
* Muscle or body aches
* Headache
* New loss of taste or smell
* Sore throat
* Congestion or runny nose
* Nausea or vomiting
* Diarrhea
For more information:
https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html https://www.cdc.gov/coronavirus/2019-ncov/your-health/isolation.html
If you have any questions, please reach out.
Best regards,
Tyler R. Hill School Director | web | https://www.aacschool.com/wp-content/uploads/2023/08/Covid-19-Reminder-for-Website-August-2023.pdf | 0.449449 | {
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Fall South Central Section Meeting Aerospace Education Report October 7, 2017
Your Aerospace Education Chairman has been very remiss in her duties to keep you all informed. In fact, I only just now noticed that the SCS website has a place where I could have put useful information or links. I also noticed that in the footer of the website there is a link to other aviation websites nicely categorized by topic – and nothing for Aerospace Education. I need to do something about that.
In my Spring 2016 report (did I really fail you for Fall 2016 and Spring 2017?) I offered information from American Institute of Aeronautics and Astronautics (AIAA) on their Micro Lessons (www.aiaa.org/MicroLessons/). They now have 46 lessons out there for free structured for all ages. I hope maybe some of you went out to look at these outstanding standalone lessons or joined AIAA for FREE as an educator member.
Rio Grande Norte Chapter hosted the Air Race Classic in June and we offered a Youth Aviation Activity session. (That's my excuse for no Spring report!) Using a model I learned from YOUTH AVIATION ADVENURE (another great resource) we set up 4 activity tables and the youngsters rotated around them to make paper airplanes, check out weight and balance, talk with a female Air Force officer who let the girls try on her flight helmet, and a CAP cadet told the girls and their parents about the opportunities offered by Civil Air Patrol.
Though some volunteers may be tiring of Girl Scout Aviation Days, the Girl Scouts never do. We have had several repeat attendees and now are trying to mix up our program with less power point and more hands-on activities. If you need activity ideas, I have a ton of them.
For older girls the Real World Design Challenge is celebrating its 10th year. This is a great opportunity for High School students. The challenge is tough but the learning experiences involved carry over well beyond this competition! Please check it out and spread the word to teachers and aviation enthusiasts. A team does not necessarily have to be in a school setting and, given today's technology, not necessarily located in the same town or state. They are always looking for MENTORS to help the students understand the aviation components of the challenge. www.realworlddesignchallenge.org
Aviation class helps student choose a career. Dublin, California student Jessica Wang took a six-week aviation class offered by the Patriots Jet Team Foundation, where she learned to take off and land a plane, how to read traffic patterns and more. The experience solidified her career plans: "Besides the high demand for commercial pilots, the thrill and thought of traveling to different places and getting to see the horizon 35,000 feet above the ground every day is what encourages me to strive to do my best to become an airline pilot," she wrote. She the article on www.OneDublin.org (September 13): www.onedublin.org/2017/09/13/dublin-highschool-sophomore-experiences-thrill-of-flying-in-six-week-aviation-course.
NM Aviation Aerospace Association 2017 Aviation Expo will be held at Alamogordo White Sands Regional Airport on Thursday, October 5 from 9:00 am to 3:00 pm. 2,000 students are expected to see lots of aircraft and aerospace vendors showing some of the latest tools of the trade. This is an ANNUAL event so look for it next year on www.nmaaa.net.
Fall South Central Section Meeting Aerospace Education Report October 7, 2017
GAMA Announced the 2018 Aviation Design Challenge on National Aviation Day:
GAMA will provide the first 110 schools that register complimentary "Fly to Learn" curriculum and software, powered by X-Plane, that teach aerodynamic and aviation engineering principles. Teachers will guide students through the science of flight and airplane design, completing the curricula in approximately six weeks in the classroom or in four weeks through an accelerated program. Schools will then apply that knowledge to modify an airplane design and complete a mission in a virtual fly-off using the software, which GAMA judges will score based on application of what the team learned, and performance parameters. Four students, one teacher and one chaperone from the winning team will receive an all-expenses-paid trip during the summer of 2018 to experience general aviation manufacturing firsthand. See more information at www.gama.aero/opportunities-in-ga/aviation-challenge.
On an erratic basis, I send out an email called STEM Tidbits with items I think would be of interest to educators, youth and aviation enthusiasts. The above paragraphs are samples of what STEM Tidbits might contain. If you want to be added to my email group just contact me at [REDACTED_EMAIL]. It is a blind cc group so I do not share anyone's email address.
We've had some absolutely amazing programs on the Science Channel lately – the Cassini Grand Finale, a special about Jack MacDonnell an amazing aerospace engineer who design the F4 Phantom jet. Information about these and other programs could be in your Chapter newsletter or shared with educators you know.
Aerospace Education is not just for kids. We have an obligation, according to our mission statement, to "promote advancement of aviation through education, scholarships and mutual support while honoring our unique history and sharing our passion for flight." There are some challenges facing GA and we need to stand up and let people know that aviation makes a difference in the lives on many, many people, not just pilots. It is the "hook" that will lead a struggling student into the mysteries of STEM (Science, Technology, Engineering and Math). There are many competitions out there that could benefit from 99s mentorship.
See the handout of ideas and resources on the SCS website.
Apologetically and respectfully submitted,
Angie Slingluff SCS Aerospace Education Advisor Rio Grande Norte 99s [REDACTED_EMAIL] [REDACTED_PHONE]
September 17, 2017 | web | http://scs99s.org/AerospaceEd/Fall2017AeroEdReport.pdf | 0.488532 | {
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The big event of the year for children at the Museum of Modern Art, 11 West 53 Street, opens on December 8 in two galleries on the second floor. The Children's Holiday Fair is open to children from four to eight years old; but no adults are admitted beyond the fence, where they may stand and watch but may not talk to the children. Until January 9, every day except December 24 and 25 and January 1 will be children's day in these galleries. Sundays are included. The Fair is designed and directed by Victor D'Amico, Director of the Museum's Educational Program.
Fair music, such as Saint-Seans' Carnival of Animals, is playing as the children enter the galleries through a red turnstile to find themselves before a row of peepshows which are set in motion when they push a big red button. In one miniature sculptures of people by Baizerman rotate on a merry-go-round; in another a color organ "movie" is started; in another a mobile by Herman Cherry begins to move; in the next ballet dancer puppets do a dance. Gay stained glass effects made by contemporary artists decorate the gallery's windows, and many modern paintings are constantly changing on a slide projector. On the walls of this gallery and the next are numerous paintings, by Darrel Austin, Tschacbasov, Priebe and Carréno among others, lent to the Museum by the Perls Gallery. Sculpture shown is by Zorach, Baizerman and Chaim Gross, lent by the artists.
In the second gallery the children create their own art at wall easels of three different heights for different sized children. Poster paints are placed within easy reach at the bottom of the easels. A table in the center of the room offers materials and an opportunity to make collages, and a ground glass shelf lighted from beneath is equipped with colored gelatin and cellophane for the making of picture transparencies.
Some 2,500 children attend the Fair annually. Only 25 children can be accommodated at one time. Therefore a 50-minute period is allotted to each child, beginning at 10 and 11 a.m. and at 2, 3 and 4 p.m. On Sundays only the afternoon sessions will be held. No child can be accommodated more than once during the Fair. Reservations must be made in advance by telephone only: Call the Educational
Program, Museum of Modern Art, Circle 5-8900. Reservation cards will be held at the Museum Information Desk until 10 minutes before the start of the period.
The Fair is designed primarily for constructive pleasure for children; but in addition it serves as a test for new ideas in materials and equipment used for the stimulation of children. Successful and useful ideas are employed in the children's classes held by the Museum's Educational Program.
AMERICAN PAINTINGS FROM THE MUSEUM COLLECTION
The first comprehensive exhibition of American paintings selected from the Museum's own collection will occupy the entire third floor of the Museum of Modern Art, 11 West 53 Street, from December 22 to March 20. This special show will include approximately 150 oils and watercolors, or about one-half the American paintings acquired by the Museum since its founding nearly 20 years ago.
Because this opening falls just before Christmas, special arrangements have been made to admit press representatives two days in advance of the public opening. The critics' preview therefore will be held on Monday, December 20, from 2 to 5 p.m. | web | https://www.moma.org/momaorg/shared/pdfs/docs/press_archives/1283/releases/MOMA_1946-1948_0158_1948-12-03_12348-47.pdf | 0.501377 | {
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"Welgemeend" is one of the oldest surviving
houses in Cape Town and was built in Gardens in 1700. This photo was taken in 1901.
The Old Pier was completed in 1910 and became a popular spot for Capetonians. This picture was taken in 1911.
The USS Huntington arrives to a very desolate foreshore in 1948.
The foreshore was built in 1945, but due to the economic climate after the war, it took a while to be properly utilized.
The view from Blouberg in 1950.
Kloof Road en-route to Glen Beach in 1953.
The First Cape Argus Cycle Tour took place in 1978, with 525 people taking part. The Crowd grew to 35,000 in 2012. | web | http://tourism-cape-town-western-cape.blaauwberg.net/articles/old_cape_town/Pictures_of_Old_Cape_Town.pdf | 0.432584 | {
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Joanna's Stodart, an English Square Piano by Andrew Lancaster
This square piano was made by Stodart in the early 1820's. Stodart, with John Broadwood, had been apprenticed to the harpsichord maker Burkat Shudi, and like Broadwood, Stodart saw that the harpsichord was on the way out, and the piano was in the ascendant. He, again like Broadwood, set up his workshop in London's Soho, where he made many very fine pianos; mainly squares, but a significant number of grand pianos too. His square pianos are slightly more masculine, slightly larger, than the square pianos of the same period by Broadwood.
When I first bought this particular Stodart square, it was in good condition case-wise, but many (most , in fact) of the strings were broken and dangling out from under the lid. Internally the piano, though in need of full restoration, was in sound condition and a ll of the hammers and dampers were present. Joanna Leach saw the piano in it's unrestored condition and seemed very doubtful when I told her that it was going to be an exceptional instrument, but once all of the hammers had been re-hinged and the top leather replaced, the dampers re-clothed , all underhammers re-hinged, strings replaced and the whole instrument put back into fine playing order, Jo tried it - and fell in love!
The instrument has a fine, even and responsive action, with a very wide dynamic range. The tone is vibrant and exciting; it can convey the subtleties of a Field nocturne wonderfully well, and can equally convincingly portray the dynamic, Iberian timbres of a Scarlatti sonata. Jo was able to make this instrument sing, and the tonal qualities which she could coax from the it made it as suitable for playing Mozart as it was for Soler.
While it did not replaced her beloved Steinway in Joanna's affections, it added a whole new range of tone colour and interpretations to her palette and she adored playing and recording on it. The tenn "piano" misleads to some extent; it encourages one to compare the sound of a square piano to the totally different one of a modern piano, when it is actually an instrument in its own right; an instrument with a beguiling personality and immense charm. Listening to music composed at the time that the square pianos were being made, hearing the sound that the composer was expecting to hear, is almost time travel, and a fascinating journey it is. | web | https://joannaleachfoundation.org.uk/Joanna's%20Stodart.pdf | 0.475129 | {
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If it weren’t for our sponsors, Project AWARE would not be possible. Thank You!
2008 Project AWARE Sponsorship Series
Platinum Paddle Sponsors ($3,000+) - Black Hawk County Conservation Board, Butler County Conservation Board, Iowa State University, Pottawattamie County, R. Collins, University of Northern Iowa, J. Luecke, Viall & Hilman Services Division, United States Geological Survey, University of Iowa Botanic Lab, Iowa Department of Natural Resources – Financial & Business Assistance, IOWATER, Keepers of the Land, Law Enforcement, Iowa Water Trails.
Golden Yoke Sponsors ($2,000 - $2,999) - Iowa Soil and Water Conservation Society, Silver Stern Sponsors ($100 - $1,999) - 1-800-Got-Junk?, Aero Rental and Party Shoppe, Alter Metal Recycling, B4 Brands, Barker LeMar, Rehr, Black Hawk County Soil & Water Conservation District, BMC Aggregates, LLC, Bob Claassen, Bob’s Guitars, Butler County Landfill, Boy Scout Troop 249, Cedar Valley Conservation Board, Butler County Soil & Water Conservation District, Butler County Solid Waste Commission, Carol Bodenhausen, Carey’s General Stores, Inc., Cedar Falls Historical Society-Ice House Museum, Cedar Falls Recycling Center & Cedar Falls Transfer Station, Cedar Falls Tourism & Visitors Bureau, Cedar River Environmental Group, Cedar Valley Paddlers, Central Iowa Paddlers, Cerro Gordo County Conservation Board, Cerro Gordo County Soil & Water Conservation District, Chaminera Technology, City of Cedar Falls, City of Clarksville, City of Greene, City of Marble Rock, City of Mason City, City of Redfield, City of Storm Lake, Tel. Classifieds, LLC, Complete Appliance Demolition, Cress-Dudley Outdoors, D & Lz Christian, David Brechbuhl, Des Moines Area Community College, Diane Ford-Shivers, Dr. Tom & Char Strub, Eagle Creek Winery, Eagle Scout Projects – Austin Schaeffer & Jared Schubert, Environmental Advocates, Environmental Professionals of Iowa, Eppler Brothers Hybrids Inc., Floyd County Conservation Board, Floyd-Mitchell-Chickasaw Solid Waste Management Agency, Franklin County Conservation Board, George Wyth State Park, Goede & Raasmussen, Golden Grain Energy, LLC., Hawkeye Community College Natural Resources Program, Hawkeye Fly Fishing Association, Heartland Asphalt, Inc., Hertz, Inc., Hydrokine, Inc., Iowa Hydrosystems & Engineering, University of Iowa, Integrated DNA Technologies, Iowa Academy of Science, Jason & Herlinn Fruminski, Jean Jones WET, Iowa Recycling Association, Iowa Rivers Revival, Iowa Whitewater Coalition, Izask Walton League Des Moines Chapter, Jack Link’s Beef Jerky, Jendro Sanitation, Jim Dodd, John Washburn, K Cunningham Construction Company Inc., Keep Iowa Beautiful, Kristin Simon, Landfill of North Iowa, Larry and Carolyn Taylor, Lime Creek Nature Center Foundation, Lincoln Savings Bank, Lepage, Mark Rohrer, Mason City Recycling Center, Mel Rohrer, Mick Gage Plumbing and Heating, MidAmerica Recycles, MidAmerican Energy Company, North Shore Boat Club, On-Site Information and Designing, Pottawattamie, Pottawattamie Railers, Prairie Wind RC&D, Quaker Oats, Kalle Schneidewind Freshman, Rue Grille & Spirits, Sanford Public Golf Course, Rural Iowa Water Management Alliance, Ryan Construction US, Inc., Scavenge Recreational Motors, Seatacara Watersports, Snyder & Associates, Inc., Springbrook Conservation Education Center, Standard Gulf Company, Stine Seed Company, Stone House Woodworking, Sue Caley, Teresa Kurtz, The Dental Practice, The Nature Conservancy, UNI Outdoors, Union Busy Bees 4-H Club, Waste Management, Wayne Claassen Engineering and Surveying, Inc., Whirlpool Corporation, Winnebago Council Boy Scouts of America, Worth County Conservation Board.
Life Jacket Sponsors (Up to $100) – Bliss Warrick, Daryl Anderson, Dave and Patty Hansen, Debra Robin, Floyd Soil & Water Conservation District, Fogtall RV, James and Donna McCabe, Jason McVay, Jean Gordon, Melanie Sadeghpour, Mike DeLong, Minakda Caldwell, Roger Schnitjer.
Photos: Outside cover – Roger Schnitjer (upper right), Iowa DNR (other photos); Inside – David Williamson and Iowa DNR.
Funding
Water monitoring activities at the Iowa Department of Natural Resources are funded by Iowa Infrastructure – Environment First Fund appropriations, as well as grants provided by the U.S. Environmental Protection Agency from Sections 106 and 819 of the Clean Water Act.
Iowa Watershed Monitoring and Assessment Program Web Site – wqm.igsh.uiowa.edu
Water Fact Sheet 2009-1
January 2009
Prepared by
Iowa Department of Natural Resources, Geological and Water Survey
109 Troubridge Hall, Iowa City, IA [REDACTED_PHONE]
Printed on Recycled Paper
Project AWARE 2009
Rescue all hope ye who enter here.
It’s fun … rewarding … educational … hard work … this river cleanup is your gateway to voluntourism!
Six years ago, a small but determined cadre of volunteers embarked on a fledgling river cleanup event called Project AWARE (A Watershed Awareness River Expedition). With an ideologic mission – to improve the Maquoketa River by removing unsightly trash – these volunteers on the 1st Annual Project AWARE did more than just clean a river… they started a movement. Since that time, thousands of people have volunteered for Project AWARE, trading in luxurious vacations to far-off destinations for mud, sweat, sand, and adventure right here in Iowa.
Even though it can be dirty, smelly, and exhausting, Project AWARE is one of the most meaningful and rewarding efforts Iowans can ever experience. River cleanup is hard work, but it’s not just the kind of work that comes from muscling trash out of the river; it’s also the kind that comes from your heart. This was especially true in the summer of 2008 when floodwaters and tornadoes ripped through the Midwest.
Originally scheduled for June, the floods of 2008 forced the postponement of Project AWARE. However, many cleanup volunteers who had already planned to spend a week in June on a volunteer vacation still made the pilgrimage to the flood-impacted areas to help prepare for and clean up after the devastation. And when Project AWARE was rescheduled in August, many returned to the Winnebago, Shell Rock, and Cedar rivers and helped remove a record-breaking 47 tons of debris.
This band of adventurous volunteers embarked on an expedition – they worked hard, got dirty, & helped rescue something that floodwaters could not wash away…hope.
6th Annual Project AWARE
Winnebago, Shell Rock & Cedar Rivers
August 2-9, 2008
- River Miles – 80.4 miles
- Participants – 221
- Sponsors – 141
- Total Trash Removed: 94,800 lbs. (47.4 tons)
- 94 ten-wheeler dump trucks loads
- Trash Recycled: 65%
- Glass, plastic, metal containers: 3,180 lbs.
- Household hazardous materials: 1,400 lbs.
- Appliances: 4,520 lbs.
- Scrap metal: 25,940 lbs.
- Tires (816): 28,740 lbs.
More than meets the eye...
Project AWARE is not simply a river cleanup. It is, as its acronym states, an expedition; a band of volunteers who partake in a journey with a specific purpose. Not only do they help clean Iowa’s rivers, but in doing so they learn about them, they learn from them, and ultimately, they help protect them. Project AWARE is more than just a river cleanup – it’s an experience.
The gateway shown here is an illustration of a sculpture that is being built to honor the work of Project AWARE volunteers and the rivers they seek to protect. The metal used in the sculpture, however, is not just metal – before volunteers recovered it from the river, it was trash. Once fashioned into sculpture, its symbolism will help reveal the AWARE story. The paddles, for example, which will be made from rebar and aluminum window frames, represent the method by which the trash was removed from the river. The leaves found on the paddles represent Iowa’s state tree – much like the mighty oak, our state’s rivers help sustain our wildlife, our people, and our way of life.
When complete, this sculpture of former river trash will also function as a security gate on the DNR building at the Iowa State Fair. Through these gates, many will travel. And secured to the wheel rim hubs below the paddles, the water-main valve covers cast in aluminum will serve as a constant reminder of what Project AWARE is all about… WATER.
Prospectus
With unexpected intimacy,
a canoe measures us . . .
welcomes our home width . . .
encourages us with applause sustained by the dip of a paddle tip.
It’s easy.
It’s hard.
It’s home.
open our return
to the banks of an injured river.
Muscles amid muscles,
we are the bug-bitten
swarm
of colorful T-shirts,
who, like the turtles along the shore,
dream of leapfrogging toward
little miracles:
- two byre feet visible under 48 inches of freshwater . . . clear
- the orange calligraphy of a mulberry’s descent through muddy suds . . . current
- the softshell turtle seeking refuge for her eggs . . . bearing
Unfazed by bandits,
whose refuse we refuse,
we move in continuity,
banks, bends, return, flow.
Our footprints mark the fresh pieces
of green currency,
whose ownership is a wholly owned subsidiary
of the natural world . . .
Return on investment?
Another year of change . . .
depositing in bags
ensuring those who follow
remain aware
and prepared to inherit
a wealth we’ve come to know
with unexpected intimacy.
Collaborative Poem from Riveres
at the Iowa State Fair &
Project AWARE, 2007
Project AWARE 2009 ♦ Cedar River ♦ June 20-27
In May of 2007, the city of Cedar Rapids and Linn County declared 2008 as “The Year of the River.” Barely one year after this declaration, the Cedar River rose to unprecedented heights and devastated nearly everything that stood in its path. In June of 2009, hundreds of volunteers on the 7th Annual Project AWARE will converge on the Cedar River and work to clean it up from Center Point to Muscatine, a distance of nearly 80 miles.
For more information and to register, visit our website: www.iowaprojectaware.com
Join us! | web | https://www.iihr.uiowa.edu/igs/publications/uploads/wfs-2009-01.pdf | 0.479872 | {
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Line Renslebråten
Birds Fugler
Gresvik forlag 2015
104 Pages
English sample translation available
Facts and legends about birds from around the world.
40 different species of birds from around the world are beautiful presented in this illustrated book for children.
The birds are presented with illustrations, facts about each species followed by either a legend or a fairytale. The book will teach young children about the different species of birds.
The lifelike drawings, factual texts, legends and fairytales will show the young readers how different people have viewed birds through centuries.
'Factual books with high artistic quality illustrations are not too common nowadays ... And Line Renslebråten delivers a new and ambitious childrens book about birds.'
Dagbladet
'The book teaches children about natural science, but also, equally important, the cultural knowledge present in the stories and the people who created them, whether Aboriginal, Native Americans or Nordic ancestors.'
Dagbladet
CHILDREN AND YOUNG ADULTS PICTURE BOOK (NON-FICTION)
Line Renslebråten is an illustrator living in Asker, Norway with her husband and young daughter.
Under senga, published in 2014, was her first illustrated children's book.
Fugler is her second illustrated book.
PREVIOUS TITLES
Under Senga, 2014
RIGHTSHOLDER
A NICOLAISSEN AGENCY Anette Nicolaissen Lorentz Fossumsveg 5 NO-1920 Sørumsand Tel.: +[REDACTED_PHONE] [REDACTED_EMAIL] | web | https://norla.no/en/books/671-birds.pdf | 0.440178 | {
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Eric - Level 2 Virtual
Have you ever wondered about polar bears? One of the facts is that talking about the High Arctic and the Low Arctic is so interesting because it provides a lot of details and a map to help readers understand. Another interesting fact is how polar bears walk on thin ice, and it sounds interesting because it sounds intense.
My top 3 facts are: The first one is color-changing; it is usually for snow rabbits or snow foxes. I think it is interesting because it is like octopus but in the freezing cold. Second, it is the midnight sun because it is very interesting for the way the sun is up at midnight. My favorite is the Northern Lights. It is interesting because of how the lights shine in the middle of the freezing land and the energy particles shine.
Another one that might be interesting is the polar bear cub. It's because it's very interesting how the cubs grow from a useless and helpless animal to a strong, tough polar bear. The one that's probably the weirdest and most interesting at the same time is the myths the Arctic people talk about. It's weird because it's not real about a fake person or a fake goddess, but about people who like to spread a weird myth to the world. It's also interesting because it tells what it lives and where it lives. And it's fun to learn.
The weirdest and most interesting was when zookeepers and scientists found out that algae make the bear green. In 2004, in a zoo in Singapore, a zookeeper saw a polar bear that was green. He found out about algae, which is a green, teeny, tiny plant that grows in damp and hot places. The polar bear's name was Sheba, and Inuka looked white again. The real story is interesting because the algae got onto Sheba and Inuka's fur, which made them look green, and when the algae fell off, it looked white again.
In conclusion, the facts were very interesting. In my opinion, the facts were detailed and noticeable. The main opinion is that the facts were very wondrous and had good details, and it was fun. | web | https://blog.spidersmart.com/app/uploads/2024/04/Eric-2-Virtual.pdf | 0.541023 | {
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CALF RAISES
CALMING & REFOCUSING STRATEGIES
LESSON PLAN
Purpose
Calming and Refocusing activities help students regain calm after exercise or high energy transitions and bring their attention back to their body by focusing on breathing and slow purposeful movement. The use of these strategies can aid in self-regulation, stress reduction, and attention refocus.
Materials
Calf Raises instructional video: Elementary, Middle, High
Procedure: Instruct students to
Find a comfortable position with feet shoulder width apart
Slowly raise heels off the ground, balancing on their toes
Slowly inhale when raising their heels
Slowly exhale when bringing their heels back to the ground
Find a consistent pace going up and down
Modifications: Students can
Sit comfortably in a chair or stand
If seated, lift heels and squeeze leg muscles
Hold the raise for shorter or longer length of time
Place one hand on a desk or wall for balance
WWW.FAUQUIERFRESH.ORG
CALF RAISES
CALMING & REFOCUSING STRATEGIES
CLASSROOM APPLICATION
Recommendations
This strategy offers a great opportunity for getting students out of their seats as the stretching motion is beneficial for those who have been sitting for long periods of time.
Offers an easy movement break while still being able to pay attention to the teacher.
When using the strategy multiple times, encourage students to build up to holding the position for longer periods and/or building up to a single-leg calf raise.
Loss of balance during the activity can contribute to disrupting the calming environment. To avoid this, consider giving students the option to hold onto a desk or wall to increase balance.
Incorporate skip-counting with calf raise repetitions to help with multiplication facts.
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SECTION I
THE PURPOSE OF THE SURVEY
During the last fifteen years, rural sociologists in the U.S.A. have done a great deal of research into farm practice adoption, and the roles of various information media as change agents. A review of this work, by Lionberger (1960) gives some indication of the wealth of information, relating to the more advanced agricultural areas. Similar studies have recently been carried out by Jones (1962) in the United Kingdom and by other workers in Western Europe. To date, little has been done to adapt or modify these techniques to the problems of farm practice adoption (and they are many) in tropical agriculture; an exception worthy of mention is a useful chapter in Edward's (1961) study of small farming in Jamaica.
The economies of many tropical countries rely to a great extent on the productivity of their agricultural sectors. Increases in production, however, depend, in the majority of cases, on the adoption of improved farming practices, developed at research stations and passed on to the farming community by the extension service.
In many tropical countries, an imbalance exists between the production of useful knowledge by research, and its adoption as standard farming practice on the land. Thus a major problem facing all extension officers is to narrow the time lag, between the appearance of improved practices and their adoption and widespread use. In this context, a knowledge of the factors and processes involved, those personal and sociological characters of the farming community which stimulate or inhibit change, the function of the various information media at different points in the adoption process, and the nature of the diffusion process, is of crucial importance.
In the past, the study of the social customs and traditional farming systems of tropical peoples by anthropologists, did much to impress on the expatriate agricultural officer, that to ensure permanent improvements, new ideas must be incorporated into the existing social framework, rather superimposed over it, against the will of the people. The anthropologist, however, tends to concentrate his efforts on the "status quo", and leaves others to draw their own conclusions, as to how best changes may be brought about. It is by considering the customs and attitudes of farmers, in relation to the ideas and practices, which must of necessity become widespread, if progress is to be made, that farm-practice adoption studies are of real value.
In the newly independent territories the tendency is to curtail the research programme in order to concentrate funds and personnel on education. Fuller utilisation of the vast fund of knowledge already available, by more effective extension activities, might compensate this to a large extent. More effective communication between the research scientist and the practical farmer is the ultimate goal of farm-practice studies; it would be heartening to see an increased volume of such work, in relation to tropical agriculture, in the not too distant future.
The aims of the present survey are two-fold; firstly to give the student some practical experience in the planning, execution and analysis of an agricultural survey; secondly to act as a Pilot Survey to further more detailed studies of this nature.
2. Climate, Relief and Soils
Climatically the year in Trinidad may be divided into two seasons: a wet season from June to December (9 months), and a relatively dry season for the remaining 3 months. Rainfall data from the I.C.T.A. field station, adjacent to the estate, indicates that the average annual rainfall receipt is in the order of 50", concentrated in the | web | https://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/42970/TRNegus_AB.pdf?sequence=3&isAllowed=y | 0.491163 | {
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THE ROSEDALE PLANTSMAN'S GUIDE TO PLANTS USUALLY NOT DAMAGED BY DEER
I. TREES
Deciduous - Many deciduous trees are not eaten or bothered by deer. However, deer may rub antlers against trunks and branches of many younger trees in fall, particularly Crabapples, Lindens, Japanese Tree Lilacs, Magnolias and others (protect these with tree wrapping, wire mesh cages or small post "corrals"). During winter, deer may browse buds up to about 5' above ground, especially of Crabapples, Lindens, Japanese maples, Magnolias and Witch Hazel. These varieties tolerate this fairly well, with new spring growth coming from dormant (under-the-bark) buds and undamaged higher buds.
Evergreens - White Pines and Norway Spruce are usually not eaten, except in areas with especially active deer populations such as Bedford, Katonah, and South Salem. White Spruce, Colorado Spruce and Colorado Blue Spruce are not generally eaten. Hemlocks, Arborvitaes and especially Yews (Taxus) are vulnerable and usually need winter protection by means of wrapping or fencing.
II. SHRUBS
Deciduous - Many are not eaten or bothered. However, deer do browse buds, leaves, and tender stems of Deciduous Azaleas, Hydrangeas, Quince, Burning Bush, Corkbark, Witch Hazel, Viburnum varieties, Roses, and occasionally other varieties.
Usually safe species include:
Barberry - (Berberis)
Lilac (Syringa)
Mockorange (Philadelphus)
Privet (Ligustrum)*
Spireas
Sweet Pepperbush*
Weigela
*Indicates species whose buds may be browsed in areas with large, active deer populations.
Evergreens -
Nearly always safe:
Japanese Andromeda - all varieties American Holly (Ilex opaca) Boxwood - all varieties
Usually safe:
William Penn Barberry Dwarf Spruce Varieties
TEL: ([REDACTED_PHONE] FAX: ([REDACTED_PHONE]
Vulnerable - with Large, Active Deer Population:
Azalea - all evergreen varieties
Cotoneaster - all evergreen varieties
Holly - most evergreen varieties except American (Ilex opaca)
Mountain Laurel - all evergreen varieties
Rhododendron - all evergreen varieties
Most other broadleaf evergreens
Especially vulnerable (these are the first to be damaged):
Arborvitae - all varieties
Yew (Taxus ) - all varieties
Euonymus - all evergreen varieties
III. PERENNIALS
Usually safe (* indicates safest varieties):
Achillea (Yarrow)*
Aconitum (Monkshood)*
Artemesia (Wormwood)*
Aruncus (Goatsbeard)
Astilbe (Goatsbeard)*
Brunnera (Bugloss)*
Digitalis (Foxglove)*
Euphorbia (Spurge)
Ferns - all varieties*
Grasses - most varieties*
Helleborus (Lenten Rose)*
Herbs - most varieties
Iris - all varieties
Lavendula (Lavender)
Ligularia - all varieties*
Lythrum (Loosestrife)*
Monarda (Bee Balm)*
Nepeta (Catmint)*
Pulmonaria*
Salvia (Sage)*
Sempervirens (Hens & Chicks) - all varieties
Especially vulnerable in areas with active deer populations:
Alcea (Hollyhock)
Campanula (Bellflower) - all varieties
Delphinium
Hemerocallis (Daylily) - all varieties
Hosta (Funkia) - all varieties
Lillium (Hybrid Lily) - all varieties
Phlox
Platycodon (Balloon Flower)
PROTECTING VULNERABLE PLANTINGS
Netting, burlapping or fencing provide the best protection against winter browsing of evergreens.
Taste Repellents are helpful when the deer population is light and the repellent is applied early and regularly. Deer are creatures of habit and once accustomed to feeding on your plantings, protection is difficult. Taste Repellents include Chew-Not (Thiram - appears most effective), Ropel, Hinder (Ammonium soaps of fatty acids), and BGR (an egg derivative).
Scent Repellents can also deter (but not prevent) browsing, and generally are most effective in warm weather. In very cold or snowy winter weather, scent repellents usually are less effective. Milorganite Fertilizer (safely applied to plantings every 3-4 weeks) and Magic Circle (Bonetar) are the most commonly used scent repellents for large areas. For individual plants or beds hotel-size, highly scented soaps (e.g., Irish Spring) can be hung from paper clips or in nylon stocking pouches to help repel deer with moderate success.
© Rosedale Nurseries, Inc., 1994, 2003
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FAIR USE QUICK-GUIDE
* Is the copyrighted material to be used in a work of scholarship, criticism, comment, research, or for educational purposes?
* Is the copyrighted material reproduced verbatim?
* Does your work add something new to the copyrighted material?
o Commentary
o New insight
o Analysis
o Builds on or extends the original
o Different purpose or manner
o New meaning
* Fair use is more frequently found if the original work is factual rather than creative or artistic. If the original work is creative or artistic, the portion used must be accompanied by your comments, analysis, criticism, different interpretation, or other new or "transforming" original material.
* How important to the source work is the portion of text used in your work? Is it the "heart" of the original work, the most important feature or point of the work?
* For nontext original works, such as graphics, is the entire original work reproduced in your work? If so, is it necessary in order to recognize the original work (such as a photo)? Is it accompanied by original text, other graphic works, or original graphic art?
* Would your work serve consumers as a substitute for the original work?
* There is no set amount or percentage of the original text beyond which use is no longer fair use. How much of the original text can be used as fair use varies depending on the extent to which you add something new or otherwise transform the source material. | web | https://www.sagepub.com/sites/default/files/upm-binaries/19135_Fair_Use_Quick_Guide.pdf | 0.440892 | {
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WHAT WE AIM TO ACCOMPLISH
The plan sets Alameda County toward the goal of carbon neutrality for government services and operations by 2045. Carbon neutrality means removing the amount of greenhouse gas emissions that we produce beyond what the planet naturally removes; it requires dramatically reducing greenhouse gas emissions. To meet this goal, the County must:
Expand mobile work and virtual-first service delivery, which reduce the needs for employees and clients to commute to work or to travel to receive services.
Consolidate space needs and use County-owned and -leased space efficiently to avoid wasting resources including, electricity, gas, and water, on underused space.
Electrify County building equipment.
Continue to purchase carbon-free renewable electricity from the local power provider.
Electrify the County vehicle fleet and expand electric vehicle (EV) charging infrastructure.
Continue to use renewable fuel sources, such as renewable diesel, for vehicles in our fleet that do not yet have viable electric alternatives.
Support the development of a regional circular economy for goods and food through reuse, repair, redistribution, and procurement activities.
The Executive Summary for Alameda County's Climate Action Plan for Government Services and Operations Through 2026 can be found here:
Sign up for our email list to receive updates about this plan.
www.acgov.org/sustain/next/plan.htm
WHAT WE AIM TO ACCOMPLISH
Alameda County aims to build resilient services and support resilient neighborhoods. Resilient metrics are less standardized than greenhouse gas reduction metrics, so we will need to develop an approach to measure resilience outcomes that are influenced by County government action. We know that to help our services and our region become more resilient, the County must:
Invest in preparedness for specific impacts, including wildfires, storms, and floods.
Provide protective actions training to the public, to County employees, and to community-based partners, such as how to prepare for heat waves.
Increase accessibility of resources for preparedness and information during emergencies by diversifying languages and communication channels.
Expand support for populations most affected by climate impacts, including low-income communities, communities of color, people experiencing homelessness, older adults, and people with disabilities.
Build systems to coordinate across County agencies and with community and regional partners to reach shared goals.
The Executive Summary for Alameda County's Climate Action Plan for Government Services and Operations Through 2026 can be found here:
Sign up for our email list to receive updates about this plan.
www.acgov.org/sustain/next/plan.htm | web | http://www.acgov.org/sustain/documents/Alameda-County-GOCAP-What-We-Aim-To-Accomplish.pdf | 0.423662 | {
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WORKSHOP ON DEVELOPING ENGLISH REFERENCE MATERIAL REGARDING "FUNCTIONAL ENGLISH" REPORT
In the present scenario, English is the most commonly used language for expressions. Our govt.school is the only place where under privileged kids gets an opportunity and exposure to English language. Now a days English words are very well mingled in our daily used language of interaction. But still teacher is the most reliable and valuable source of English language as they do not get such atmosphere at home or in their neighbourhood.
Thus, with an objective to expose the students to the basic language skills and to help them to overcome from the hesitation of the use of English words while communicating, a five days workshop on 'Functional English' was Organised at D.I.E.T. Dehradun from 07-122020 to 11-12-2020. In this 22 DRG members participated. During the workshop the whole DRG (English) team was divided into five groups. Each focusing on one of the four basic language skills namely listening, speaking, reading and writing and the fifth group worked with communication skill.
The main focus of the workshop was to develop material in form of a booklet to familiarize the children with the handy vocabulary so that they could make communication through second language in meaningful, interesting and real life situation through the colorful visuals, pictures and graded content.
The whole program was conducted under the guidance of coordinator Mrs. Sunita Badoni and co- coordinator Mrs. Ritu kukreti. | web | https://dietdehradun.ac.in/files/WorkShop_Report.pdf | 0.500383 | {
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Saving the Great Outdoors
It's a Relay Race of the Generations
Adirondack Wild brought these students to Howard Zahniser's Adirondack Cabin "Mateskared" (left) and Paul Schaefer's "Beaver House" (right) during the 50th Anniversary of the 1964 Wilderness Act. We work every day to keep "Forever Wild" living and active in the hearts and minds of folks of all ages.
At Adirondack Wild we mentor young folks every chance we get. We know our generation can't save the future Great Outdoors by ourselves. Why? Because we grasped the baton from our conservation mentors Paul Schaefer and Howard Zahniser. And they grasped it from earlier conservation champions like John Apperson.
Keeping the Adirondacks and Catskills wild — it's a great tradition. Passing the baton can be your great and most lasting legacy. The young person you orient to wild nature could become its next great guardian.
Wilderness, Pass it on . . .
Please visit our website www.adirondackwild.org, make a donation to become a member, or sign up for our award-winning eNewsletter, Dialogue for the Wild.
We're on the Wild's Side...
www.adirondackwild.org
Founded 1945 | web | http://adirondackwild.org/pdf/pdf-explorer-ads/2017/explorer-ad-outings-2017.pdf | 0.427036 | {
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T-79.148
Introduction to Theoretical Computer Science
Tutorial 10
Problems
Homework problems:
1. Design a two-tape Turing machine that recognises the language {wcw | w ∈{a, b} ∗ }. Construct the machine so that it makes use of both of its tapes. For simplicity, you may assume that one of the tape heads can stay stationary (direction code "S") while the other one moves.
2. Design a three-tape Turing machine ADD that functions as follows. The machine gets as input on tapes 1 and 2 two binary numbers written in reverse, i.e. with their least significant bits first. It then computes on tape 3 the sum of the two given numbers in the same notation. For simplicity, you may assume that the input numbers are of the same length, i.e. that the possibly shorter one is padded with leading zeros. Thus, for instance, the calculation 7 + 11 = 18 is represented as:
1110
1101
01001
3. Design a nondeterministic Turing machine that recognises the language {ww | w ∈{a, b} ∗ }. How would you recognise the same language using a deterministic machine?
Demonstration problems:
4. Extend the notion of a Turing machine by providing the possibility of a twoway infinite tape. Show that nevertheless such machines recognise exactly the same languages as the standard machines whose tape is only one-way infinite.
5. Show that Turing machines whose tape alphabet contains at most two symbols in addition to the input symbols are capable of recognising exactly the same languages as the standard machines. | web | http://www.tcs.hut.fi/Studies/T-79.148/2004S/harj/prob10.pdf | 0.455522 | {
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FITNESS & FOOTWEAR
Keeping your feet happy and healthy is essential for anyone embarking on a fitness or athletic journey. Many forms of physical activity involve heavy loads and increased burden on the feet that can lead to general foot pain and risk of injury.
and prevent absorption of weight through cushioned soles.
Running applies a force to your body that is three times your body weight each time the foot hits the ground. If your current weight is 80kg, the force on your body with each running stride will be as high as 240kg. In turn, healthy weight loss can be an enormous relief for sore feet. Imagine exercising with a 5kg bag of oranges on your back and the relief on your feet with taking that weight off!
Common running injuries include shin splints, calf pain, Achilles Tendonopathy and plantar fasciitis.
A good sports shoe can help prevent injuries and help you maximise your training.
Tips for a good sports shoe
- Sports shoes should be replaced every 6-12 months. If your shoes are worn they will no longer have the shock absorption capacity and support that your foot needs.
- When buying new shoes the fit should be comfortable straight away. The shoe fit is personal. Choose a shoe that is comfortable for you.
- A new shoe should feel firm but not tight. The upper of the shoe will stretch slightly and the inside of the shoe will compress as you continue to wear the shoe.
- A good training shoe will be light but supportive. In general terms spending a little more for the top of the range model for any brand will be an investment in comfort and longevity.
- Adidas, Asics, Brooks, Mizuno, New Balance, Nike and Saucony all produced good quality training shoes. Many will categorise their shoes as "stability" or "cushioning", or other similar terminology. If you have a history of foot or ankle injuries a more stable shoe is often a better option.
- Low-heeled, "minimalist" running shoes are often not the best shoe for someone new to running or high impact training. These shoes demand a higher level of muscular control and flexibility and should be used by experienced trainers or for shorter distances.
- Low-heeled, thinner-soled shoes ARE beneficial in heavy-weights training as they maximise the feel of the foot on the ground
- If your socks are old, replace them. Older sports socks can be abrasive and the seams can be uncomfortable. New sports socks are soft and can make a noticeable difference in foot comfort.
LOOKING AFTER YOUR FEET
Don't let aching feet get in the way of your training. It is normal for feet to feel fatigued and a little sore after a big or high-impact training session.
Give your feet some TLC
- Roll a cold golf ball or frozen bottle of water on the ground under the arch of your foot for relief.
- Indulge in a foot bath
- Convince your partner/ kids/ housemate to give you a foot massage
- Stretch your calf muscles regularly. Tight calf muscles can cause foot injury.
Whilst aches are normal, PAIN is not normal. If your feet are painful you may have a foot injury. See a podiatrist or your GP if you have any concerns. | web | http://lifeandsoul.com.au/wp-content/uploads/2017/07/Fitness-and-Footwear-Handout.pdf | 0.437318 | {
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Explore the many fuel sources that Georgia Power uses to provide customers with affordable and reliable energy.
Complete the WORD SCRaMBLE to learn how Georgia Power generates Electricity!
Gas and coal both make electricity through
BONCOIMSTU___ ___ ___ ___ ___ ___ ___ ___ ___ ___.
ACLO ___ ___ ___ ___ is pulverized into a fine powder or gasified state.
MESAT ___ ___ ___ ___ ___ carries a tremendous force used to turn BERUTIN ___ ___ ___ ___ ___ ___ ___ blades that spin electric generators.
Gas is typically used in gas turbine or NIEDOCBM ___ ___ ___ ___ ___ ___ ___ ___ cycle plants.
ORYDH ___ ___ ___ ___ ___ plants use water and VIRATGY ___ ___ ___ ___ ___ ___ ___ to move turbine
blades.
Heat at ENRULAC ___ ___ ___ ___ ___ ___ ___ plants comes from the nuclear fission process.
SMOBIAS ___ ___ ___ ___ ___ ___ ___ utilizes waste materials like wood pulp as a fuel.
Sunlight is converted into electricity through AROLS ___ ___ ___ ___ ___ cells that absorb the sun's energy.
NUCLEAR power plants
do not produce greenhouse gas emissions.
Electricity is measured in units of Electrical energy called watts.
Study the pie graphs pictured on the right. Based on what you have learned about generation and fuel sources, why is being ENERGY EFFICIENT important?
HOW IS ELECTRICITY MADE?
Follow the video to find the answers to the following questions!
An example of natural electricity is
o Lightning
o Thunder
An example of man-made electricity is
o Ocean waves
o Light fixtures
What is electricity?
o Moving protons
o Movement of tiny atomic particles called electrons
What are the two main components of the simplest type of generator?
o Rotating magnet (rotor) and stationary coils of copper wire (stator)
o Lamp and electrical outlet
What happens when the rotor rotates through the magnetic field?
o It causes electrons to jump
o It makes electrons disappear
Comparison of U.S. and Georgia Generation (Fuel Mixtures)
?
Transformation of Energy:
1202274
non
-
renewable or
renewable
1. Red box – What is the pictured energy source?
2. Is the energy source potential (P) or kinetic (K)?
3. Describe the transformation of energy from the energy source to a useable form of energy, such as electricity.
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Communication and language
write Listening attentively in a range of situations.
- Respond to what they hear with relevant comments.
- Follow instructions involving several ideas or actions.
- Answering how and why questions.
- Use the correct tense when speaking.
- Develop their narratives and explanations by connecting ideas and events.
Physical development
- Developing the children's control and coordination in large and small movements through animal stories.
- Safely handling and using equipment.
Reception
Summer Two
Animals
Literacy
-
Reading recounts and stories to find out how they are structured.
- Phase 2, 3 and 4 of Letters and Sounds.
- Reading Floppy's Phonics fiction and nonfiction books independently.
- Reading non-fiction books and information on espresso about animals.
- Applying phonics skills independently when writing recounts and stories.
Mathematics
- Count on and back from any number to 20.
- Say the number that is one more / less.
Understanding the world
- Learning how to form the letters of the alphabet in the school handwriting style
- Understanding of how and why it is important to keep healthy.
Personal, social and emotional development
- Confidence – Happy to try new things.
- Feelings – Developing the children's emotional vocabulary so they can talk about how they are feeling.
- Behaviour – The importance of telling the truth and admitting when they have done something wrong.
- Rules - Following them and understanding why they are important.
- Making relationships - Listening to other children's ideas and sharing their own.
People and communities
- Using photographs to find out about animals in the past.
- RE focus – Where are special places in our community? Finding out about Christianity.
The World
- Animals and their habitats
- Identify the features of animals and know about the similarities and differences between them.
- Growth and change – Caterpillars and butterflies
Technology
- Using computers
- Controlling devices
- Taking pictures
- Add by counting on and subtract by counting back.
- Number stories.
- Exploring number patterns – Counting in 2s, 5s and 10s.
- Coin recognition and using them to make small amounts of money
- Capacity, position and weight problems.
- Exploring pattern including symmetry.
Expressive arts and design
- Singing songs including, 'There was an old woman who swallowed a fly'.
- Using the voice and instruments to explore texture and how sounds can be changed.
- Looking carefully at and recreating patterns.
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Emergency Procedures
1. Report to the laboratory instructor immediately;
a. If you have an accident,
c. Observe behavior or procedures that you feel may be hazardous.
b. Observe another student who has an accident or needs assistance, or
2. If chemicals are spilled on you or if you see chemicals spilled on another student:
a. Call for help from your instructor.
b. If anyone has been injured or exposed to toxic chemicals or chemical vapors, have someone call Campus Safety at 8888 or 911 and seek medical attention immediately. Report that this is an emergency and give your name, phone and location; location of the spill; the name and amount of material spilled; extent of injuries; safest route to the spill.
c. Use the eyewash station for eye exposures to rinse immediately holding eyelids open and flush for 15 minutes. Don't wait to see if the chemicals will injure you!
d. Use the safety shower if the spill exposure is extensive. Portions of your body or clothing that have been in contact with chemicals should be flushed thoroughly with water.
e. Without endangering yourself, remove victims to fresh air.
f. If evacuating, leave the spill area and alert others in the area and direct/assist them in leaving. Close doors behind you if time permits.
g. Only if directed, work with the instructor to clean up spills on the bench or floor. Do not attempt alone! Do not try to pick up broken glass by yourself!
3. In case of fire:
a. Try not to panic and immediately call for help from your instructor;
b. Have someone immediately call Campus Safety at 8888 or 911 from a safe place and pull the fire alarm on your way out.
c. If clothing is burning, slowly walk to the safety shower and pull the handle (or ask someone nearby to pull the handle).
d. If a shower is not readily available do one of the following:
i. Stop, drop and roll on the floor to extinguish the flames away from a spill and/or broken glass; or
ii. Have others quickly wrap you in a fire blanket if available and roll you on the floor to extinguish the flames.
e. Small fires on the bench top or floor may be put out with a fire extinguisher or smothered by covering the fire with a fire blanket. Only use a fire extinguisher if properly trained.
f. When using a fire extinguisher remember the acronym PASS: Pull the pin, Aim nozzle at the base of the fire, Squeeze the trigger, and Sweep the extinguishing agent from side to side to cover the area. Fire extinguishers are most effective on very small contained fires or to provide a quick route of escape.
4. Minor Injuries: Wash minor cuts or burns with cold water and get bandages from the stockroom. Report all such incidents, no matter how minor, to the instructor. Supervisor(s) must complete and fax in reporting forms within 24 hours to Campus Safety at 7040.
Contact the Environmental Health and Safety Office at 7494 with questions
Emergency Procedures 03/12 | web | https://gustavus.edu/chemistry/documents/documents/EmergencyProcedures03-12.pdf | 0.461699 | {
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ANALYSIS
ENVELOPE (E) PROTEIN
This small structural protein (purple) is involved with the virus' life cycle, including the assembly of other proteins and development of the COVID-19 disease.
LIPID MEMBRANE
This membrane (gray) is composed of a double layer of polarized fat molecules. Similar to how dish soap washes away oily grease, soap breaks down this fat membrane, destroying the virus. This is why handwashing is recommended to prevent the spread of coronavirus.
MEMBRANE (M) PROTEIN
This is the most abundant structural protein (yellow) in the virus. It defi nes the shape of the lipid membrane, which surrounds the virus, and may help it evade the immune system.
SPIKE (S) PROTEIN
This structural protein (red) is what gives the coronavirus its name, as the proteins, seen through an electron microscope, cause the virus to appear to have a corona or crown of spikes. These spikey proteins hook onto human cells and pull the virus inside, where the virus can co-opt cellular machinery and begin churning out copies of itself. Because of its essential role in transmission, the S protein is now a key target for vaccines and therapeutic antibodies.
Learn more about Salk research and COVID-19
WATCH
www.salk.edu/video202005
INSIDE SALK
C OV I D -19 E D I T I O N
C OV I D -19 E D I T I O N | web | https://inside.salk.edu/wp-content/uploads/2020/07/2020summer-analysis-covid19.pdf | 0.430941 | {
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February 3,2005 Volume 2, Issue 1
Troop 270 Newsletter (looking for new title)
Special Interest Articles:
* Quote of the Month
* Useful Links
Individual Highlights:
My Trail to Eagle 1
Troop Charter 2
Your New SPL 2
Joshua Tree 2
Merit Badge List 3
You Might be taking
Scouting to
Far if …
5
Website Letter 6
Baden Powell House by Ben
In 1942 Lord Somers, Chief Scout of the British Empire launched an appeal to the Scouts of Great Britain. The purpose of which was to raise a fitting memorial to B-P. In making this announcement the then Chief Scout expressed his strong desire to see the fulfillment of one of B-P.s most expressed dreams that there should be a scout home in London, the city of the founder's birth and the capital of the country in which scouting started. "This will be a great centre, dedicated to the B-P way of life", said Lord Somers, "a house where Scouts from all parts of the world will be welcome and feel at home, a common meeting ground where the Scout Law can be seen in actual practice."
Baden-Powell House is the fulfillment of that dream, opened on the 12th July 1962 by her majesty Queen Elizabeth II. Since that date the house has seen millions of Scouts and Guides from all over the world some passing through London for just a few hours or others staying for several days at a time. When it was opened the house was considered to be very modern with excellent facilities.
My Trail to Eagle by Austin
I first started scouts as a tiger cub and steadily progressed up to where I am now. The experiences I took from those many years have helped and will help me for the rest of my life. I first started scouting in Pack 703. I then switched packs with my friend Michael K. and joined Pack 97. I then bridged into Troop 270. I steadily worked my way to a Life Scout. My Eagle project was planting trees.
This required great planning and patience.
Planting these trees was sometimes hard and
35 years later it was decided that the time had come to update those facilities to meet the requirements of visitors both now and in the future. And after a major redevelopment program Baden-Powell House was reopened on 5th June 1997 by His Royal Highness the Duke of Kent.
sometimes fun. One word of advice to all you is that planning is the most important part in executing an eagle project.
"To catch the reader's attention, place an interesting sentence or quote from the story here."
Troop Charter by Don Herweck
The troop committee has completed the charter renewal process as of December 9 th with an expenditure of 618 00 . This assures that our 21 scouts and 28 adults will remain registered until 1-31-06. Thanks to Mr. Crilly and Mr. Weise for their expertise in helping complete this process. If you've not paid your share yet, be sure to see Mr. Crilly soon.
Thanks Don Herweck Committee Chair
Your New SPL by Brandon
Greetings. This is your newly appointed Senior Patrol Leader, Wookie. I would like to thank my fellow scouts for electing me as their leader. I will try to be good at my job and make sure everyone has a fun time in scouting. I would also like to congratulate the other scout officers.
Joshua Tree by William
Boys-
To help you on your trail to eagle, Troop 270 has the following adults signed up as merit badge counselors.
Elizabeth Houlihan-
− *Communications
− *Citizenship in the Community
− Disability Awareness
− Pets
− Dog Care
− Scholarship
Robin Woolsey
− *Citizenship in the World
− *Citizenship in the Nation
− Law
Tammy Kordic
− *Personal Fitness
− Cooking
Kim Austin
− Dentistry
Marcelyn Beckwith
− Reading
− *Family Life
− Scholarship
Gerald Dodds
− Traffic Safety
− Safety
− Truck Transportation
Debbie VerSteeg-
− *Lifesaving
− Canoeing
− Rowing
− *Swimming
Ray Beckwith-
− Computers
− Atomic Energy
− Electricity
− Energy
− Electronics
− Engineering
Robert Randleman-
− Computers
− Aviation
− Radio
− Small Boat Sailing
Tom Gebelin-
− *Camping
− Backpacking
− Climbing
− Electricity
− *Communications
− *Family Life
− *Lifesaving
− Hiking
− *Swimming
− Photography
− Waterskiing
David Weise-
− *Environmental Science
− Bird Study
− Nature
− Forestry
− Soil and Water Conservation
Frank Willette-
− *Citizenship in the Nation
− *Camping
− *Citizenship in the World
− Geology
− Fishing
− Orienteering
Brad Austin
− Fly Fishing
− Fishing
− *Personal Management
Janet Kilkoyne
− Reading
− Gardening
− Vet. Medicine
* Eagle Required
Quote of the Month
"Knowledge without Experience is just information"
-Samuel Clemens a.k.a Mark Twain
Useful Links
www.riversidescouts.com http://www.scoutorama.com/recipe/index.cfm
http://www.meritbadge.com/mb/index.htm www.boyslife.org
www.scoutarama.com http://users.aol.com/randywoo/bsahis/b-p.htm
www.bsa-ciec.org http://www.adobe.com/products/acrobat/readstep2.html
http://www.factmonster.com/spot/quiz/scoutboy/1.html
Troop 27 0 Newsletter (Looking for New Title)
You Might Be Taking scouting too Far if…… By Tammy Kordic
You buy that '89 Chevy Caprice because you really like that fleur-de-lis hood ornament.
Your favorite color is "Olive Drab".
You decide to lash together the new deck on the back of your house.
You plan to serve foil meals at your next dinner party.
You walk the streets in broad daylight with a coffee cup and flashlight hanging from your belt.
You raise your hand in the scout sign at a heated business meeting.
You were arrested by airport security because you wouldn't give up your official BSA pocket knife until the cop said, "thank you".
You didn't mind losing power to your house for three days.
Your son hides his copy of Boy's Life from you.
Your plans for remodeling the bathroom include digging the hole deeper
You trade your 25 foot center console fishing boat in on that great little 15 foot canoe.
Your favorite movie is "Follow Me Boys" starring Fred MacMurray, and you spent months trying to convince Disney to release it on home video.
You managed to find that 8th day in the week.
Your patron saint is Ward Cleaver.
You disconnect the automatic dishwasher in favor of the "3 pot method".
You sneak a cup of "Bug Juice" after the troop turns in for the night.
You can start a fire by rubbing two sticks together.
Latrines at camp start becoming comfortable.
You felt you won a moral victory when BSA brought back knee high socks.
You think campaign hats are cool.
You gave your wife a mummy bag rated for -15 F for Christmas.
You name one of your kids Baden.
Your favorite tune is "Camp Granada".
You can recite the 12 points of the Scout Law backwards, in order, in 3 seconds flat.
You bought 10,000 shares of Coleman stock on an inside tip they were about to release a microwave accessory for their camp stove line.
You can't eat eggs anymore unless they are cooked in a zip-lock bag.
You plan to get rich by writing a best selling Dutch Oven cook book.
You took a chemistry course at the local college to help you develop a better fire starter.
You actually own a left-handed smoke shifter.
The height of your social season is the district recognition dinner.
A trip to Philmont is a pilgrimage.
You are convinced the center of the universe is Irving, Texas.
The sales operators at the BSA distribution center's 800 number recognize your voice.
Singing "Scout Vespers" makes you cry uncontrollably.
You were disappointed when Scouting magazine didn't win the Pulitzer Prize last year.
The Scouts in your troop chipped in to have you abducted by a professional cult de-programmer.
Troop 270 Website - www.riversidescouts.com
The website for Troop 270 is now fairly well established, and I believe that it is being used by at least some of the Scouts and Scouters. The site currently contains information that I think is useful and some that is even entertaining, including:
* Current and past calendars
* Medical certification forms and permission slips
* Information on upcoming events, as I get that information
* Photos, taken over the past year by adults and at least one Scout.
* A Journal Page
* Links to Scouting sites such as meritbadge.com, CIEC, and other useful sites.
* Miscellaneous information
It is my intent that the website contain the type of information and documents that the Troop desires, and I would love to hear from anyone that would like to contribute in any way to the site. Scouts and Scouters are encouraged to contribute "content" to the site… and I can even set up special pages for any Scout that would like to have their own creative work posted for the world to see. I especially think that Scout projects, such as materials prepared for Merit Badges or Eagle projects would be great to post. Scouts can even design their own pages to post, if they feel so inclined. Of course, all submissions must be suitable for posting on a Boy Scout Troop website, and the last names of Scouts will not be posted. Stories, artwork and such creative works, if somewhat related to Scouting, would be a great addition to the site.
The website, which was formerly a Girl Scout site (Troop 207), has been hosted free of charge by a coworker, Bob Bell of Runware, since 2001. Mr. Bell is getting out of the website hosting business, and I will be moving the site to a new host in the very near future. Please bear with me if you find that the site doesn't work quite right during this transition period!
Please feel free to call or email your ideas or content!
Stan Dery
([REDACTED_PHONE] [REDACTED_EMAIL] | web | http://riversidescouts.com/files/newsletter.2.05.pdf | 0.495001 | {
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How to Create an APA Reference Page
1. Go to BibMe at http://www.bibme.org/
2. Click on the colored tabs for "Book, Magazine, Newspaper, Website, Journal, Film, Other (Interview, Lecture, Radio/TV, Photograph)"
a. Remember to find the…
i. ISBN for a book or encyclopedia. If it does not work, manually type in the info.
ii. URL for a picture is NOT Google. Click on the picture to find the actual URL.
3. Create your references page on the site and transfer to a Word document.
4. After transferring the references, be sure to…
a. Use Times New Roman, size 12 font, and 1 inch margins.
b. The "References" title is centered. The rest of the page is aligned to the left.
c. The reference list is in alphabetical order.
d. The 1 st line is NOT indented, but every other line after that is indented. (Tab once)
Here is an example of what the reference page should look like… (Minus the arrows!)
References
Herndon, Shannon. "Humanism." Honors World History. Harrison High School. Room 211, Kennesaw. 4 Mar. 2013. Class lecture.
Patrick, James. "Italian Wars." Renaissance and reformation. Tarrytown (N. Y.): Marshall Cavendish, 2007. 643 - 651. Print.l;
"Renaissance and Reformation - Oxford Bibliographies ." Oxford Bibliographies - Your Best Research Starts Here . N.p., n.d. Web. 7 Mar. 2013.
<http://www.oxfordbibliographies.com/obo/page/renaissance-and-reformation>. | web | https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/7/2891/files/2015/11/How-to-Create-an-APA-Reference-Page-1ffmnay.pdf | 0.436061 | {
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The Navy acquired its first aircraft, the A-1 Triad floatplane, in 1911. For the next 20 years, floatplanes and flying boats were Naval Aviation’s most prominent hallmark. These aircraft were biplanes, put together with wood, canvas and wires, the standard construction for that era. Traditional construction may have been familiar, but it significantly limited the possibilities of seaplane size, performance and operations. In the 1930s advancements in structures, materials and propulsion made possible new and significantly more potent generations of seaplanes. For the next three decades, seaplanes profoundly expanded the Navy’s capabilities and influence.
Ultimately, the seaplane’s days with the Navy were numbered. In the long run, it seemed that all of the missions important to the Navy could be accomplished more efficiently with either carrier- or land-based aircraft. The last operational seaplane flight was made by a Martin SP-5B Marlin of Patrol Squadron 40 on 6 November 1967, thus ending a truly unique and remarkable chapter in the history of Naval Aviation.
The Cat Steps Out
The Navy’s first patrol bomber, Consolidated’s PBY Catalina, the Cat, was probably the most recognized species of the seaplane breed during the late 1930s and 1940s. Built in larger numbers than all other U.S. seaplanes combined, many regard it as the most successful flying boat ever produced. It first flew in 1935 and ended its operational service with the Naval Reserve in January 1957, a remarkable span of service for a design grounded in pre-WW II technology. Even after its Navy career ended, the Cat continued to serve as a water-bomber, a transport to inaccessible areas, and a recreational vehicle for well-heeled sportsmen.
The Not-So-Ancient Mariner
As the Catalina aged, the need for a more capable and advanced successor became apparent. The result was Martin’s PBM Mariner. With its distinctive gull wing and twin tail, the PBM flew the same variety of missions during WW II as had the Catalina, including submarine hunting, sinking ships, hauling cargo and personnel, scouting and reconnaissance, and rescuing downed fliers. After the war, the Mariner served in the Korean War and with the U.S. Coast Guard. It was retired after 16 years of operational service.
The Seamaster
Martin’s P6M Seamaster was probably the most advanced flying boat ever built. It was designed for mine laying, photo-reconnaissance and nuclear strike missions. It unofficially beat world speed and altitude records, but no official record attempts were made. The Seamaster’s performance was so good that it was probably as much a threat to the U.S. Air Force in the perennial roles-and-missions turf battle it fought with the Navy as it was to our cold war enemies. Sadly, when the Navy pulled the plug on the Seamaster in 1959, it also brought an end to the future of the seaplane as a Navy species. | web | https://www.history.navy.mil/content/dam/nhhc/research/histories/naval-aviation/Naval%20Aviation%20News/1990/1999/september-october/caruso.pdf | 0.435659 | {
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Additionality Leighty
100 year Old Growth CO2e total
26,496,024
Additionality Leighty
25
Assumptions
Cumulative
tons/ac added
Used Leighty et. Al. 2006. Figure 2 to estimate Carbon emissions by age class.
See table to right
Carbon lost to durable goods
Second growth less than 100 years of age: Assumed 20% of carbon retained in durable goods, 80% lost Old growth and second growth over 100 years of age: Assumed 33% of carbon retained in durable goods, 67% lost
Regeneration
Assumed stands take 5 years after harvest to germinate and begin regeneration
Conversion: Carbon to CO2(e)
Multiply tons carbon by 3.67
100 year Old Growth CO2e total
5,764,039
Conservation Alternative
Acres according to our ALL PCT Analysis at 46 mmbf/year | web | https://geosinstitute.org/wp-content/uploads/2016/01/tongass-calculations-emissions-2016-01.pdf | 0.456067 | {
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Theatre Troupe Charms the Children
Thursday, July 19, 2012
*
*
*
Last week, five student actors traveled through five states in five days, performing for school and community groups as part of the nation's oldest performing arts tour for children, the University of New Hampshire's Little Red Wagon. And all they ask for when they arrive at the next venue is a flat surface and an electrical outlet.
The Little Red Wagon is in its 41st summer of entertaining children – and the young at heart – throughout New England. The traveling children's theatre, which includes puppetry and story-telling, has visited every community in the Granite State, and every corner of New England, proving that real-time theatre can enchant and entertain as much as Angry Birds. And, it is the longest running nonprofit, children's theatre tour in the U.S.
According to Nancy Pearson, director of marketing and communications in the Department of Theatre and Dance, the group used to be entirely comprised of UNH theatre students but five years ago, organizers opened up auditions to students from other colleges and universities. "It's really a professional summer theatre tour," she explains.
Barbara Massar, executive director of Pro Portsmouth, has booked the Wagon for the last several years, as part its Summer in the Street series…only for this show, aptly called Kids in the Street. A portion of Pleasant Street is closed off and Massar estimates that 500 children and their families attend the show.
"I work with a lot of different groups of all ages and all kinds, and I can tell you these students take this very seriously. They show up on time, they set up, they're just terrific." And, because the performance takes place on the street, she adds the kids really love it because they're right there, "feet in front of them."
Each actor plays two or even three roles for each show, and Pearson says Little Red Wagon is a wonderful training opportunity.
Every year, faculty from the Department of Theatre and Dance direct and sometimes adapt a story for young children. This year, for example, The Frog Prince, written and directed by David Kaye, with music by Tim Allen, is loosely based on the story by The Brothers Grimm. An ordinary fairy tale kingdom finds itself under an evil spell that makes everyone especially the princess miserable. Luckily, a goodnatured frog arrives just in time to break the spell and return things back to normal.
Tellin' Tales, the 2012 season's second show, by playwright April Jones, takes the audience on a walk around the world and uses masks and movement to portray folk stories from Appalachian, Spanish,
Cherokee, and Japanese cultures. It even answers the question: Why do roosters crow every morning?
"The Little Red wagon is one of the cornerstones of our Summer Reading Program," says Marie Kelly, children's librarian at the Rochester Public Library. "Families look forward to the show every year and it's wonderful to see such accomplished performances, and the energy and enthusiasm of the actors engage even the youngest members of the audience."
Kelly estimates she has invited the show to the library for the past 25 years and "each year I think 'This was their best performance yet,' and then the next year they are every bit as good!"
When it began, Little Red Wagon was instrumental to the introduction of theatre education into the public school system as a supportive tool for reading and learning. The traveling theatre was selected by the State Arts Council to represent the New Hampshire arts community at the National Bicentennial in Washington, D.C. in 1976. Funded solely by the public and private agencies that book performances, the theatre troupe performs for children and family audiences at schools, libraries, festivals, fairs, banquets, hospitals, recreation centers, state parks, camps and churches. The group performs at nearly 70 locations throughout New England each summer.
Pearson says one of their favorite venues is right at home, on the plaza adjacent to Rudman Hall, when Easter Seals sponsors a performance for its younger clients who represent all parts of the autism spectrum. "These typically are kids who have a really hard time connecting," Pearson says, "but they connect with the performance. Last year, during the question and answer with the cast after the show, one little boy raised his hand and asked, 'Will you be my friend?'"
Let the show begin!
FOR PERFORMANCE SCHEDULE AND BOOKING INFORMATION LEARN MORE >>
Originally published by:
UNH Today
Written by Kim Billings, Director of Advancement Communications
UNH Today is produced for the UNH community and for friends of UNH. The stories are written by the staff of UNH Communications and Public Affairs. Email us: [REDACTED_EMAIL].
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UNH Today • UNH Main Directory: [REDACTED_PHONE] Copyright © 2021 • TTY Users: 7-1-1 or [REDACTED_PHONE] (Relay NH) USNH Privacy Policies • USNH Terms of Use • ADA Acknowledgement | web | https://scholars.unh.edu/cgi/viewcontent.cgi?article=1158&context=unh_today | 0.484032 | {
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WMG INTENT
"The aim of art is not to represent the outward appearance of things, but their inward significance." - Aristotle
Art and Design (GCSE) Curriculum Intent
By the end of their learning journey in Art we intend for our students to develop knowledge, understanding and skills through integrated practical, critical and contextual study that encourages direct engagement with original works and practices.
You will develop skills in:
* Problem-solving
* Critical thinking
* Communicative
* Presentation
* Self-management
* Independent working
* Practical
* Analytical
You will develop knowledge and understanding of the visual communication and creative processes that will develop your creative voice. While developing an understanding of the importance and influence of the work of artists and designers to understand and realise their creative intentions. You will produce a portfolio of art and design work to support progression to higher education and employment.
Art is special because you have the freedom to explore a range of mediums, sources, themes that involve the development of personal work and lines of inquiry determined by the need to explore an idea, convey an experience or respond to a theme or issue.
As part of the learning journey you will have an open forum to express yourself through creative mediums and themes and also the opportunity to work with artists and internal commissions.
School Curriculum Intent
At WMG academy our curriculum intent is to provide a STEM focussed curriculum that prepares pupils for the world of work, we are business led; as such we provide a rigorous, expertly sequenced curriculum with engineering at the heart. Alongside the curriculum we have a nurturing pastoral support team providing enrichment and guidance, thoroughly preparing students to be career ready.
School Mission
WMG Academy aims to send students into the world with a professional attitude, an understanding of business and a mature approach to work.
Our 'business-like, business-led' ethos gives students a head start. Employers pay for apprentices to study and work, with many commanding generous starting salaries in secure industries. | web | https://solihull.wmgacademy.org.uk/wp-content/uploads/sites/4/2023/11/Art-and-Design-GCSE-Intent-Statement.pdf | 0.420219 | {
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Love has always intrigued many people and has most people baffled. Why you are attracted to certain people have a lot to do with the human pheromones that exist in just about every living think on the planet.
Without these chemicals and elements released by the human body, a life long mate would be even more difficult to locate than it is right now. There have been many studies on human nature and certain behaviors who have revealed that pheromones are the main cause of why we are drawn to someone, especially sexually.
Men and women have different pheromones and men are said to release most of theirs if they sweat. Both male and female pheromones are usually picked up through the olfactory senses of the opposite sex; however, there are studies that show that some of these sensory tend to be more sensitive to the pheromones of the same sex.
- Perfumes and colognes are created with this type of reaction to happen by when wearing it.
- Many perfumes created for girls may attract the attention of men, mainly because of the ingredients used in them.
The insect and animal kingdom rely more on pheromones than people. Human pheromones are mainly used for fascination, while insects rely on the excreted chemicals for survival. They could use them in order to warn the swarm of predators and can alert the opposite sex of readiness to mate. Without these kinds of very important excretions, survival of most insects would soon disappear.
The Animal World, They are Used for Just about the Same Reason They are in Humans
Attracting a breeding mate that will ensure the survival of species, including in human beings. With a variety of species of animals, the pheromones are mixed with bright colors and crazy behaviors all in the name of attracting a partner.
- To find out more about pheromones and perfumes, do a little research online.
- More than likely right now, you are secreting pheromones or wearing cologne that has it in it.
Victor Cooley
Victor is a content specialist at pianavia.com, a resource on natural health. Previously, Victor worked as a post curator at a media startup. When he's not sourcing content, Victor enjoys biking and shopping.
Disclaimer: Content in this document is an advertisement therefore it may be biased and should not be considered an objective or independent review. Owner of this document may be compensated when you purchase a product by clicking a link in this document. The views and opinions expressed in this document are purely of the author. Any product claim or other representation about a product or service should be verified with the manufacturer, provider or party in question. Any health information in this document is for educational purposes only and is not intended to replace the advice of your health care provider. | web | http://pianavia.com/A_General_Look_At_Human_Pheromones.pdf | 0.431248 | {
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Public Holidays 2
Date: __________________________________Weather: _____________
I. Match the name of the holidays with the descriptions.
New Year´s Eve – Halloween – St. Patrick´s day – Thanksgiving – Christmas – Diwali – Boxing day
1. It’s a celebration on the night of October 31st. It is most practiced in the United States, Canada and Ireland. Children wear costumes and go to peoples' homes saying "Trick or treat!" to ask for candy (sweets in the UK) and people give it to them. People often dress up as monsters, ghosts, witches, or other scary things.
_____________________________
2. It’s a global celebration of Irish culture on or around March 17th. It particularly remembers one of Ireland’s patron saints. It is also widely celebrated in Great Britain, Canada, the United States, Argentina, Australia, and New Zealand. Many people wear an item of green clothing on the day. Parties featuring Irish food and drinks. The most common symbol is the shamrock which represents the Holy Trinity.
_____________________________
3. It´s India's biggest and most important holiday of the year. This festival is as important to Hindus as the Christmas holiday is to Christians. The five-day celebration occurs annually in October or November; the exact dates are dependent on the Hindu lunar calendar. It represents new beginnings and the triumph of light over darkness and good over evil. The houses are decorated with candles and colorful lights and people share gifts and recite prayers. People visit their relatives and have feasts.
4. It’s a national holiday celebrated in Canada, in the United States, in some of the Caribbean islands, Germany and Japan. It was originally celebrated as a day of giving thanks for the blessing of the harvest and of the preceding year. It’s celebrated on the second Monday of October in Canada and on the fourth Thursday of November in the United States. It generally centered on a large roasted turkey.
5. It’s a holiday celebrated on December 26th. It’s celebrated in Great Britain and in most areas settled by the English (the U.S. is the major exception), including Canada, Australia, and New Zealand. It was a holiday about equity- ensuring that everyone got a day off, even those who had to work on Christmas. It’s primarily known as a shopping holiday, much like Black Friday in the United States.
6. It starts in the evening on December 31st. There are large celebrations which may feature concerts, late-night partying, sporting events, and fireworks. Some young people go to parties and others stay at home with their family. After the celebrations, it’s traditional to make plans for the new year on January 1st and the idea is to make some positive changes in your life.
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The Mayor’s Alliance for NYC’s Animals works toward the day when no animal in the city will be killed simply because it does not have a home. Part of its work involves two vans that transport animals. But last summer, high gas prices caused that project’s cost to exceed budget by $30,000.
“It was a question of making people realize that without the ability to transport these animals from animal care control to the various other rescue groups and shelters that would help get them adopted, the animals were probably going to die,” says Jane Hoffman, Mayor’s Alliance president.
**STRATEGY**
The alliance’s PR firm, M. Silver Associates (MSA), worked to build awareness and raise money to support the program. One of the reasons the group hired MSA “was because New York is such a huge media market, and it really needed to reach as many people in different ways as possible,” says Patrick Kwan, AE at MSA. The firm focused on giving the media access to experience the problem firsthand.
**TACTICS**
MSA pitched the story as breaking news to local TV, radio, and print outlets. It highlighted the entire package of content it could provide, including bringing reporters into the shelters and allowing them to ride along on transfers and see for themselves how much it cost to gas up the vans. “Having the opportunity to have the media see the rescuers in action, see the shelters, see how important this is – that made it far more real,” notes Linda Ayares, MSA SVP.
**RESULTS**
An *amNewYork* cover story prompted a $10,000 donation from the ASPCA, which resulted in another cover story, among other media hits. Along with offers from volunteers to transport the animals, donations totaled more than $50,000. Support also came from fundraisers by pet boutique Trixie & Peanut and a second-grade special education class. “We just received a grant from Petco, partially because of these stories, to buy another van,” adds Hoffman.
**FUTURE**
MSA continues to work with the Mayor’s Alliance.
*Danielle Lipp* | web | https://animalalliancenyc.org/media/coverage/mg2007-06-04.pdf | 0.444177 | {
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Curtis “Grey Wolf” Blackdeer
“They are not dead who live in the hearts they leave behind”
-Native American proverb
Curtis “Grey Wolf” Blackdeer lived a life that touched the hearts of many, including his family, his colleagues, his friends, and his community. His actions and demonstrations of love, generosity, loyalty, and giving to others embodied the mission of the Greywolf Foundation, which is why we are proud to honor his memory at our annual golf outing.
Curtis was born in 1940, in Neillsville, WI, the son of Earl and Eva (Little Bear) Blackdeer and grew up in a large family with nine siblings. During his youth, and throughout his life, Curtis faced many challenges as a Native American. But, he faced whatever obstacles with a cheerful determination and always strived to see the good in people and opportunities for positive outcomes.
He graduated from Black River Falls High School in 1958 and then immediately served in the United States Navy for six years. Upon leaving the U.S. Navy, Curtis married Karen Hanson in 1965, and they remained happily married until his death in 2019.
Curtis and Karen raised two children, Daniel Blackdeer and Denise Wagner, in Madison, WI. A proud member of the Ho-Chunk tribe, he served the tribe in many official capacities during his life. Professionally, he worked for General Telephone for the majority of his career, where he was known for his eagerness to mentor younger employees. Curtis and Karen were members of the Lake Edge Lutheran Church in Madison.
Cooking and golfing were enjoyable hobbies for Curtis, and he was an avid bowler for many years. He was passionate about spending time with his family and found great joy attending his grandchildren’s numerous sporting events and activities.
Thank you for your support of the Curtis W. Blackdeer Memorial Outing and the impact it will have on the Greywolf Foundation. Know that with every smile, bit of laughter, or moment of cheer you experience today, a bit of Curtis’s spirit will be touching your heart as well. | web | https://greywolffoundation.org/wp-content/uploads/2022/06/Curtis-Blackdeer-Golf-Outing-Bio-1-1.pdf | 0.488152 | {
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As the days grow cooler and shorter, I find myself trying to get as cozy as possible at home. The throw blankets are out, battery-powered candles lit, and I have plans to get an apple pie in the oven this weekend. My kitchen never feels more like home than when it smells like baking apples or my husband's bubbling chili.
Wherever you live, I hope you, too, can find small everyday comforts in your home. Whether it's a wall of family photos, an heirloom quilt, or a funky lamp, we all have things that make our residences feel like home. Books already may be one of those things, but if you need some more, the library has them for you for free! Here are some of my favorite children's books about houses that will be sure to increase the coziness level in your home.
"The Farmhouse" is a gorgeous and fascinating picture book from Caldecott Medalwinning author and illustrator Sophie Blackall. After buying a piece of property with a fallingdown farmhouse on it, Blackall imagined the lives of the family of 14 who lived there years ago. She explored the house and found bits of papers, fabric, and other common items that told their story, and used those scraps to help create the illustrations in the book. The result is a feast for the eyes and a sweet story for the soul.
"A House," by Kevin Henkes, another Caldecott Medal winner, is a much simpler take on a house for young children. The pictures show a simple white house in the rain, under a sun, at night, and buried in snow. The text encourages discussion of the illustrations by asking questions about them, making this picture book perfect for shared reading with a very young child.
"The Blue House," by Phoebe Wahl, is about what makes a house a home, and how difficult it can be when you have to leave it. Leo and his dad are very sad to have to leave their house, a place where the paint was peeling and the roof was mossy, and where they danced and baked pies and built blanket forts. The illustrations of their home are so charming and full of lovely details that you'll wish you could step right in and join their dance parties. After they move, their new house feels strange and empty at first, but it starts to feel like home as they start creating new memories there.
"Time For Bed, Old House," by Janet Costa Bates and A.G. Ford, is a unique bedtime story. Isaac is spending the night at Grandpop's house for the first time but isn't sleepy at bedtime, so Grandpop has him help put the house to bed. They turn out the lights to make it dark and cozy, close the blinds to close the house's eyes, and read the house a bedtime story. By the end of the story, the house and Grandpop are asleep, and Isaac confidently puts himself to bed, too.
"Building Our House" by Jonathan Bean will be a favorite among kids who love learning how things work. A family moves to the country where they will build a new house in the middle of a weedy field. The book shows the family working hard on every step of construction, from breaking ground to pouring the foundation to having a frame-raising party with everyone they know. The house couldn't have been built without the help of a community and the strength of a determined family.
Reading as a family can be such a snuggly activity on a chilly autumn evening. I hope you find some books to bring warmth to your home! | web | https://kirklandtownlibrary.org/wp-content/uploads/2022/11/All-the-Comforts-of-Home-by-Ruth-Gilbert-11-2-22.pdf | 0.494868 | {
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Rowshon Chowdhury The Air BP Gliding Scholarship
From having absolutely no flying experience to now having a memory of my first gliding session (which I now deeply cherish), this course has allowed me to give an insight on how it feels to be a young pilot.
I was the first one to arrive at the club so I had a big tour. Camphill is beautiful, lots of lovely views. The club that I went to was called Derbyshire and Lancashire Gliding Club and it had many types of gliders. Some were vintage and some were new.
My group and me were very lucky as we managed to fly everyday! My total flying time was 5hrs of managed to do lots of launches and lots of practice. Honestly I wasn't very good at flying for the first 2 days, but after I kept trying and trying , I managed to improve a lot .The instructors were amazing at their
jobs, they were professional and good at explaining how a glider works. It wasn't just flying that we had to do, there was lots of activities like doing the lights when people are launching or driving a tractor. The regular gliders helped us too and it was interesting to find out other people's gliding stories and adventures. Launches were so quick; it felt like you was on a short roller coaster ride. We flew up in the sky in around 3s and it was mesmerising to see all the tiny little things from above.
I think this gliding scholarship is for anyone who has a key interest in flying or who wants to me more comfortable with controls when flying. As a Muslim , I am proud of myself for achieving this as I haven't seen many Muslim girls try gliding. I hope to inspire everyone and encourage others to experience gliding. I would like to thank The Honourable Company of Air Pilots for this gliding scholarship and the help and support I
have received from them. I would also like to thank the amazing people at Derbyshire and Lancashire Gliding Club for their service and outstanding teaching skills.
Taking this course boosted my confidence in myself and my future. I definitely will recommend this to anyone ☺ | web | https://www.airpilots.org/file/20d7ee6563673c142f3ed7e5b8dad811/rowshon-chowdury-the-air-bp-gliding-scholarship.pdf | 0.436068 | {
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The John J. & Freda C. Monnot Scholarship Fund
Helping high school and college students in Yuba and Sutter Counties achieve their goals of higher education.
For more information, please contact:
Tenney & Company, CPAs
1528 Starr Drive, Suite A
Yuba City, CA 95993
Phone [REDACTED_PHONE]
Fax [REDACTED_PHONE]
John J. & Freda C. Monnot
The Monnots: Investing In Their Community
John Joseph Monnot, son of Louis Peter Monnot and Mary Lee Hatfield Monnot was born January 7, 1918, in Ingleswood, CA. He served in the US Army Air Corps from 1940 to 1944. John came home from England in the fall of 1944 after completing 65 bombing missions in a B-26 while stationed in Europe.
Freda Carrie Noreen Monnot, twin daughter of Henry William Noreen and Mary Esther Paine Noreen was born July 1, 1919, in Otter Tail County, Minnesota. In 1937, she attended Minneapolis Business College on a secretarial scholarship. Freda then went to work in Gary, Indiana while her parents and siblings moved to California. She left Indiana in January 1939 and moved to Yuba City with her family, where she worked and enrolled at Yuba Junior College. Mrs. Monnot went on to San Jose State University and later earned a Master’s Degree.
Freda and John met in Northern California. They were married in the spring of 1945.
After the Army Air Corps, Mr. Monnot was the Superintendent for C.E. Sullivan Ranch for 15 years. The Monnots were able to buy their own fruit and nut ranch in 1963. Later they added a walnut hulling plant located at the intersection of Garden Highway and Highway 99. In 1984, they sold the station to two local brothers, Dan and Jeff Stephens.
Mrs. Monnot taught at Marysville High School from 1944 to 1947, then at Yuba College from 1947 to 1973. She taught business courses there, and later in her life started a fund at Yuba College for the Business Department. The fund is used to supply books, technology, and scholarships to local business students.
The Monnots traveled the world during their lifetime. They visited the area in France where John’s family came from. They also toured China, Romania, and Japan.
Mr. & Mrs. Monnot never had children, but their kind and generous influence has had a positive affect on many local children. They were close with many of their workers and often attended family events of their employees. The Monnots wanted everyone around them to succeed, and believed education was instrumental in success.
The Monnots have bestowed a generous scholarship fund which will benefit many young people in Yuba and Sutter Counties for many years to come.
Preparing to fly. John, second from left, and his flight crew in WWII.
Realizing Your Dream
Any eligible student planning to attend or currently enrolled in an accredited college, university, or trade school may apply for the John J. & Freda C. Monnot Scholarship. Awards are not based solely on financial need. The merit and character of each applicant is also considered. | web | https://www.sutterhuskies.com/documents/Counseling/Scholarship-and-Award-Opportunities/J-and-F-Monnot-flyer.pdf | 0.488618 | {
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Monday 13th May
Tuesday 14th May
Wednesday 15th May
Thursday 16th May
Friday 17th May
This Week's 'What's Happening'
Word of the Week
Our 2-year-old vocabulary focus this week will be 'calf'. We will talk to the children about names of farm animals and their young. Talk to your child about the animals you see and use words to describe what they look like and what they are doing.
Imagination Library
Check the availability of #DollysLibrary in your area and register your child today for free books every month.
https://imaginationlibrary.com/check-availability/
Sign of the week
Our Makaton sign this week is 'listen'. We will use this sign to talk to your child during our routines, activities and group times.
Bridlington Trip
Book your place on the coach for our trip to the seaside. Deposits to secure your seat can be paid at the school office this week.
Stay and Play
Join our popular stay and play for all children and parents run by Early Years Alliance. The weekly session is held at Abbey Green Nursery School every Thursday 1pm to 2.30pm.
D
ownload the 50 things app and have a go at #13 Shout and Shush!
Children take delight in trying out the noises they can make themselves, exploring how the places they are can change that sound. A loud sound in the garden sounds different in the pedestrian subway in town. A whisper close to their ear might 'feel' as well as 'sound'. You and your child can enjoy listening to the sounds you make. https://bradford.50thingstodo.org/app/os#
What's Happening on Social Media – Follow us!
Instagram: Midlandroad_nurseryschool
Tik Tok: @midlandroadnurseryschool
Facebook: Midland Road Nursery School
X: @midlandroad1 | web | http://www.midlandroadnursery.org.uk/wp-content/uploads/2024/05/whats-happening-MR-May-13th.doc.pdf | 0.427477 | {
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Riverside State Park Equestrian Area
By Ken Carmichael
The equestrian area at Riverside State Park, near Spokane Washington provides a wonderful venue for horsemen. Many of us take advantage of the campground, arena, round pen and trail obstacle course. Groups use it for events, individuals use it for training and exercising their horses, campers come for a visit and travelers use it as a stopover to rest horses as they come through Spokane. The equestrian area is connected to about 80 miles of trails in the park. It serves many equestrian needs of our community.
Now the Ponderosa Chapter of Back Country Horsemen is developing plans to do maintenance and additions to the features. Here is a quick summary of what we want to do:
* Trail obstacle course – perform maintenance on current obstacles and create new obstacles.
* Arena – new stain on the rails.
* Campground – add more corrals to the existing campsites.
* Trails – limb some trees that have grown out over the trails.
We have committees established to work on each project. The process includes:
* Identifying the work to be done
* Cost estimates
* Parks approval and assistance where required
* Materials/tools
* Funding
* Work parties
As you can see a lot goes into the projects prior to the work parties. We hope to do the maintenance on the trail course and stain the arena this year. Additional trail course obstacles will probably be in the Spring. Other work will be done as labor and funding is available.
Where can you help?
* Funding for projects like this is always important. In this case the Ponderosa BCH and the Riverside State Park Foundation are taking the lead. However, we always need cash donations for materials and in-kind donations of materials can reduce the costs. Individuals and organizations can make "restricted donations" to Ponderosa Back Country Horsemen. Contact me for ideas on specific materials needed.
* Work parties are really the fun part of the project. This is where we get together and see the final results of our hard work. If you, or your organization, would like to help we would love to have you.
How can you express your interest?
* Contact me. I am always ready to talk about the project, provide more information or accept your contributions and labor.
[x] Ken Carmichael [REDACTED_PHONE] or [REDACTED_EMAIL]
[x] Ponderosa BCH PO BOX 1184 Airway Heights WA 99001
[x] PayPal donations can be made through the PBCH website www.pbchw.com.
Thank you for your support. We want everyone to enjoy this great equestrian venue. Come join us.
NOTE: Back Country Horsemen of Washington is a 501C3 non-profit with the mission of preserving and enhancing the rights of responsible horsemen to use horses and mules on public land. We do this through education, advocacy and moving dirt (trail work). And we have fun doing it. | web | http://pbchw.com/wp-content/uploads/2020/08/Publicity-for-RSP-equest-area-converted.pdf | 0.480098 | {
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University of Dayton
eCommons
Rivers Institute Blog Archive
2-23-2022
Describing the Significance of Water in My Life
Katie Horgan University of Dayton
Follow this and additional works at: https://ecommons.udayton.edu/rivers_blog
eCommons Citation
Horgan, Katie, "Describing the Significance of Water in My Life" (2022). Rivers Institute Blog Archive. 319. https://ecommons.udayton.edu/rivers_blog/319
This Blog is brought to you for free and open access by the Rivers Institute at eCommons. It has been accepted for inclusion in Rivers Institute Blog Archive by an authorized administrator of eCommons. For more information, please contact [REDACTED_EMAIL], [REDACTED_EMAIL].
Rivers Institute
Describing the Significance of Water in My Life
Katie Horgan, 2024 Cohort
Water has always been significant in my life. At the age of six I began competitively swimming, something I continued through the end of high school. Though the pools I swam in were strictly manmade, I still felt a connection to any body of water I came across. After graduation, I continued my streak of always being near water by getting a job as a traveling lifeguard for some pools and lakes in my area. The job had its' challenges, but there was one particular aspect that kept me coming back for two more summers. I loved seeing how people interacted with each other. As a lifeguard, I was basically paid to people watch, but in a pool environment people seem to act somewhat differently. I have seen grow adults squeal with joy at their friend jumping off the diving board. I have experienced a baby saying some of their first words poolside and watched as the parents smiled ecstatically. Water provided them a space to congregate and make memories. I myself have had these same experiences. I have spent my summers swimming in quarries, lakes, and beaches. Water has provided me with so many happy moments shared with friends and family.
I think the thing that fascinates me most about water is that it sustains life. It was in high school when I first became interested in sustainability, and of course I thought about how water factors in. Water ecosystems have an interconnectedness that still intrigues me. In college I began to learn about energy pyramids. An energy pyramid is meant to represent that every ecosystem has a flow of energy. When this flow is interrupted somehow, the entire pyramid suffers. Pollution, climate change, and a lack of respect for our environment are the main reasons why this flow would be interrupted. This knowledge furthered the passion I already had for protecting our environment. I started to think about how pollutants could harm creatures both on land and in water, and how this could lead to me not being able to make more memories in the beautiful outdoor spaces I was used to frequenting. For this reason and many others, I decided to join the River Stewards program at UD. I know the program has expanded my knowledge of water an immense amount. This knowledge will continue to grow for my remaining two years.
I excitedly look forward to the rest of my time as a River Steward at UD and beyond. | web | https://ecommons.udayton.edu/cgi/viewcontent.cgi?article=1318&context=rivers_blog | 0.430759 | {
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Unit #1 Title: Who Am I
Number of Lessons in Unit: 3
Time Required for each lesson: 30 min.
Best time of year to implement this Unit: Autumn
Lesson Titles:
Lesson 1 An Apple a Day
Materials/Special Preparations Required
3 apples (one red, one green, and one rotten)
What Color Is Your Apple? worksheet
Poster with the outline of a tree and branches (counselor made)
Plain paper
Crayons (red, green and brown)
Lesson 2 What Color is Your Apple?
Materials/Special Preparations Required
Tree with apples from previous week.
Paper
Pencils or crayons
Dry erase board, smart board, chart paper, other
Lesson 3 Fly Your Kite
Kite
Fly Your Kite worksheet
Go Fly Your Kite Venn Diagram worksheet
Yarn
Crayons or markers
Glue
Missouri Comprehensive School Counseling Big Idea:
SE.1 Understanding self as an individual and as a member of diverse local and global communities.
Grade Level Expectations (GLEs):
SE.1.A.03 Identify positive characteristics and areas for personal growth. (DOK Level - 1)
SE.1.B.03 Reflect on personal roles at home and at school and identify responsibilities.
(DOK Level - 2)
SE.1.C.03 Identify the personal characteristics needed to contribute to the classroom. (DOK
Level - 1)
American School Counselor Association (ASCA) Mindsets & Behaviors:
Social/Emotional Development
Grade Level: 3
Show Me Standards: Performance Goals (check one or more that apply)
This lesson supports the development of skills in the following academic content areas. Academic Content Area(s) Specific Skill(s)
| X | Communication Arts |
|---|---|
| | Mathematics |
| X | Social Studies |
| | Science |
| | Health/Physical Education |
| | Fine Arts |
Unit Essential Questions:
Why are positive character traits important?
Unit Measurable Learning Objectives:
The student will determine positive and negative character traits from a list of fifteen character traits.
The student will determine which of four character traits named by other students describe him/her.
The student will identify two character traits that he/she would like to develop for personal growth.
The student will complete a Venn Diagram by listing three attributes that make home and school run smoothly.
The student will list seven roles and responsibilities he/she has at home and school.
Unit Instructional Strategies/Instructional Activities:
X Direct (Compare & Contrast; Demonstrations; Guided & Shared – reading, listening, viewing, thinking)
XIndirect (Reflective Discussion)
Experiential
X Independent Study (Learning Activity Packages)
X Interactive Instruction (Brainstorming; Peer Partner Learning; Discussion)
Unit Summative Assessment (acceptable evidence):
Summative assessment should relate to the performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc.
Students will complete a Venn Diagram that identifies the attributes that make a home and school run smoothly. Students will list their responsibilities at home and school.
Brief Summary of Unit:
This unit provides opportunity for students to recognize their roles and responsibilities. The unit focuses on how their personal characteristics and strengths help them in their life roles. The unit uses art activities to motivate students.
Student Prior Knowledge: What prior knowledge do students need (e.g. the steps to solving a problem) to be successful in this unit?
Understanding of the following:
Personal roles
Feelings
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Wednesday WeBelong Monthly: Equality vs. Equity
Equality
Equality is giving everyone the same bike, as shown in the illustration below. Everyone is given the same resource to get somewhere, but given our vast differences and experiences as human beings, we will likely all need something different to get us to where we want to be.
Equity
Equity is giving everyone the bike they need, given their differences and experiences, to get to the destination.
Equity means ensuring all individuals have what they need to succeed and participate fully, accounting for different access to opportunities, status, and rights.
Barriers to Equity
At the MICRO Level: Individual or interpersonal level
- Unconscious or implicit bias
- Microaggressions
- Insensitivity
- Selective mentoring (i.e., informal mentoring)
- Inconsistency in addressing mistakes or performance issues and even in the way we give feedback
Barriers to Equity
At the MACRO Level: Systems (think workplaces, laws, governments, infrastructure) are often built, whether inadvertently or intentionally, based on dominant or “majority” groups. Sometimes, this is done to accommodate “the most” possible. At its best, it’s an effort to get close to “fair.” But especially in this day and age, with diversity growing in so many different areas, systems that have worked in the past simply won’t work for a changing workforce and culture. We’re evolving, and our systems need to evolve, too, to be fair.
How Are You Affected?
Take a moment to reflect on how this may have impacted you in the past or present. Some things to consider:
• What assumptions have people made about you?
• What aspects of your identity have opened you up to inequity?
• How have you been impacted by inequity because of these assumptions?
Why is equity so universally desired yet so universally hard to achieve?
• Many are afraid to lose power
• Some fear losing "culture"
• Financial constraints
• Harsh Reality: All of us uphold so many inequitable policies and practices that we don't even realize are harmful
What Equity Looks Like in the Workplace:
- Pay equity (i.e., pay bands)
- Equal opportunity for achievement
- Closing racial / gender identity gaps in pay, level, advancement
- Leaders: equally growing and championing your directs
- No favoritism
- Rules and standards apply to all
- Difference is celebrated
- Inclusion is practiced
Resources
Looking to dive deeper or explore further? Below, you'll find a selection of resources to help you get started:
- Gender Decoder: Finding Hidden Bias in Your Comms
- Stanford University: Anti-Racism + Allyship 7-Day Journey (Course)
- Lever: Equitable Hiring + Comp Guide
- George Washington University: Equity vs. Equality: What’s the Difference? | web | https://20052565.fs1.hubspotusercontent-na1.net/hubfs/20052565/Content%20Offers/WeBelong/WeBelong%20Equality%20vs.%20Equity-1.pdf | 0.425404 | {
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Incredible Years in Los Angeles During the Pandemic
Micah Orliss, Ph.D.
COVID-19 in Los Angeles
• 2.8 million identified cases, 31,991 deaths
– Infection rate 28,779 per 100k, death rate 319 per 100k
• 72% vaccination rate
• Winter peaks in 2020-2021 and 2021-2022
• Uptick in rates since April
• Masking indoors no longer required in California
• LAUSD schools are masking optional, unless there is an outbreak
• L.A. County requires universal masking in healthcare settings
– Restrictions on the size of group activities
IY groups at CHLA remain full and in demand. We continue to offer the same number of groups as pre-pandemic:
- 2 Spanish parent groups, 2 English parent groups, 4 child groups
Groups are delivered by telehealth:
- 60 minutes for child groups
Telehealth Advantages and Disadvantages
• Families like the convenience of telehealth
– Two years into the pandemic, families understand videoconferencing platforms
• Group dynamics remain a challenge
– Fewer spontaneous interactions among group members, particularly in child groups
– Dosage is smaller
– Less opportunity for hands-on guidance, practice
CHLA is limited in capacity due to COVID restrictions
- First year of the pandemic, interns were trained in groups of five
- This past year interns were trained in a group of ten and a second round of training was held for new clinical staff, psychiatry fellows, and O.T. residents
- We have not been able to open up trainings to outside participants
Los Angeles County IY Usage
• Less usage during the pandemic
– Not every agency was able to pivot to telehealth - implementation matters!
• Lots of staff turnover meant that other agencies lost trained staff
• More recent inquiries regarding trainings offered through CHLA
• Meeting with DMH to discuss training needs of other agencies
• DMH will be surveying agencies to determine need
• DMH will be restarting the IY Learning Collaborative
• Hoping to assist with training and implementation, encouraging use in schools
Short and sweet:
- Attention spans (especially for IY kids) are short for telehealth
- Move things along quickly
- Frequent movement breaks
- Songs
- Yoga poses
- Scavenger hunts
- Limit screen shares
- More puppet usage!
Facilitate Interactions Among the Kids
- Distance learning did not encourage kids to socialize online
- The format is difficult for large group conversations
- Group leaders must prompt for interactions:
- Breakout rooms
- Teams
- Notice similarities
- Complement circles
- Celebrate interactions
Essential Small Group Dina Activities can be maintained:
- Puppets
- Videos with practice
- Token Economy
- Behavior Plans
- Free play / Circle time / Activity time / Closing ... structure is the same
Encourage Parent Involvement:
- Support with technology
- Monitoring behavior
- Offering praise and positive attention
- Weekly check in / reminder
- Parents learn by watching group leaders model praise, ignoring, positive attention, play
Recommended online tools:
- YouTube I Spy videos
- Yoga poses for kids
- Build Your Own Spinning Wheel
- Treehouse building sites (promote teamwork)
QUESTIONS? | web | https://incredibleyears.com/?wpfb_dl=2131 | 0.41856 | {
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Here you can see white flowers reflect the colors around them. They are not really white at all. I see some blue some violet and some yellow in this reference photo. What do you see?
The blue from the cloudless sky also is reflected and makes this a good contrast to the yellow orange center with a bit of a green pistil in the center.
This type of Poppy is called a prickly poppy and is considered a weed here in Texas.
On the left you see a First fire of an open white rose. I used Mixing Yellow, Deep Blue Green and Soft Pink for the tints of color on the first fire and then wipe out the petal shapes. You can see how much color is left on the flower and it still looks white. The center is Mixing Yellow, Pecan and a small amount of Yellow Red.
On right you see a photo of a white rose. Do you see how the colors I have used above on the open rose are more exciting than what you see here. Edgar Whitney once wrote tell me a beautiful lie. I say make it prettier than it really is.
First step is to draw the outline of the flower you are painting I use a scroller usually loaded with Deep Blue Green. Paint 3 shapes of each color, I start with Mixing Yellow, in what I call an unequal triangle of motion. Next is Soft Pink, finally Deep Blue Green,( this blue green needs to be more blue than green), Baby Blue will also work, these shapes, need to be unequal in size and an interesting shape. No twins, no triplets. Nothing alike, alike is the key to better painting.
Lightly blend. No straight lines and you should be able to see the color without it all being muddy. You will get a natural gray in some areas. It's so much better than using a pre-made gray. Paint in center with Mixing yellow, Pecan and Yellow red. Wipe out flowers and don't forget that blast of light (there is no detail in it)
If background is desired I usually use Mixing Yellow and Deep Blue Green leaving some light areas.
Above you can see a finished painting of Daisy and Berries do you see how the colors all harmonize, by pulling some of the background color onto the daisy it works. Also the color contrast of the dark value purples with the yellow centers makes for an exciting color display. Learn how to edit a photo. Overlap the flowers not all singles like this reference photo. It's your painting enjoy the journey. Cherryl Meggs | web | https://es.artlessonuniverse.com/_files/ugd/6f64c0_95f042bc3d964363bdde458fed97826e.pdf | 0.443945 | {
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Hello Parents!
Second Grade has MAP Benchmark Testing this week. It is very important your child eats a hearty breakfast to help their minds do their best work. Please also ensure your child gets a good night’s sleep each day so they are fully rested and refreshed. Testing is nothing for the students to be stressed or worried about. It is simply just an opportunity for them to show us what they know. 😊
Here’s What is Coming Up:
January 23: Language Arts MAP testing.
January 25: Reading MAP testing.
January 26: Math MAP testing.
January 27: No Mass – students wear regular uniform.
1/30 – 2/3: Catholic Schools Week
Spelling Homework Clarification
You will notice your student was given a new spelling work menu last week. It’s a yellow sheet of paper. Your student can still use the blue spelling menu for their spelling work if they would like. The yellow menu is just some new options if they want to try something different.
For spelling homework, students still only need to complete 2 activities each week. They can choose to 1 from the blue menu and 1 from the yellow menu. Or they can do 2 from the blue menu and 0 from the yellow. Or they can do 2 from the yellow menu and 0 from the blue. Just as long as they have a total of 2 activities completed each week.
Spelling Words:
Unit 20: oi and oy words
click, boy, joy, soy, toy, toys, coin, coins, oil, boil, join
Challenge Words:
forgive, penance, confess
Contact Us:
Mrs. Rivet
[REDACTED_EMAIL]
Mrs. Lopez
[REDACTED_EMAIL] | web | https://www.stmarylc.org/editoruploads/files/News%20Letters/1-20-23/1_23-1_27_23%20%202nd%20Grade%20Newsletter.pdf | 0.438377 | {
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اﻻﺳﻢ:
اﻟﺪرﺟﺔ : 400
(
)
اﻟﺼﻔﺤﺔ اﻷوﻟﻰ
)اﻧﺘﺒﮫ رﻗﻢ إﻟﻰ اﻟﺴﺆال ﺑﺤﯿﺚ ﯾﺘﻄﺎﺑﻖ رﻗﻢ ﻣﻊ اﻟﺠﻮاب و ﻻ ﺗﻨﻘﻞ ﺻﯿﻐﺔ اﻟﺴﺆال رﻗﺔ و إﻟﻰ اﻹﺟﺎﺑﺔ (
A- Read the following text then do the tasks below:
B- Read the following text then do the tasks below:
The first man to set foot on the moon was called Neil Armstrong, but he was with another astronaut called Edwin Aldrin. Their journey started at the Kennedy Space Center in Florida. Three astronauts took off in the spacecraft called Apollo 11 and travelled for four days across 386,160 km to get to the moon. When they got near the moon, Armstrong and Aldrin left the other astronaut, Michael Collins, behind in the command module. They flew in the smaller Lunar Module to the moon.The two astronauts explored the moon's surface. They collected about 22 kg of moon soil and rocks, set up a wind experiment and took photographs. They spent 21 hours on the moon. Then they flew back to the Command Module and joined Collins again on Apollo 11. They then flew back to Earth and landed safely.
.
- Choose the right answer (a, b or c ) to complete the following: ( 30 marks )
1- The first man to set foot on the moon was ……….
a-
Neil Armstrong b-
Edwin Aldrin c-
Michael Collins
2- Three ……………..took off in the spacecraft called Apollo 11 a- traveller b- astronauts c- doctors
3- They collected about 22 kg of moon …………….. a-soil b- rock c- both (a) and (b)
- Choose two of the underlined words in the text to suit their definitions below:(20marks)
4.a person who has been trained for travelling in space. 5. trip
Jamel Bahli was born in Lyon, France, in 1963. But he hasn't stayed there. In fact, he has run around the world! When Jamel Balhi was a small boy, he liked running around the house. Later on, he always ran to school. And when he was sixteen, he ran his first race. It was a distance of 60 kilometres! However, Jamel isn't interested in winning races – he's interested in running. He has run the length of America from north to south – a distance of 24,000 kilometres. He has travelled along the Silk Road in China. Most recently, he has run across Mozambique and South Africa. In his life he has crossed more than 170 countries covered more than 280,000 kilometres. Jamel runs for about six or seven hours a day.
- Write true ( T ) or false ( F): ( 30 marks)
6. Jamel Bahli was born in Paris, France, in 1963
7. He has never run around the world.
8. He has travelled along the Silk Road in China..
- Answer the following questions: (20 marks)
9. What did he do when he was sixteen?
10. How many countries has he crossed in his life?
C-Read the following sentences and choose the correct answer. (40 marks)
11.We've run this website ( since , for ) 2005.
12. Tokyo is the ( most , more ) expensive capital city in the world.
13. I found a (blue small , small blue ) stone.
14. I've been interested( at , in ) the Phoenicians for over 20 years.
D-Choose the correct answer (a , b or c ) to complete the following dialogue. (40 marks)
15. Zein: Have you ever had ……….accident?
a-ab-
16.
an c-
the
Yes, I ………..a car accident last year.
a- has
b- have
c-
17. Zein: How terrible! …………..
a- Where
had happened
b-
What c-
Rami: I was in a taxi and a bus hit us.
18. Zein: ……………. everyone OK?
a-
Are b-
were c-
was
Rami: Yes, they were , but it was a bit frightening.
E-Write the missing word in each space.
(30marks )
19 .It's hotter today ……….. yesterday
20 .My brother Munzer and I ………… twins.
21. Have you ever seen…………. Pyramids.
___________________________________________
F –Complete each item in column (A ) with the correct choice in column (B ) . (40 marks )
A
B
22. Egypt has 1,500km of the Nile,
23.Tell el-Ajjul is one of
24. Syria has always been a
25. The Mahmoud family have eaten
a. in many different restaurants.
b- centre where East and West meet.
c- a film in English
d- the longest river in the world.
e-. the most important ancient cities in Palestine
Why
G – Choose the correct tense between brackets:
( 50 marks )
26. I usually ( get , am getting ) better grades
27 . He ( goes , went ) to France last summer.
28. Why did you ( buy , bought ) that computer?
29 . The biggest mountain ranges in the world( are , were ) the European Alps
30. You ( have been , are ) my friend since I was a child.
H –Complete the following dialogues:
(50 marks )
- Write the questions :
31. Huda:……………………………….?
Alia : My name's Alia .
32. Huda: ………………………………...
Alia: I live in Abu Dhabi in the UAE
33- Huda: ………………………………..
Alia: Abu Dhabi is a fantastic modern city.
- Write the answers :
34. Dana: What does your father do ?
Ola :……………………………
35.Dana: How many sisters have you got?
Ola :……………………………….
___________________________________________
( 50 marks )
Composition :
Write a 50- words composition about ONE of the following topics :
A – Write a paragraph about your life
B – Write a short biography.
Best wishes
ن أم | web | http://www.eschoolsy.net/Downloads/courses/8th/english/%D8%AB%D8%A7%D9%85%D9%86.pdf | 0.477106 | {
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SPARTA AREA
SCHOOLS
SCHOOLS
BULLYING
Rude vs. Mean vs. Bullying
Behavior Examples
Intentionally aggressive behavior, repeated over time, that involves an imbalance of power. Kids who bully say or do something intentionally hurtful to others and they keep doing it - with no sense of regret or remorse - even when targets of bullying show or express their hurt or tell the aggressors to stop. This leaves the victims feeling powerless and fearful.
Being purposefully mean to someone, over and over, creating an imbalance of power in which someone is left feeling weak and the other feeling powerful.
Examples: A student seeking another out repeatedly to cause harm, a student finding a smaller student and hurting him/her.
How to respond to bullying?
* Kent School Services Network counseling
SCHOOL RESPONSE OPTIONS:
* Success Center/Safe Room support
* Group/Lunch Bunch meetings
* Kids Hope Mentors
* Student support with counseling staff
* Child study/student service team
* Behavior plan
* Staff and/or administration conference with student and parents
* High school mentors
HOW TO SUPPORT YOUR STUDENTS:
* Tell an adult
* Help them identify safe adults they can report to
* Practice using firm language
* Stop doing "label the behavior"
* Contact the teacher, school counselor, or principal
* Individual counseling
Resources for Families
If you would like to speak to one of our student support staff regarding any of this information or if you have other questions/concerns, please contact us. | web | https://www.spartaschools.org/downloads/district_news/sas_sel_flyers_041423_5bully.pdf | 0.435946 | {
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Rob, a member of the LABC team, is sitting next to a stack of chairs in a shipping container.
Recycling at UBC’s Okanagan campus covers a lot more than paper and cardboard.
Desks, chairs and just about any manner of office equipment that can be reused and repurposed will be found a new home.
Rob Buonomo, facilities coordinator, says it makes sense to reuse as much material as possible. Buonomo will even keep the stripping around a desk for use on another desk when needed rather than throw away a perfectly good item.
A prime example of reusing items was when it came time to move faculty and staff into the new Engineering, Management and Education building (EME). Many of the faculty destined for the EME were working out of portables while waiting for the EME to open.
They had complete offices in the portables, but when the move was made, the new offices came with desks and chairs so Buonomo used the older desks and chairs for graduate students.
“I inherit all this stuff and then I find a home for it,” he says, adding the items are put in short-term storage until they are needed. “When I get a work order, I go and talk to them and see if I have what they need.
“If there are items I can’t reuse, I contact the school board to see if they can use them. If not, we call the Salvation Army or other non-profit organizations in our community such as Girl Guides or Scouts Canada to see if they can use it. We try to recycle everything we can.”
Office equipment that cannot be reused is broken down with the wood, metal and other materials being recycled accordingly.
Old chairs are stripped of parts that are in working order and used to repair other chairs, meaning fewer chairs have to be purchased and less material is sent to the landfill. Desk drawers and their sliding mechanisms are also kept as repair parts.
“We try to recycle as much as possible,” says Buonomo. “We even have a light bulb recycling program.”
Because florescent lights contain small amounts of mercury, Buonomo is working with the Battery Doctor in Kelowna to recycle the long glass tubes.
“They take apart the tube and take out the mercury and then ship it off to be responsibly handled,” he says.
Buonomo said there is a fee for the service, but it is an environmentally responsible option that is much more cost-effective and safe than purchasing a machine to separate the mercury from the bulbs on campus.
Another bright idea to help save energy is currently taking place. The university is replacing all of the older florescent tubes with newer, more energy-efficient models.
“It’s a huge project, but in the long run it will be more efficient,” he says. “The bulbs are also cheaper and they last longer, and Fortis BC rebates the program.”
Aaron Heck, client services manager for IT, media and classroom services, says the goal of IT Services is also to reuse and recycles as much as possible.
Whenever possible, copiers are reused and reallocated to areas they are needed.
“For desktops, we re-used equipment retired from instructional computer labs for administrative and faculty loaner equipment to provide flexibility for all faculties and departments,” says Heck. “When new non-permanent staff are hired, they are issued this loaner equipment. This helps keep the purchase or lease of new equipment to situations where new positions are permanent and ongoing.
“For laptops, we re-used laptops recovered under our computer replacement program as loaners and spares in a manner similar to desktops. A large pool of older [three plus years] laptop loaners also meant we were able to accommodate a large number of specialized one-time requests for laptops for event support or special course work.” | web | https://sustain.ok.ubc.ca/wp-content/uploads/sites/70/2018/03/2012_Shift_Page_14_1531675.pdf | 0.503719 | {
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Final Project MATH 2030
Throughout the class I've tried to show various ways that we can view probability in life. In this project, you will be able to look at an application of probability of your choice! Due to the nature of this project, the project itself should be done individually, but you are allowed to discuss ideas with your friends.
The project consists of you researching an area of the "real world" and showing how that relates to probability. I would highly recommend you chose a topic that you find interesting yourself so that you enjoy it more and so that you can use that knowledge to impress! The goal is for you to hopefully learn new things and also talk about an interesting topic that's related to probability. If you can't think of any "real world" examples that are interesting to you or if you want to be more mathematical, you can also take any of the topics we learned in class and go much more in depth. If you do this, you are expected to teach Aram something he didn't know. (So it can't just be something he taught in class ;) ) I've given some topic ideas at the bottom of this sheet to hopefully help you get started if you want.
No matter what you decide, your final project should consist of the following:
* A short introduction to your topic
* An explanation of how probability comes up in your topic and/or how it is used to solve a problem in that area.
* At least one worked example using probability in the context of your topic.
There are two parts to the project: an outline which is due earlier and the final project.
1 Project Outline
Due: 12 July 2021
The project outline is here for two reasons: (1) to make sure you stay on track and don't leave it offuntil the day before and (2) to make sure the topic you're choosing is appropriate for this class level. The outline is super basic and just needs to include:
* Name of your topic (Doesn't need to be the title of your final project)
* A very brief introduction to your topic (imagine a friend asking you what your project is about.)
* A list of concepts from this course that comes up in your project (if it's just 1 thing, that's ok!)
* Links to at least 2 sources on your topic that you consulted for this outline or that you think will be helpful for your final project.
2 Final Project
The due date for the final project is split in case you have a lot of final exams and need to push back the due date. Since you have toooons of time to do the final project, there won't be extensions unless something major happened.
* 10 August 2021 - The official deadline =D
* 15 August 2021 - 5 days "late" which means max grade is 85%.
* 19 August 2021 - 9 days "late" which means max grade is 70% - Absolute final day to submit (or else I can't submit your grades in on time).
* If you turn it in after 19 August 2021, then it's an automatic zero except for exceptional cases.
You have two options on how to submit your final project:
* An essay/paper (roughly 3-5 pages), or
* A video (roughly 3-5 minutes)
There is a rubric at the end of this document to help you. You are expected to cite your sources when including references! (I don't care what style you use, just make sure to give credit to the places you learned the information from) If you are submitting a video, please include some indication of where your info came during appropriate times (or submit an outline/script of your video with your citations included). This means that all projects should include a bibliography.
3 Project Ideas
Here are some ideas to help you get started. Note that you are not limited by this list! If there's a topic outside this list you'd like to go into more detail, feel free to! The more interested you are in a topic, the better for you (as you'll actually want to research it).
* Machine learning (computer science)
* Risk evaluation (economy)
* Cryptography (computer security)
* Spam filtering (computer science)
* Packet/data loss (computer science)
* Minecraft speedrun controversy (computer gaming)
* Randomness in games/drops (computer gaming)
* Gambling/Counting cards (economy)
* Sales forecasting (economy)
* Stock market (economy)
* Weather (meteorology)
* Quantum mechanics (physics)
* Galaxy/planet/etc. counting (astronomy)
* Entropy (chemistry)
* Mutation/Evolution (biology)
* Injury based on movement (kinesiology) | web | https://dermenjian.com/yorku/course/2030A/files/project.pdf | 0.504397 | {
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While talking with him, Peter went inside and found a large gathering of people. He said to them: "You are well aware that it is against our law for a Jew to associate with or visit a Gentile. But God has shown me that I should not call anyone impure or unclean. So when I was sent for, I came without raising any objection. May I ask why you sent for me?"
34 Then Peter began to speak: "I now realize how true it is that God does not show favoritism but accepts from every nation the one who fears him and does what is right.
- Mark 10:27-29, 34-35
God's mission for His followers: The great commandment and the great commission.
However, God's mission for the world is being hindered by the division in our hearts
1. Peter labeled the Gentiles unclean, But ONLY God gets to separate.
2. Peter was HEARING the Holy Spirit, but MISINTERPRETING what the Spirit was saying.
3. The Spirit sent Peter leaping over the barriers that separated Jews like Peter from Gentiles like Cornelius.
Jesus Crosses barriers:
* He died for sinners like us - Romans 5:8
* He enters Zacchaeus's house and dines with him — Luke 19
* He conversed with a despised Samaritan woman at a well — John 4:27
* He touches a leper — Luke 5
* He goes to Levi's house — Mark 2:15
Remember:
* We must cross barriers because there is a Cornelius on the other side.
* There is a human behind every label
* Empathy is an antidote to division
Next Steps:
1. ADMIT I have a division problem and need God's help.
2. PRAY and ask God to transform my heart
3. MEET with an individual
Questions:
1. What labels have you placed on people or groups?
2. Who is your Cornelius? The individual person the Holy Spirit is calling you to? | web | https://www.northcoastcalvary.org/wp-content/uploads/2023/05/230521-Online-Notes-ON-MISSION.pdf | 0.430818 | {
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John 15:10-17 Study Hints for Discussion
Study Hints for Discussion and Thinking Further are not actually intended to be the answers to the discussion questions. These indeed are "hints" a teacher may use to help students think through and discuss the questions in class. The Class Preparation Guide includes the questions below, and it can be given to students at the end of the previous class; then, they can pray, read, and think ahead to prepare for the next week's Bible lesson. And/Or, consider giving each student the Verse-by-Verse Scripture Handout, which includes the Bible verses to be studied before class and other questions.
1. What examples did Jesus say He had given us as His disciples?
Jesus kept His Father's commandments. Jesus abided in His Father's love. Jesus loved His disciples and others, and He showed His great love by giving His life for them and us. Jesus made known what He heard from the Father to them personally and through them to us in the Bible.
2. What commandments did Jesus give us as His disciples?
That we love one another as He has loved us. That we do what He commands us. That we go and bear fruit that will last.
3. Why did Jesus show and tell us, His disciples, what He did?
Jesus wanted His joy to be in us that our joy might be complete, and that we would love on another.
4. What did Jesus call those who knew what He was doing? What does Jesus expect from those who know what He is doing?
He called those who knew what He was doing His friends. Jesus expected His friends to do what He commanded.
5. What two names did Jesus use when He spoke of His disciples? What did He mean when He changed what He called them? What are we to Jesus? Why?
He first spoke of them as His servants because He was their Master. Then He spoke of them as His friends because they had learned what He was doing and why, and for that reason they kept His commands. We are friends if we learn and do as they did. We pray and study the Bible, and the Holy Spirit helps us understand what we read and obey the commands of Jesus where we live and go according to Jesus' teachings in the Bible.
© 2021 by L.G. Parkhurst, Jr. All Rights Reserved. Permission Granted for Not for Profit Use.
Contact: P.O. Box 1052, Edmond, Oklahoma, 73083 and [REDACTED_EMAIL]. | web | https://www.ouosu.com/IBLC/2021/01/StudyHints_John_15_10-17.pdf | 0.492167 | {
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Catherine the Great and the
Assassination of Peter III - II
Lead: Catherine, the new Empress of Russia, was about to be discarded by her husband of 18 years. As always, her resourcefulness turned aside disaster and her ruthless ambition made her Catherine the Great.
Intro.: A Moment in Time with Dan Roberts.
Content: Burdened with a feckless husband and limited prospects, Catherine, the German consort of the future Czar, secured her position through powerful male allies, intellectual curiosity, and a clever ruthlessness that eventually made her a great monarch. During nearly two decades of marriage, while husband Peter frittered away his reputation on aimless living and an unwise fascination with Prussian King Frederick II, Catherine built alliances with important parts of the Russian ruling class. She cultivated the Empress Elizabeth. Her well-chosen lovers numbered among the most powerful men in the kingdom. In contrast to her husband, she was aggressively patriotic and, despite a prodigious and wide-ranging sex life, a generous devotee of the Russian Orthodox Church.
When Peter became Czar in 1792 he let it be known that he wished to dump Catherine in favor of his ugly, pock-marked mistress. It was the Czarina's ultimate moment of danger. She assembled her allies and on July 9 th had herself proclaimed Empress. Peter made a feeble attempt at resistance, but was arrested, humiliated in front of the entire court, banished to the countryside, forced to abdicate and was eventually assassinated by his guards. She probably did not wish to see him murdered, but his removal certainly secured her position. Catherine went on to a successful reign of 34 years as Empress, the last ruler of Russia so designated as Great.
At the University of Richmond, this is Dan Roberts.
Resources
Alexander, John T. Catherine the Great: Life and Legend. New York: Oxford University Press, 1989.
De Madariagoa, Isabel. Russia in the Age of Catherine the Great. New Haven: Yale University Press, 1981.
Haslip, Joan. Catherine the Great: A Biography. New York: Putnam, 1977.
Pavlenko, Nikolai. "A Woman of Substance," Russian Life 39 (11, November, 1996): 4-7.
Voltaire, Francois Marie Arouet. Voltaire and Catherine the Great: Selected Correspondence. Translated, with Commentary, Notes and Introduction by A. Lentin. Cambridge: Oriental Research Partners, 1974.
http://members.tripod.com/~Nevermore/CGREAT.HTM
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THE CLOUDSAT PROFILING A-BAND SPECTROMETER/IMAGER, PABSI
David CRISP, Valerie DUVAL, Pantazis MOUROULIS, Randy POLLOCK, and Deborah VANE (MS 180-404, Jet Propulsion Laboratory, California Institute of Technology, 4800 Oak Grove Drive, Pasadena, CA, 91109), Graeme STEPHENS (Colorado State University, Department of Atmospheric Science Colorado State University, Fort Collins, CO [REDACTED_PHONE]) and the CloudSat Science Team
The CloudSat mission was recently selected by NASA’s Earth System Science Pathfinder (ESSP) Program. This satellite will be launched in 2003, and will fly in formation with the PICASSO-CENA Lidar Mission and EOS-AQUA platform to provide the first comprehensive, global, 3-dimensional description of clouds and aerosols and their radiative effects. The primary instrument on CloudSat is a 94 GHz cloud profiling radar (CPR) that will provide detailed vertical profiles of both thin and thick clouds along the satellite’s ground track. CloudSat also carries the Profiling A-Band Spectrometer/Imager (PABSI). This instrument incorporates an imaging O$_2$ A-Band spectrometer and 2-channel push-broom imaging system.
The PABSI spectrometer is designed to provide a high-spectral resolution (0.03 nm) description of the P-Branch of the O$_2$ A-band (761.5 to 772 nm). Its 60 mm f/2 foreoptics provide a spatial resolution of ~1.2 km along a 3 to 10 km wide cross-track swath that is centered on the CPR’s 1.2 km footprint. This spectrometer will complement the CPR by characterizing the optical properties of clouds and aerosols at solar wavelengths and by constraining the cloud top height and geometrical thickness of low-level clouds that might be missed by the CPR. Its measurements will also provide direct estimates of optical depth and, can be combined with radar data to yield estimates of liquid and ice water contents of clouds.
The 2-channel push-boom imager provides a spatial resolution of ~0.5 km along a 15-km wide cross-track swath that is centered on the satellite’s ground track. One of its two channels is centered at 747 nm, in a relatively transparent region of the spectrum that corresponds to an EOS MODIS channel (channel 15). The second channel is centered in the strong Q-R branch of the O$_2$ A-band. Because little solar radiation penetrates to the surface at these wavelengths, his channel provides high signal to noise observations of high altitude clouds and aerosols, while minimizing interference from the surface. These two imaging channels will provide constraints on the spatial context and fine-scale structure of the clouds that are observed by the CPR and A-band spectrometer, and facilitate the registration of their data with the PICASSO-CENA and EOS AQUA observations of clouds and aerosols.
A more comprehensive description of the science requirements, data products, implementation approach, calibration methods, data handling strategy, and cloud retrieval algorithms for PABSI will be given in this presentation.
TOPIC PREFERECE: F.11, New Instrumentation & Future Techniques | web | https://trs.jpl.nasa.gov/bitstream/handle/2014/13657/00-0023.pdf?sequence=1&isAllowed=y | 0.425872 | {
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The Hungry Mind, by Susan Engel
reviewed by Karen-Marie Yust in the Jan 20, 2016 issue
In Review
The Hungry Mind
By Susan Engel Harvard University Press
Children's curiosity is both a curse and a necessity for religious leaders. What pastor or church school teacher hasn't cringed when a well-planned children's lesson goes off on a tangent because of children's questions? Yet children learn to wonder precisely by asking questions and receiving answers, says Susan Engel, and wondering is an essential disposition for Christian discipleship.
Engel, a developmental psychologist, has spent over a decade studying the origins of children's curiosity and the relationship between educational systems that teach to the test and a notable decline in children's expressions of curiosity.
She is particularly interested in "epistemic curiosity," which she defines as "the urge to know about things that have no obvious or utilitarian function." Epistemic curiosity is what leads children to the wonder about God and unseen things that constitutes a spiritual life. Engel offers an understanding of what curiosity is and, indirectly, ideas for encouraging curiosity through conversations, classroom activities, and an ethos of congregational inquiry.
The Hungry Mind weaves together stories from Engel's childhood, data from studies conducted by Engel and others, and scripts from parent-child and student-teacher conversations. Engel uses these elements to identify personal and social circumstances that contribute to the development of curiosity: "emotional daring or openness," conversations with trusted adults that encourage questioning, adult models of intellectual exploration, opportunities to speculate, encounters with novel and complex ideas, exposure to stories and gossip, the means to forage for information, solitude, and time to explore independently.
Engel's description of a Japanese teacher who provokes curiosity in her students by coming to class with a paper bag full of surprise items relevant to the day's lesson is reminiscent of the "paper bag sermon" approach some pastors use with children in worship. Her claim that children's curiosity is sparked when they have "natural, complicated, and messy places to play" calls to mind the elaborate fantasies developed by my children and their friends in a desolate corner of the schoolyard dubbed "Martianland" by several generations of students. Her description of educational systems that seem to lack the goal of helping children pose questions also rings true for many church school curricula, in which questions are scripted and children are expected to offer predetermined answers to keep the lesson moving in the proper direction.
One of Engel's most helpful observations is that "curiosity episodes" occur both within planned activities and around the margins of formal instruction. Nurturing spiritual curiosity is not solely a matter finding a good curriculum. For children's curiosity to grow, teachers should be oriented to the value of informal learning and given permission to go off topic when children's questions lead away from the lesson but toward another fruitful path to God. Engel found that teachers who offered small suggestions and "smiled and talked in an encouraging manner" reinforced children's curiosity more than teachers who simply asked questions and then supplied children with the right answers.
I experienced the truth of this observation while teaching a group of five- to sevenyear-olds the Bible story of the paralyzed man lowered through the roof. One of the children asked, "Was it hard to get the man up to the roof?" I laid down on the floor and suggested that they try to carry me across the room. As they struggled to lift me, and then to lift one another, they shouted, "This is hard work!" and "Wow! His friends really wanted to help him get well!" This impromptu activity was not in the lesson plan, but it did more to help children explore the story curiously than anything else we did that Sunday morning.
One area of Engel's research requires careful unpacking if it is to be useful in a religious setting: the idea that gossip is a positive means of nurturing curiosity. She describes gossip as a form of social glue that helps people bond around shared norms. While acknowledging that stories about others can be used as "social weapons," she contends that children's curiosity about other people is piqued by "negative anecdotes" in ways that encourage them to acquire necessary information about the world. Many Bible stories—for example, those about David and Bathsheba, Peter denying Jesus, and Mary anointing Jesus' feet—use negative information to draw readers into the drama associated with being human in a broken world. These stories fall within Engel's category of gossip. As children explore such stories, their curiosity about the messy details may lend credence to the moral messages attached to these narratives.
Teachers, especially those working in public schools, may resist the negative portrayal of the teaching profession in the chapters titled "Curiosity Goes to School" and "What Fuels Learning." Although Engel acknowledges the problematic influence of federal and state mandates on classroom culture, she is quick to condemn teachers as the primary agents responsible for quelling curiosity in school-age children.
A more helpful critique would focus on the inappropriate expectations of a society that delegates primary responsibility for children's holistic and spiritual development to low-paid and volunteer workers without providing sufficient resources, continuing education, and communal support. The attrition of curiosity in children calls not for finger-pointing, but for strong collaborative efforts to reclaim the wonder of childhood as an asset at home, at school, and in congregations. | web | https://www.christiancentury.org/print/pdf/node/30891 | 0.484684 | {
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A CHILDHOOD IN CHADDLEWORTH
by Eileen Barnes (nee Roberts)
"Life changed again when, suddenly, camouflaged lorries and jeeps drove through the village - the Yanks had arrived at Welford! We were soon used to seeing jeeps rushing around and the soldiers were very friendly to us all. It was quite common when the lorries went by to hear 'Got any gum, chum' from local children and packets of gum were thrown at us - I wasn't too keen on Wrigley's but loved the Dentyne when I managed to catch any. Being smaller than most of the others, I didn't do too well!
Generally the GIs ('Government issue') were liked by villagers, although the local men had reservations. On Friday evenings, there was a whist drive and dance in the village hall. Early on, the older ones played whist followed by refreshments cups of tea and cakes made from whatever could be found in various store cupboards. After the break, the music began (I think records were played but my memory is a bit hazy). All the single girls sat around the hall waiting to be asked to dance. Then the doors opened and in came the Americans. They taught the young ladies jitter-bugging and soon they were flying round the room - so much faster than the waltz or foxtrot. All the local lads could do was sit and wait. This was adding insult to injury as invariably the GI's had drunk the local pub dry before coming to the dance, depriving the locals of their beer and dance partners. It wasn't long before the local boys had had enough and the fighting began, the MP's soon arrived and the GI's were escorted back to base., only to return the following week for more of the same. What excitement!
Everyone was issued with gas masks and these had to be carried everywhere, school, church, and on visits to Newbury to do the shopping. Every Tuesday at school, Rev. Sheffield came to take assembly in the form of prayers and a hymn. He then checked our gas masks to make sure we knew how to wear them. They were awful and smelt of rubber. I couldn't wait to take mine off.
Welford was just down the road from the school and on Fridays, we turned towards the base and sang 'Stars and Stripes' followed by our own National Anthem.
One Christmas, a big American lorry arrived to collect all the local children for a party. Some climbed in while the smaller ones were given a helping hand by the GI's. When we arrived we were partnered by an American and soon we were feasting on tinned ham and peaches - I didn't remember having either before. Then we had a film show, another treat followed by a visit from Father Christmas who gave each of us a toy for a present. It was a lovely occasion and most of us still remember it.
One day, we awoke to find lots of parachutes throughout the village, all colours, pinks, green, white, camouflage - some in trees, on banks and in fields. (We know now that this was practicing for D-Day ). A jeep drove round the village later, informing everyone by loudspeaker that it was an offence to take the parachutes, as they would be collected. Too late, a number had already found their ways to attics, sheds and other hideaways!
Then, one night soon after the parachute drop the loud hum of 'planes' was heard overhead soon after midnight and by morning all the Americans had gone. The village was quiet again and all the girls (and beer) were restored to the local lads". | web | https://www.kennetvalleyatwar.co.uk/content/PersonalStorys/Eileen-Barnes.pdf | 0.493383 | {
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Information from the Canadian Playground Safety Institute
Re: Playground Closures
Good Spirit School Division and the Canadian Playground Safety Institute is not recommending the use of any playground equipment during the COVID-19 crisis, which includes equipment within our school playgrounds;
Germs at the Playground in a COVID-19 World
Chances are if a playground is teeming with children, it's also teeming with germs. COVID-19 is the most recent challenge in the transfer of germs and/or disease amongst children in a play environment.
After all, before children touch play equipment (and one another), kids have been known to sneeze with abandon and wipe their noses with their hands. Handwashing after using the bathroom may prove too time-consuming to a child who wants to get back to the playground and have fun. And toddlers clad in leaky diapers may sit on spring toys, slides, or swings. The end result: Many playgrounds contain some pretty nasty types of germs – COVID-19 could now possibly be one of many germs that may be present on a common surface such as a playground component.
The Reality
In most outdoor play spaces, the play equipment is cleaned infrequently, if at all. Most playground owner/operators count on Mother Nature to do the cleaning. And for the most part, Mother Nature does a good job. However, there are still plenty of germs at an outdoor playground. Nasty germs can spread across the playground, as small hands grasp the swing chain, use the hand-grips at the monkey bars, and push off from the slide. It turns out, the playground may be many times more germ-infested than virtually any surface in your home. In addition to the germs already at the playground, already sick children also in attendance at the local park can present even more of a health threat to a child.
Without consistent, proper cleaning and sanitation, public playground equipment can be a breeding ground for a host of bacteria and germs that cause mild to serious health issues. Norovirus, E. coli, salmonella, hepatitis A, coronaviruses and heaven forbid the current COVID19 (a type of coronavirus) are just a few of the common bacterium and viruses that can be found in a public setting such as a play space.
Owner/operators of playgrounds and play spaces do face the challenge of keeping surfaces clean without creating a hazard for users through barriers, hazardous chemicals and without damaging equipment and surfacing during cleaning.
As we talk about 'social distancing' – it is the opinion of the author playground equipment at your local park or school is just as safe (or dangerous) today as it was last month or last year
(meaning the selection of components on site has not changed the situation). The biggest challenge in today's COVID-19 world is that play spaces have historically represented social gathering places. Seemingly the biggest risk is not the equipment, but rather the biggest risk is other users or other people spreading COVID-19 while at a public venue (such as a local park or playground).
The science of COVID-19 is still quite preliminary, and experts do not actually know how readily contaminated surfaces cause infection. What experts do know is most cases of COVID-19 come from direct person-to-person contact. Experts acknowledge that coming into contact with contaminated surfaces most likely contributes to the outbreak, but this type of 'common surface spreading' has not yet been documented.
Medical professionals are focusing on a 1.8 meter (or 6 ft.) distance or separation (which is coincidentally a distance folks in the playground industry are already extremely familiar with and should not find hard to remember).
Thank you for your attention to this matter. | web | https://www.gssd.ca/Documents/Information%20from%20the%20Canadian%20Playground%20Safety%20Institute.pdf | 0.485239 | {
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Using this chart:
Starting at the left-hand side, follow the decision tree to find step-by-step guidance for using Panopto. Select an icon below a step to open a webpage giving or contact your faculty
UniLearn: Using Panopto with your Blackboard Modules
computer
Windows detailed guidance for that step Visit celt.southwales.ac.uk/tel TEL partner if you have any questions.
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Setting-up Panopto…
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Configure your
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Enable students
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Download, install
and configure
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be pre-installed
on your machine,
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Services Helpdesk
Download, install
and configure
Panopto for your
own computer
Create an
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Create content
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Last updated: 27-04-20
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Embed your
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How to Feed a Child
by Christine Overall
Beside my bed the ticking of the alarm clock is as steady as a metronome. In time with the ticks, the little metal horse attached to the clock face clicks hopelessly back and forth. In my world, time doesn't fly; it gallops, though it gets nowhere.
I've been lying awake for long, empty hours. It's now 1:20 a.m. My parents and my younger brothers are asleep. In the darkness of my room, I push back the covers, reach for the floor with my bare feet, then open the door. We children are not supposed to get up in the night. I must be very quiet. Our parents need their rest.
The house isn't silent. The steady warm wind from the basement furnace rushes through the grate in the wall. As our home breathes in its sleep, mysterious pops, creaks, and snaps arise from the floors.
I creep across the hall and into the bathroom. After closing the door, I don't turn on the light. The sole illumination is from the streetlamp outside the window.
A fat bar of soap rests beside the hot water tap. Five toothbrushes stand like soldiers beside the drinking cup. Dotted in the sink are spots where my family spat out their toothpaste. In the bathroom mirror my face looks back at me—round, babyish, and alert.
I take the bar of soap and wet it under the cold-water tap. Then I smear it on the open palm of my left hand. Round and round I draw the soap, making a thicker and thicker scum on the smooth skin of my palm. Next, I pick up the toothpaste. With only my own right hand, I can't squeeze the tube from the bottom as we've been taught. I'm hoping my pinch in the middle won't be noticed. Half an inch of toothpaste oozes onto my left palm, on top of the soap layer. Then I put the toothpaste down and use my right pointer finger to spread the toothpaste and smear it around. I even doodle a couple of designs, finger painting in the muck.
1
bioS
tories sharing the extraordinary in ordinary lives
Finally, I'm finished. My entire left palm is shiny, slippery, and greyish white in the light from the window. For a long moment I look at it.
And then I begin to lick my hand. I lick and I lick until all the soapy toothpaste is gone, until my hand is bare, and I can no longer taste anything. Then I wipe my damp palm on the seat of my blue pyjamas and creep back to bed.
Many times that year I made my late-night forays to the bathroom. I was never caught or stopped.
But why? Why did I eat soap and toothpaste?
Not for the taste, that's for sure. I still remember how my tongue sought out the grainy bittersweetness of the toothpaste, but recoiled from the greasy soap, which stung my throat when I swallowed it.
I ate it because I was hungry.
My mother fed us well, by the standards of the time. Meat at almost every supper; only poor people—and my parents didn't consider themselves poor—could not afford meat. Occasionally breaded fish sticks appeared on our plates, though not on Fridays. The Catholics in the neighbourhood might give up meat for fish on Friday night, but they were not to be emulated.
Along with the meat there were potatoes—mashed, boiled, fried, or roasted. When my mum was a girl, she told me that her mother calculated the number of potatoes for supper by counting "two each and two over." For our family of five that would have meant twelve potatoes every night. But we never had close to that many. Perhaps Mum couldn't face peeling twelve. Or perhaps we just couldn't afford it.
In addition to the meat and potatoes there were cooked carrots, canned corn, or canned peas, all of them mushy. Sometimes cauliflower or mashed turnip, rarely broccoli. More often the much-despised brussels sprouts. Never salad.
Yet I was hungry all the time that year. During the day, when my mother wasn't looking, I would wet a finger down to the knuckle, plunge it into the canister of sugar, then suck all the sweetness off. I would have taken other food too, but I was afraid of being caught. My mother knew exactly how many apples and crackers were in the cupboard. Or so I believed.
I'm not sure why I was hungry late at night. What I do know is the mixture of soap and toothpaste was so repugnant, it stopped me from thinking about food and let me get to sleep.
I also know our neighbours called my younger brother "Skinny Dugan." His stomach was concave, and his ribs lay like fingers right under his skin. He was always asking for more Kool-Aid or Velveeta slices.
We were the children of people who had survived the Great Depression and the Second World War. Our parents lived on the edge of their budget. Our father was sometimes unemployed. Our mother was always counting coins and trickling them into small brown envelopes, each one, she said, for a different expense.
So they limited our portions; oranges and bananas doled out; biscuits restricted; snacks forbidden. Despite the meat and potatoes, we were not well nourished.
Our kitchen has black linoleum on the floor, with a pattern like small, thin, yellow worms. The table and chairs are made of wood and painted pale green. My mother says she hates the table and wishes she could have one made of Formica and metal, more up to date. The kitchen smells of the crumbled hamburger and diced potatoes my mother fried for supper. She doesn't like cooking.
My parents are fighting. Not physically, but verbally, shouting at each other. Saying, "I don't care" and "You never …" and "I don't know why I bother" and "You always …" and "What's the point?" The anger and tension in my parents make me feel untethered, unattached, and unsafe. Before this year I never noticed my parents fighting. It started when our baby was born.
Now the baby is lying in his carriage nearby. My brother and I sit in silence at the table. My brother is eating, but slowly. His laboured pace annoys our parents. At seven he's barely tall enough for the table, and he's hunched over, sheltering himself from the familiar disaster unfolding in our family.
I've almost finished my dinner. I don't like it much, but I'm always hungry, so I seldom have trouble eating. It's digesting that gives me problems. My stomach feels as if it has stones in it, which roll around and bump each other and press against my insides.
I often need to run to the toilet. This trouble started just after our baby arrived, six months before I started eating soap and toothpaste.
The battle between my parents reaches a crisis. Slamming his knife and fork on the table, as if to bury them in the wood, my father stands up. He shoves his chair back so hard it judders against the linoleum. Grabbing his jacket, he hurls himself out of the house. The front door bangs shut, then the door of our old car, and he backs out of the driveway so fast that gravel flies up and pelts the sides of the car.
My mother hasn't moved. She's crying. So is our baby, but no one goes to comfort him.
Two decades later I became a mother myself. I wanted to raise my children in a better way than I was raised. I wanted to know what their feelings were, what they thought and hoped. And I wanted to give them lots of good food. Red and green peppers, their skins shiny and taut, cut into ribbons. Slices of cucumber or apple. Canned tuna or salmon in casseroles, salads, or sandwiches made from bakery brown bread. Pizza with tomatoes, cheese, mushrooms, and pepperoni. Brown rice, gooey and slightly crunchy at the same time. Spaghetti, macaroni, and when I was especially tired, Kraft Dinner with chunks of hot dog. Apple juice or orange juice to drink, but never Kool-Aid.
At supper one day, quixotically, I asked my small son, "What do you think the meaning of life is?"
He was a thoughtful, serious child. With his eyes closed, he contemplated for a moment. Then he looked up at me and said, "To make sure all the kids are fed."
I have a vision, an embedded primeval fear. It may be imagined, yet it feels like a flashback.
I'm sitting by a fire with a few members of my clan. The flames send arrows into a darkness so thick it's almost solid. We are together for warmth and community, only a few of us, sheltering from the wolves and snakes and spirits that skulk in the forest just beyond our sight.
We're waiting for the clan's gatherers and hunters to return. We hope for berries, blue or green. Walnuts, chestnuts, or hickory nuts, hard to open, tough to chew, but filling.
Leaves, roots, and mushrooms, only those known to be safe. Crunchy insects and succulent grubs. Sometimes a delicacy: honey, fish, or even a little meat and juicy bone marrow.
Will the foragers find the food we need? Will there be enough to eat for even the smallest and least important of us? We lean against each other, we do not talk, we watch the flames conjuring light in the impenetrable dark. Some of us sleep, but I do not. I watch and wonder. They may find food this time. But what about the next time? How long will it be until we can eat again?
All this could be a species memory, a ghostly trace of the past. It's not so very long since people like me and my clan were only one meager hunt, one unsuccessful search, one failed crop away from hunger. And still today, starvation is a common plague.
But the fearful apparition of my clan around the fire may also be a glimpse of years to come. We humans have leveled the forests and grasslands and bombed the fields. We've covered the ground with asphalt and cement, poisoned the soil and water, and multiplied the numbers who must live on it and from it.
Some day there may be nothing to ease the hunger of a small girl in the night.
Now, as an old woman, I share dinners with a man who is gentle and steady. I eat baked salmon topped with olive oil and lemon juice. Edamame sucked one by one from their pods. Sweet potato fries, so much better than white potatoes. Pasta with grassgreen basil pesto. Maki, uramaki, and nigiri, small artworks of raw fish, seaweed, rice, and cucumber. Pizza topped with avocado, eggplant, and artichoke hearts. Arugula and kale, bosc pears and pomegranates.
Feasting like this is a privilege. I waste very little. I eat up all the leftovers.
I no longer need to eat toothpaste or soap. Not now.
Not yet.
A recovering academic, Christine Overall has published extensively in philosophy. For thirteen years, she also wrote a weekly feminist column for her local paper. Her short story, "Dragon," was published in 2022, and in 2023 her personal essays, "Lost Ring," "Boxes," and "Warts," were accepted for publication. She's written several short monologues for local theatre groups, some of which she performed herself (probably badly). Her latest adventure is in improvisational theatre. | web | https://biostories.com/wp-content/uploads/2023/12/How-To-Feed-a-Child.pdf | 0.483521 | {
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What's happening in Mauritania
2001 and 2002 were years of drought in much of Mauritania, seeing Oxfam food-intervention programs in some of the worst hit regions. A million head of livestock are reported to have died. In contrast, 2003 saw widespread heavy rains flood large areas under irrigation, destroying much of the rice crop. 2004 has seen locusts and vast flocks of small birds decimate the millet harvest. Meanwhile, urban migration continues apace, with today nearly half the population of 2.5 million living in towns. Slight economic growth over the last decade has seen no improvement to the lives of half the population who live on incomes below the World Bank official poverty line of $1 a day. In November 2003 President Ould Taya was re-elected in elections condemned by the main opposition parties.
Sponsored Walks
Rainbow has conducted three sponsored walks in the beautiful West of Ireland, raising, thanks to lots of extremely geneous sponsorship, over £20,000 in all. Covering approximately 50 miles in two and a half days, passing the nights in remote B&Bs and watering in the local pubs, the five person groups have enjoyed themselves considerably, whilst at the same time raising funds for the Futa Initiative. Walkers have been: Miranda Wilson and Mark Hudson (both Rainbow Trustees), Andrew Snodgrass, Paul Cullinan and Zeluis Vasconcelos; and (from left to right, above) Alexander Edwards, "champion fundraiser" Adam Bruce Gardyne, Richard Hudson, Peter Hudson and Peter Phillips. A further walk is panned for this year.
Ndiafane: A family based irrigation cooperative set up in 1991 with the assistance of Rainbow Director Peter Hudson and some generous sponsorship.
Benefits and accomplishments of Ndiafane to date:
* Irrigates 20 hectares of rice and vegetables.
* Directly assists 33 families (over 1000 people).
* Provides paid employment for youths.
* Provides fodder crops and other secondary benefits to marginal ethnic groups such as the Harratin.
* Has demonstrated effective machine, financial and agronomic management, encouraging others.
* Has overcome substantial setbacks, such as the loss of two whole crops due to flooding.
Year 2003 saw:
- 95 tons of vegetables harvested and sold.
- 110 tons of rice harvested and sold.
Water being flooded onto a field of onions Irrigation farming - drawing water from the Gorgol River by pumps - is practiced by many in the region in response to the undermining of traditional, rain-fed agriculture by recurrent droughts. ADMAPE is forming links with regenerative farming group The Rodale Institute in order to be able to help farmers exploit this form of agriculture as sustainably as possible. Lessened reliance on external inputs such as fertiliser and pesticides, and integration with animal husbandry are
"There was nothing for me here in this region, so I left as a young man to seek my fortune in the city. There, I found only trouble, so when I heard that back home people were practicing irrigation farming, I returned and borrowed money from the bank to set up my project. I have had many problems to overcome, and have been unable to always keep up my interest payments, but this sort of farming is good. It gives us a hope of the future, and if things improve, maybe I can
Rainbow: The Future
Rainbow Development in Africa was founded in June 2001 with the mission of poverty alleviation in Africa. Today its core commitments remain:
- to provide direct, grassroots assistance.
- to focus on the causes as much as the results of poverty.
- to maximise cost efficiency by remaining small and tightly focused.
- to foster confidence, independence and self-determination amongst Africans.
Ndiafane has not only provided dramatic help to many people, it has also shown the potential of small-scale, family-based modern farming systems.
Rainbow is currently exploring partnerships with other development groups in the south of Mauritania. In 2004 it will also be working on its profile and funding base, with talks, sponsored walks, Trust Fund and Corporate sponsorship help.
To support Rainbow Development in Africa, or for information, contact us at:
Tipton, Willey, Presteigne, Powys LD8 2ND Tel:01544260352 email: [REDACTED_EMAIL] | web | http://rainbowdevelopmentinafrica.org/docs/newsletter04side2.pdf | 0.424533 | {
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World Teachers' Day QLD
Friday 25th October 2024 worldteachersday.com.au
Teachers make a difference
Braille and beyond: Melita's dedication to making a difference
Melita Dellit, a Year 1 teacher at Our Lady of the Southern Cross College in Dalby, welcomed a new student into her classroom—a young child with albinism. Recognising the challenges posed by the student's vision impairment, Melita saw it as an opportunity to make a lasting impact, not just on one child but on the entire school community.
"It's amazing to see how students can learn even though they have to learn in an entirely different way to their peers – and me," Melita said.
"I was inspired to make a difference," she said.
And so Melita took it upon herself to learn and integrate braille into her teaching. She created an inclusive learning environment where braille was not just a tool for one student, but a teaching method for the whole class.
In the past two years, Melita has taught two students to read, write, learn and live using braille, and just recently those students became the first in Queensland to receive a bronze medal in the Queensland Braille Code Awards.
"My favourite quote is 'Fair isn't everybody getting the same thing. Fair is everybody getting what they need in order to be successful'," she said.
"Starting with no knowledge of braille or visual impairment, I quickly upskilled myself and adapted my practice to ensure these students will have equal opportunities as adults in a global society despite their vision impairment.
When asked why she chose to become a teacher, Melita's passion shines through. "I grew up in a small community, and I love it. My school inspired me to become a teacher like so many amazing teachers I had as a child."
For the past 22 years, she has dedicated herself to teaching in the early years at the same school, where she continues to find joy in watching her students reach their potential. "Teaching is my first career," she shares, "I feel fortunate to come to school every day to do what I love – it doesn't feel like work."
For Melita, teaching is more than just a job, it's a lifestyle choice. She thrives on the challenge of adapting her teaching methods to suit the diverse needs of her students.
"Every learner in the classroom is different and I love the challenge of adapting my pedagogy to suit all students, so every child has a chance to succeed in a caring, loving environment," she said..
Melita Dellit
Our Lady of the Southern Cross College – Dalby QLD | web | https://www.worldteachersday.com.au/_files/ugd/28ad0d_0d4d83bff0354544baf40fe25564e51e.pdf | 0.425357 | {
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FOR IMMEDIATE RELEASE
October 18, 2011
Contact: Niel Laudati ([REDACTED_PHONE]
Cell ([REDACTED_PHONE]
~MEDIA ADVISORY~
Springfield Library Wins 2011 Mora Award
Award Recognizes Promoting Library & Information Services to Latinos
SPRINGFIELD, Ore.‐REFORMA, the National Association to Promote Library and Information Services to Latinos and the Spanish Speaking, has awarded the Springfield Public Library with the Estela & Raúl Mora Award. The Award is presented annually to the most exemplary program celebrating El día de los niños/El día de los libros (Children's Day/Book Day), also known as Día. This year the library was one of two in the country to win the prestigious award.
The Springfield Public Library will receive a $1000 cash prize and the Mora Award plaque to display in the library. The money will be used to continue promoting the connections between children, families and literacy through the annual Día de los niños/ Día de los libros celebrations.
Mora Award committee chair Beatriz Pascual Wallace said, "Springfield's celebration demonstrated to the committee that smaller Día events can have a big impact." "We noted the heartfelt commitment for their Día to promote a community of inclusion and connect families to books and reading in a fun, positive, and empowering environment." According to Springfield library's Latino liaison, Emily Ziglinski: "Community connections are important to literacy; if children are comfortable in an environment, then they are able to relax and learn."
Springfield Public Library planned its Día celebration with the help of volunteers. Public school classrooms were invited to create milagros (artistic expressions of wishes and desires) which were displayed at the library. Local bilingual author Amy Costales presented songs and stories. Craft activities included bookmarks, piñatas, creating favorite book characters out of clay and bookmaking with the help of a bilingual list of story-starting ideas. Notably, the event was inclusive of parents with lower literacy skills, who were invited to orally share stories during craft activities. Two hundred people attended and 70 Spanish and bilingual books were awarded in a raffle.
For additional information: http://www.reforma.org/mora-award-winner2011_eng | web | https://www.springfield-or.gov/wp-content/uploads/2016/12/2011-10-18SpringfieldLibraryWins2011MoraAward.pdf | 0.437783 | {
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Just Enough Support
Just Enough Support is a planning process. That looks at how you can have the right amount of support. So you have more opportunities to be part of your community.
Just Enough Support will look at ideas and options for support. This is by using different types of support. This could be assistive technology, community support, support from friends and family and staff support. This process offers a way of finding out ideas and action planning. Which is included in the final decisions.
Just Enough Support was developed by Imagine Act Succeed and Helen Sanderson Associates. This builds on the work in the paper 'All Together Now'.
If you want more information you can contact Heather Cartledge - [REDACTED_EMAIL]
Assistive is something that can help you do something.
Who did this and where did the pictures come from?
This has been put into easy read by Together All Are Able.
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Potential water leaks
How to troubleshoot a possible leak
It pays to be proactive about potential leaks in your home
Detecting potential leaks can save you thousands of litres of water per year and make an impact on your utility bill.
How to read your water meter
Solar panel
Consumption/
water usage
In order to see a meter's reading, shine a bright flashlight onto the solar panel which is located just above the digital screen on the face of the register. Tip: Most smart phones and tablets are equipped with a Flashlight!
There are 3 different numbers that come up (disregard the first set of numbers), the second set of numbers is the consumption. When water is flowing through the meter, the last two digits after the decimal will move. This is what you need to watch when reading consumption. The third set of numbers is the rate of flow. After lighting the screen up, the screen will jump back and forth from the rate of flow and the consumption.
Follow these simple steps
CHECK YOUR FIXTURES
Once it has been determined that the water meter is functioning accurately and there are no obvious leaks, check the fixtures in your home that could be the cause:
* Leaking/running toilet
* Hot water tank
* Boilers
* Water softeners
* Reverse osmosis systems
TO DETERMINE IF A TOILET IS RUNNING
Put food colouring or a safe dye in the tank of the toilet, if the colour shows up in the toilet bowl this indicates that the water is continuously running and there is an issue.
TO TROUBLESHOOT THE SOURCE OF THE LEAK
Isolate each source of water by shutting off one valve at a time (example: valve to toilet) then check your water meter to see if there is flow. Ensure that water is not being used anywhere else in the home while you are troubleshooting such as a washing machine, dishwasher, shower, and so on.
CALL A PLUMBER
If you are unable to diagnose the source of the water leak you may need to contact a plumber.
Revised May 2022 | web | https://www.fortstjohn.ca/assets/Documents/Reports~Publications/Potential-Leaks-RackCard.pdf | 0.519064 | {
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HEATHFIELD SCHOOLS' PARTNERSHIP
S
Stay SMART Online
Never share personal information (name, email address, phone number, home address, photographs, or school name). SAFE
Some people might not be who they say they are. Be careful when someone new wants to become a friend. Do not meet anyone who you have become friends with. MEET
Do not accept emails, texts, friend requests from anyone you do not know or trust. These may contain viruses or nasty messages. accept
Not everything online is reliable. Sometimes people online may say or write something which is untrue. reliable
If you see something that upsets or worries you then report it immediately to a trusted adult. tell | web | https://www.heathfieldschoolspartnership.org/federation/docs/parents/safety/stay-smart-online.pdf | 0.4464 | {
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The Personal Growth and Pregnancy Preparedness Scale (PGaPPS)
by Cedric S. Wood, Ph.D.
We give our children and teens many tests of academic growth every year. Why don't we give teenagers an assessment of maturity, personal growth, and readiness to become parents? In my "Personal Growth and Pregnancy Preparedness Scale (PGaPPS)" there are questions that determine whether a teen is ready to bring a baby into the world and be a competent parent. Teens are falling in love, having sex, and getting pregnant. Do they know how fit a mother or father they would be? Let's help them develop a more clear idea.
The Personal Growth and Parenting Preparedness Scale (PGaPPs)
2.
Marital Status
6. Family Functionality: If you have a family that is
Dysfunctional (teenage pregnancies, multiple marriages, conflict, abuse, trauncil)
0
Teens are asking:
Help me understand if I'm ready or not. Quantify it for me! Paint me a picture so I'll know if I'm ready!
A "50" is a perfect score. They can score higher than 50 but 45 is the target score. The cutoff score for being "minimally prepared" is 35.
{c} Copyright 2009 Cedric Wood
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BIOL 325 – Plant Systematics
Dr. Chris Hardy
Cladistics & Phenetics Practice Problems
1. For two taxa (a and b), draw all possible dendrograms relating the two.
2. For three taxa (a, b and c), draw all possible rooted and bifurcating (dichotomously branched) dendrograms.
3. For four taxa (a, b, c and d), draw 5 of the 15 possible rooted and bifurcating dendrograms.
4. Use the following data matrix of 4 species (w, x, y and z) and 5 characters (1‐5) to construct a phenogram. Draw the phenogram below.
5. Below is the same matrix for the ingroup of W, X, Y, and Z as was used above, but this time with an outgroup taxon. Find the most parsimonious cladogram of those possible ones below.
6. Name the sister species from the most parsimonious cladogram above.
7. Name the character(s) and character state(s) that are synapomorphies supporting this sister group
relationship.
Name the symplesiomorphic state(s) for the same characters.
8. Of the ingroup, which is the most distantly related species?
9. How many steps was the most parsimonious cladogram above?
10. How many steps was the second most parsimonious cladogram above?
11. Is the topology of the most parsimonious cladogram the same as that of the best phenogram?
What does this say about the correlation between similarity and phylogenetic relationship?
12. To the same data matrix above (outgroup excluded) I've added several additional characters (6‐8).
Would these change the resulting phenogram (don't include the OG in a phenetic analysis)? If so or if not, why?
Would they change the choice of cladogram? If so or if not, why? | web | http://herbarium.millersville.edu/class-web/325/Cladistics-practice.pdf | 0.458685 | {
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it's gross! it's cool! it's your mouth!!!
Have you ever stopped to think about just how cool your mouth is? It's always fighting off gross germs and bacteria! Here are a few more ways your mouth is gross, but cool!
This is gross: You've always heard that sharing is nice, but that's not true when it comes to food, forks, spoons, and anything else that goes in your mouth. That's because cavity-causing germs can be passed from mouth to mouth.
But this is cool: You can still share snacks, like trading apple slices for other healthy munchies such as carrot sticks or string cheese. Just don't share bites!
This is gross: Some bacteria create acids that will destroy tooth enamel, the hard outer coating on teeth. (Sounds like something a comic book bad guy would do!)
But this is cool: You can be the superhero who defeats bacteria! Keep acids away by brushing twice a day, flossing once a day, eating healthy foods, and visiting your dentist.
This is gross: Bad breath can happen when you don't brush your teeth well. Eating foods such as garlic and onions can also make your mouth stinky.
But this is cool: Stop bad breath in its tracks by doing a good job brushing with fluoride toothpaste. You should even brush your tongue! Flossing will also help get rid of food pieces stuck between your teeth.
for kids Delta Dental
get gross!
Bacteria, germs, decay, and cavities are all things that can make your mouth unhealthy – and super gross! What does a gross mouth look like to you? Do your best to make this mouth yucky. (And keep doing your best to keep your real mouth healthy!)
for kids Delta Dental | web | https://healthysmilelearning.org/wp-content/uploads/2023/08/GFK_ItsGrossItsCoolItsYourMouth_2014.pdf | 0.421536 | {
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Introduction to Geotechnique?
Growing up in a small town in New Zealand, I thought women couldn't be engineers. I initially studied mathematics, obtained a teaching certificate, and taught for a year. Through skiing, I met several engineers and began to see that I could pursue engineering as a career. As a civil engineering undergraduate at the University of Canterbury in Christchurch, I particularly enjoyed my limited exposure to soil mechanics. My American soils professor encouraged me to consider studying geotechnical engineering at the University of Alberta if the chance presented itself. Happily, this did occur and I completed my MSc as a parttime student while my two girls were young.
Other women in your classes?
I was one of three women in a class of 100 in my civil engineering undergraduate program at Canterbury and one of the first five female civil engineers in New Zealand. At the UofA, there was a higher percentage of women in the graduate program, and from those days I will always treasure the friendships that developed, particularly with Angela Küpper.
Difficulty getting your first job?
As a fresh female engineering undergraduate, I encountered two extremes of acceptance: one of skepticism at a city engineering department; the other of novelty at a small boutique consulting engineering firm in Christchurch. This experience was a great start to my career! When I left New Zealand for Canada with my husband in 1979, I found work with a precast concrete fabrication firm in Edmonton. After I graduated with my MSc, I was offered a position with Thurber Engineering in Edmonton. I was quite nervous about re-entering the work environment having been away from it for several years, but I enjoyed the challenges, friendships and learning.
Involvement with CGS and other organizations?
In the early 1990s, I became involved with the CGS's Calgary Geotechnical Society, and then the CGS national body. It is such a body of knowledge for geotechnical engineering; a society to find mentors, colleagues, encounter distinguished practitioners and international gurus, and to follow the latest research.
I started to volunteer with the Association of Professional
Education
- 1974 BSc from University of Otago, NZ, Mathematics; and Diploma from Secondary School Teacher's College, Christchurch, NZ
- 1978 BE (Honours) from University of Canterbury, NZ; Civil Engineering
- 1988 MSc from University of Alberta; Civil/Geotechnical Engineering
Employment
Christchurch, NZ
-
1978-1979 Halliday O'Loughlin & Taylor Ltd.
Edmonton, AB
- 1979-1981 Batoni Structures (1978) Ltd.
- 1988-1989 Thurber Engineering Ltd.
Calgary, AB
- 1989-1997 AGRA Earth and Environmental
- 1997-1999 Jacques Whitford Associates Ltd.
- 1999-2003 Klohn Crippen Berger Ltd.
Tauranga, NZ
- 2003-present Beca Ltd.
Notable Achievements
- 1967 ATCL (Piano – Performance)
- 1974 Represented NZ in Australia on the NZ Junior Women's Golf Team
- 1975 NZ Under 23 Women's Golf Champion
- 1976 Femineer's Scholarship, NZ, for women studying engineering
- 1997 CGS Service Award (now Stermac Award)
- 2000-2001 President of Association of Professional Engineers, Geologists and Geophysicists of Alberta; first female President in 80-year history
- 2001 Chaired the Alberta Government Commission on Parental Leave
- 2001 Voted as a Top 50 Most Influential Albertans (Alberta Venture)
- 2009 Fellow Engineers Canada
- 2013 Honorary Fellow Geoscience Canada
Engineers and Geoscientists of Alberta (APEGA) in 1982 and was elected President in 2000. This role broadened my perspective on the professional and political aspects of engineering and for this I greatly appreciated the support and skills of then CEO, Neil Windsor.
I have also been a member of the Tunnelling Association of Canada, the Canadian Dam Association, the North American Society of Trenchless Technology and am currently a member of the Australian Institute of Mining and Metallurgy.
Career focus?
Our family moved to Calgary in 1989, where I joined the team at AGRA Earth and Environmental. Working in oil-sands primarily, I became proficient at numerical modelling, particularly in groundwater seepage. My career evolved to working on fascinating projects associated with dams and tailings in Canada, Australia and the Pacific region.
I am now an enthusiastic promoter of the opportunity that dewatering tailings can provide to the mining industry.
Who were your mentors?
There have always been colleagues and clients that I have enjoyed working with and learning from, both in Canada and in New Zealand. I would especially like to mention Bill Chin and Bryan Watts (Klohn Crippen Berger) for sharing their brilliant technical minds, and more recently Cas Boyer (Vale Nouvelle Caledonie) for allowing me to learn more broadly about delivering mining projects by 'walking in my client's shoes'.
On being a woman in a man-dominated profession?
As a woman in engineering, I found some situations a little prickly at times, but honestly, in general I didn't have a problem once a project got going. I think situations are more difficult when you have a project leader or team member who likes to divert blame when the going gets tough.
Advice to other women?
A comment from my friend and fellow student Angela Küpper quite a while ago, "what are the physics?" has been my mantra in work and in challenging young engineers, both male and female.
Sue Aitken
Photographs | web | https://www.cgs.ca/pdf/women/Susan%20Aitken%20final%20EN.pdf | 0.492512 | {
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Create-A-Fossil Investigation
YOU WILL NEED: fine sand, 2 containers (one for the molds/casts, one to mix plaster), quick-set Plaster of Paris and various items to create molds/casts.
1. Fill 2/3 of your container with moistened sand.
2. Press found objects into the moist sand—Leaves, plastic dinosaurs or bugs, shells and twigs; other items with interesting textures work well.
3. With the help of an adult, mix Plaster of Paris and carefully pour into the impressions in the sand.
4. Wait patiently for the plaster to dry to the touch, about 30-40 minutes. Then turn container out onto a flat work surface, remove the excess sand, and let the remaining plaster dry. Finally, whisk away dried sand using a small brush and uncover your creation!
What is a fossil?
Fossils are remains of life from the past preserved in rock. The most common types of fossils are molds and casts A mold forms when something is pressed into soft mud and removed by
decomposition or pulled out, leaving an impression of the object. A cast is a three-dimensional (3-D) example of an object of the past created when a mold fills up with sediment like mud, sand or volcanic ash.
Digging for Fossils Classroom Activity
YOU WILL NEED (Per Group): 15 wooden craft sticks, dinosaur pictures, sand, small shovel, bush or hammer, adhesive tape, markers, show box, paper, pencil, ruler.
1. Lay 12 craft sticks side by side on a table. Tape them together at the top and bottom. Draw a picture of a dinosaur so that each stick contains a piece of the drawing.
2. Remove tape and jumble up the sticks. Practice putting your fossil puzzle back together.
3. Remove three random sticks from your fossil puzzle, and replace them with blank sticks. Put sand in the shoebox, spread out the fossil pieces, and bury them. Wet the sand slightly.
4. Switch boxes with another group. Carefully dig one inch of sand at a time. Take notes as you dig. Sketch the arrangement of sticks as you find them.
5. Carefully, remove the sticks from the sand and lay them on a table. Try to piece the drawing together. What is missing? What kind of dinosaur is it?
Activity from National Park Service, www.nps.gov/brca/forteachers/geodetective.htm. | web | https://www.caveofthemounds.com/wp-content/uploads/2019/01/Fossil-Experiments.pdf | 0.423891 | {
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MEDIA RELEASE FOR IMMEDIATE RELEASE
For more information contact: Hope McIntyre, Artistic Director [REDACTED_EMAIL] ([REDACTED_PHONE]
YOUTH TACKLE THE ISSUE OF FOSTER CARE!
Winnipeg, September 25, 2014 – Giving Voice is a powerful, interactive theatrical journey exploring the timely issue of how youth experience the system of CFS. Sarasvàti Productions is excited to tour this brand new work created by and about youth in care in collaboration with VOICES: Manitoba's Youth In Care.
Giving Voice is a Forum theatre piece developed through workshop sessions with youth and under the guidance of Sarasvàti Productions' Artistic Director, Hope McIntyre. The final product follows the journey of two youth as they move through the system. Sally is only eleven when she requests being removed from her family and Josh is apprehended at the same age. Performed in Forum theatre style, it is interactive, allowing the audience a chance to stop the action of the play and step in to try out positive solutions to the problems addressed. The play will explore the issues that youth in foster care have had to deal with, from the stigma of being in care to the challenges of an overwrought system. The play is truly the story of the youth themselves and in Sarasvàti Productions' tradition, they worked closely with community groups to realize the work.
"We are thrilled to be partnering with such an important organization," says Artistic Director, Hope McIntyre. "In fact, the idea for Giving Voice actually came from youth in the VOICES program who saw our plays Empty and Diss and wanted to create a play to tell their stories. Our goal is to increase understanding of what kids in care go through." Marie Christian is the Program Coordinator at Voices: Manitoba's Youth in Care Network. "Sarasvati's work is empowering to youth as an avenue to express their creative potential," says Christian. "Projects like Giving Voice help tell the stories that are often left untold and as a result allow for positive change."
Statics demonstrate that Manitoba has the highest rate of youth in care in Canada. Unfortunately, First Nations youth are four times more likely to enter into foster care due to abuse and neglect as a result of longstanding, systemic issues. We hope to begin a conversation about the state of Manitoba's foster care system from the perspective of someone who has experienced it.
Giving Voice will tour from October 13 th to November 28 th to schools in Winnipeg and surrounding areas. In addition there will be a public preview with limited seating at Graffiti Gallery on October 9 th at 7:30pm at the cost of $5 and a free public performance as part of the Winnipeg Public Library's teen program on November 2 nd at 2:30pm. More information is available at www.sarasvati.ca or [REDACTED_PHONE].
About Sarasvàti Productions: Sarasvàti Dramatic Theatre Productions and Repertory Inc. (founded in Winnipeg in 2000) seeks to inspire artists and audiences through the use of theatre and to provide a space where artists can develop, showcase their skills and celebrate their creativity. | web | http://sarasvati.ca/wp-content/uploads/2010/07/Youth-Tackle-the-Issue-of-Foster-Care.pdf | 0.485521 | {
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Little School Newsletter St. Luke's Little School Newsletter
March 2017
Kay Swanson, Director
Contents
Ms. Kay's Desk
Career Days
Registration
Children's Self Control
Book Fair
Lost & Found
Rainbow Hunt
Free Days
Summer at St. Luke's
Diaper Collection broccoli Casserole
Upcoming Events
Children's Ministry
SPRING BREAK! Little School will be closed for Spring Break March 20rd through March 24th.
From Ms. Kay's Desk – March Comes in LIKE a lamb!
Our days have been flying by and we have had so much fun! Each day is packed with learning centers, art, music and science! We love to play in our dramatic play areas and in Feb. Ms. Michelle and Ms. Kristi T. turned their play area into a post office for Valentine's Day. Obstacle courses have been helping us to improve big muscle control and we have been completing observations to fill out our progress reports. We have been blessed with great weather so we have taken full advantage of that, putting seeds out for the birds. March will prove to be just as exciting with more opportunities for learning! The mischievous leprechauns will be about and everything will turn GREEN! Chapel will be centered on our 7 th commandment "Treat other people's things like they were your own". March means Spring Break ~ so don't forget to have a great time planning some fun family activities.
CAREER DAYS:
THANK YOU to all of our parents that helped to make career days so very special and informative! We had many wonderful career talks all the way from a furniture storeowner to a USAF Firefighter! We got to sample dancing, acting, fitness technology and taking care of our teeth. We learned what it is like to be a child's nurse. We also learned how you sell or buy a house with a dollhouse presentation and found out what it is like to be a pharmacist to animals. What a fun day! Again, thank you to all the parents that made this a super fun-learning day!
Blessings Ms. Kay
Fall Registration
Registration Confirmations have gone out!
If you have not replied to the email, please do so. Also, if you have not paid your registration fee please stop by the office and pay that as well. If you turned in a registration form and have not received a registration confirmation by email – CALL ME! The enrollment forms will be going home after spring break and are due back by the end of school.
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Little School Newsletter
KEYS TO SELF-CONTROL IN CHILDREN
How can you teach your little one to handle big emotions like anger, frustration, and disappointment? Work on increasing their selfcontrol with these strategies to help them think before they act.
Calm Down
Talk it out
Give you child words to use when they are upset. For example, if you can't find your glasses, you might say, "I feel so frustrated! Where did I last have them?" Then when they are aggravated (say they lose a book or toy), encourage them to use similar words. ("I feel mad because I want my book or toy. I was looking at it in the living room – maybe it's there.") They'll learn to talk through their problems and be less likely to yell or whine.
Think Ahead
Prepare for situations where self-control comes in handy. You could say, "We're going to your cousin's house. Let's see what we can do if she's playing with a toy you want." You may ask to join her, or you could ask to play with another toy until she's finished. Having a plan can help them avoid grabbing the toy or yelling at their cousin.
When you child begins to get upset, help them find ways to keep their cool. For instance, they might take a deep breath, count to five, or draw a picture of how they are feeling. The distraction may be enough to settle them down. And once they are used to these techniques, they will be able to do them with a reminder from you.
Tucker Turtle is a great book and program that helps children to calm down. You can purchase the book and the turtle if you would like.
THANK YOU FOR OUR BIGGEST BOOK FAIR EVER!
A great big shout out to all of our Book Fair volunteers and the Seessengood family for coordinating all the set up, selling and take down. It was our best fair yet! Thanks to all the dads that bought books on Dad's Saturday! Everyone who purchased books helped us to provide reading to many children. Our total sales was over $4700.00. Whoo Hoo!
Lost & Found
Please don't forget to check out our "Over-flowing" Lost and Found. We have coats, mittens, hats, clothes, a purple shoe and a camera case from Christmas programs.
Little School Newsletter
MARCH RAINBOW COLOR HUNT!
A hunt for toys in the colors of the rainbow. Start with drawing a rainbow on a large sheet of butcher (art) paper. Discuss the order of the colors in a real rainbow. (That's it! Not much for prep!)
Send your kids all over the house to search for a toy or object for each color in the rainbow. Arrange them on the rainbow color that matches the toy. It takes a lot of toys, and some testing to see what object will "fit" better onto the rainbow (good estimation skills.) It is also a great way to teach colors, even when they come in different shades. Take a picture of your completed rainbow! For easy cleanup ~ have a race to see who can put all the green toys away, or the red toys, or yellow etc. The large piece of paper with the rainbow will give them an extra quiet activity to do when all the toys are all put away! Have fun!
LOOKING FOR FREE THINGS TO DO?
Colorado offers free days for families to enjoy some of our wonderful museums! Here are the ones for March and April!
Children's Museum
March 7 & April 4
Denver Botanic Gardens (Chatfield)
Denver Museum of Nature and Science
Denver Botanic Gardens
Denver Art Museum
Diaper & Wipes Collection
A Way to Observe Lent: Participate in St. Luke's Love Inc. Diaper Drive now through Easter! Help 25% of parents that cannot afford to buy diapers by donating diapers, wipes and/or 'dollars for diapers'. Sizes 4, 5 and 6 are always needed.
March 7 & April 4
March 13 & April 10
March 22 & April 2
March 4 & April 1
Summer at St. Luke's
Wacky Wednesdays – Music, crafts, games & chapel time. $25/day
June 7, 14, 21 & July 12, 19, 26
9:30am- noon
Registrations forms will be available soon.
VBS – June 26-June 30 – mornings VBS – July 11 – 13 – evenings Register online only April 24 th @ 2:00pm
Broccoli Casserole
Combine 2 cups dry pasta, 1 1/3 cups chopped broccoli, 1 egg, 2 Tbsp mozzarella cheese, 1 Tbsp. Parmesan cheese, and 1/4 tsp garlic salt. Fill muffin cup 3/4 full with mixture. Distribute 1cup heavy cream among wells and top each with bread crumbs. Bake at 350°F for 20 minutes.
Calendar
March 1 & 2 - Career days
March 3,10,17,31 – FLIP
March 6 & 7 - Class Pictures BRING YOUR
SMILE and order form
March 8 & 9 – Chapel "Treat other's things as if they were your own"
March 12 – DAY LIGHT SAVINGS TIME SPRING FORWARD!
March 15,16,17 – St Patrick's Day Fun
March 20 – 24 – Spring Break – NO SCHOOL
Looking Ahead
April 5 & 6 - Speech Evaluations – sign up necessary
April 7 & 8 – Musical "Tarzan" St. Luke's 6:30 pm
April 9 – Easter Fun Day
April 16 – Vision Screening for all children
April 20 – NO SCHOOL ART SHOW 5-7pm
Thank you for your generous MONDAY LUNCH IN THE PARK DONATIONS
March needs : Chips, paper lunch sacks - Thank you for your support!
March 4 - Parents Time Away 9-12noon $10.00 per family. Contact Ms. Sam ([REDACTED_EMAIL]) to make reservations and find out more info.
All are welcome to join us for Sunday School 9:30 am
JOY TREK (pre-k:2-4 years) PEAK (K-4th grade) Sunday School. Children participate in workshops to learn the Bible lessons.
11:00 Godly Play (Pre-K-6th grade)
Visit our website: www.stlukeshr.com/children for more information
Questions please feel free to contact us Sharon - [REDACTED_EMAIL] Sam [REDACTED_EMAIL]
Thank You, God, For Kids!
St. Luke's Little School 8817 S. Broadway Highlands Ranch, CO 80129
Phone:
[REDACTED_PHONE]
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Great Opportunities at Conroy!
BOY SCOUTS
We have been partnering with the Boy Scouts for approximately 10 years. Boy Scouts usually come to Conroy twice a month to work with students. Some of the activities include Pinewood Derby & Camp Guyasuta.
POWER UP
Power Up is a nutrition education program by Adagio Health. This monthly program introduces the healthy plate, healthy eating options, moderation & food tastings to our students. Students are encouraged to try new foods & healthy alternatives
PREVENTION SERVICES
Prevention Services is provided through WPIC/UPMC. WPIC/UPMC works on various social skills with our students once per week in the classrooms. Some topics include friendships, decision making & conflict resloution.
MUSEUM ON THE MOVE
This program brings the Museum of Arts & History to our classrooms. Our students can experience, explore & ask questions surrounding a variety of topics including dinosaurs, Native Americans, rocks & gems, & live exhibits.
SPORTS TEAMS
We have a high school unified track team partnered with Obama Academy. We have a middle school unified bocce team partnered with CAPA. We aslo participate in Special Olympic tournaments which include; soccer, basketball, bowling & track & field.
MENTAL HEALTH SERVICES
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**Author:** Joel (means “Jehovah is God”)
**Date:** uncertain, but possibly early 837-756 B.C.
**Recipients:** the inhabitants of Judah
**Key words:** Day of the Lord (5 times)
**Summary:** After a plague of locusts, a sign of God’s impending judgement, the people are urged to turn back to God.
**Key verses:** Joel 2:28-32
**Notes:**
The utter devastation by the “army” of locusts is symbolic of the thoroughness with which God will judge in righteousness.
The invasion of locusts and severe drought are symbolic of the armies of Judah’s enemies that will invade and destroy the nation.
In Joel 1:4 four different Hebrew words are used to describe the locust. It is unknown whether these words describe different kinds of locusts or describe the locust at various stages in their development.
Joel 2:28-32 speaks of the outpouring of God’s Spirit which we see come to reality in the book of Acts—the beginning of the Church and the spread of the Gospel. It’s as if Paul in Acts 16:31 is quoting Joel 2:32A.
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Passing
By Toi Derricotte
A professor invites me to his "Black Lit" class; they're reading Larson's Passing. One of the black students says, "Sometimes light-skinned blacks think they can fool other blacks, but I can always tell," looking right through me. After I tell them I am black, I ask the class, "Was I passing when I was just sitting here, before I told you?" A white woman shakes her head desperately, as if I had deliberately deceived her. She keeps examining my face, then turning away as if she hopes I'll disappear. Why presume "passing" is based on what I leave out and not what she fills in? In one scene in the book, in a restaurant, she's "passing," though no one checked her at the door— "Hey, you black?" My father, who looked white, told me this story: every year when he'd go to get his driver's license, the man at the window filling out the form would ask, "White or black?" pencil poised, without looking up. My father wouldn't pass, but he might use silence to trap a devil. When he didn't speak, the man would look up at my father's face. "What did he write?" my father quizzed me.
"Passing" is from Tender, by Toi Derricotte, © 1997. All rights are controlled by the University of Pittsburgh Press, Pittsburgh, PA 15260. Used by permission of University of Pittsburgh Press.
Source: Tender (University of Pittsburgh Press, 1997)
Social Commentaries | web | https://www.poetryoutloud.org/pdfgen/poem/passing | 0.442138 | {
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Safety Tips for Escalator Use by the Elderly
Elderly A:
Hey, another accident occurred on the escalator yesterday A baby stroller was involved
All:
What
Elderly B:
Was the baby okay
Elderly A:
Don't worry, there wasn't a baby in the stroller Someone was using it to carry stuff lost her balance and fell
Elderly C:
You really gave us a scare People should know that when carrying large items or lots of things they should use lifts Safety is the rule
Elderly B:
You're absolutely right - a 'like' for you I think most people know the safety rules for using escalators but choose convenience over safety That's what causes accidents
Elderly D:
That's true. Many people do what they know to be wrong
Look who's talking
Remember that time you dropped an orange while riding the escalator If I hadn't stopped you you would have fallen over trying to pick it up
Wow, that's dangerous I give you a big 'cross' for that Using the escalator is like doing Tai Chi You have to stand firm Many elderly people like us are unable to balance well That's why we must follow the safety rules when using escalators
Elderly B (VO):
Elderly D:
Elderly B (VO):
Elderly C:
All:
First of all we must hold the handrail tightly and stand firm within the yellow lines We must not walk and must avoid the gap between the steps and the gap between the skirting panel and the step Otherwise, our shoes, toes or feet could easily be caught
An orange is no big deal but what if I were to drop my wallet Of course I would have to pick it up
What's more important
Your wallet or your safety
No matter what you have dropped you must leave it until you have stepped safely off the escalator Then, if you need to ask someone for assistance
Some of my elderly friends do follow the safety rules but they sometimes fall anyway because they are too weak to stand steadily on the escalator
That's why we elderly need to be aware of our health condition
For example, if we don't feel well or have taken medicine that might cause drowsiness we should avoid riding the escalator alone If we need to use it we should get someone to accompany us Also, remember that it's always better to use the lift if one is available
Can you follow these simple safety guidelines
Of course
Safety is the rule, stand firm | web | https://www.housingauthority.gov.hk/en/common/pdf/about-us/photos-and-videos/videos/housing-channel/HAHC0147.pdf | 0.439095 | {
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Defenders: Russia
A live World Cup story by Tom Palmer
11
Seth has had a big decision to make.
Should he help Alexei Romanov or not?
Over 1,000 schools have voted.
This is the storyline that more than 75% of you voted for.
Одиннадцать
Wednesday afternoon and Mr Schadenfreude, Seth and Nadiya's German teacher, was offering his German GCSE class the chance to stay on for an extra lesson after school. To watch Germany versus South Korea in the World Cup.
With a German commentary.
'It will be educational,' Mr Schadenfreude told them. 'It'll sharpen up your German.'
Seth and Nadiya sat in the German classroom, blinds down to keep the raging sun out, both of them trying to work out what the commentator was saying.
Seth was feeling good. He had made his mind up what to do about Alexei Romanov. He knew it was only a matter of time before Alexei appeared to him and then he could tell him about his decision. And – to make matters better – he had not seen the Women in Black for over 24 hours. Maybe they had gone away for good. Maybe life was about to get better.
Mr Schadenfreude had suggested that the pupils work in pairs and listen out for key words in German. He had make them bingo cards with nine words that they had to identify in the German commentary.
As half time approached, Seth and Nadiya had eight of the nine words they needed. One more and they would win a £10 book voucher prize each.
Seth stood up once the half time whistle had gone.
'I want to win the book tokens,' Nadiya said, looking up at him.
'Me too,' Seth replied.
All text © Tom Palmer 2018 | www.tompalmer.co.uk
T: 020 7587 1842 W: www.literacytrust.org.uk Twitter: @Literacy_Trust Facebook: nationalliteracytrust
'So make sure you get back from wherever you're going. And fast. Don't be going off to Russia or something. Okay?'
Seth rushed out of the classroom.
Toilet break.
After he'd washed his hands, he checked his phone to see if his mum had texted him. Turning his phone on he didn't see his usual home screen, a picture of Rosa on the top of the moors, wild and wolf-like. He saw Alexei Romanov, looking very pale and very tense.
'So?' the Russian boy asked. 'What have you decided?'
Seth coughed. He had something very serious to tell Alexei. He wanted to make a joke about them Facetiming, but he resisted.
'Well?' Alexei pressed.
'I've decided to help you, Alexei,' Seth said calmly.
He watched as the boy's face began to crumple. Tears ran down his cheeks. Alexei was trying to smile, but he seemed so emotional it was hard to tell what his expression was.
'Thank you,' Alexei said at last. 'You will go to St Petersburg for me next week? With my egg?'
'I will.'
Alexei was laughing now. He was less pale. Seth had never seen him smile. He looked like he was a nice person now, not a bully. Seth felt a strange warmth towards him. Something like friendship.
'Now…' Alexei gushed, 'please… tell me… what can I do for you? I will do anything I can.'
Seth grinned. 'How about finding a way of me and Nadiya going to watch England play Belgium tomorrow?'
'Granted,' Alexei said.
'Cool,' Seth said. 'And – er – how about helping South Korea beat Germany?' Seth asked, but his screen had gone blank. He wasn't sure if Alexei had heard that.
Back in the German room, Seth sat next to Nadiya. He told her about seeing Alexei, about what the Russian boy had promised.
'Great,' Nadia said. 'I can't wait. Well… actually… I can. I am more interested in winning this bingo game.'
'What's our last word again?' Seth asked.
'Katastrophe,' Nadiya said.
When Mats Hummels headed over the crossbar, unmarked, with Germany's 28 th goal attempt of the game, Seth wondered if a katastrophe was about to happen. A German katastophe.
What if Germany only drew with Korea?
They'd be out of the World Cup!
Soon the 90 minutes were up. And injury time began. Would it happen? Or would it be like the Germany-Sweden game? A last minute winner for Germany?
No.
Because then it happened. The unthinkable.
South Korea scored.
The room went crazy. The German commentators' voices sounded like cries of pain.
It was mayhem. But, still, the commentator had not said the word Nadiya wanted.
Everyone was on the edge of their seat as Germany pushed for a goal.
Manuel Neuer came out of his goal and moved up field.
Then, over-reaching himself, he lost the ball.
That was when the commentator said it. Three times.
'Katastrophe! Katastrophe! Katastrophe!'
Nadiya was on her feet.
'BINGO!' she shouted.
And Seth saw – in the corner of the screen – underneath where it had just changed to South Korea 2 Germany 0 – a small image of Alexei, smiling again.
And Seth had to wonder.
Had Alexei really made Germany lose? Just for Seth?
Seth walked home in the heat. He took his blazer off and loosened his tie. He felt good. He was going to help Alexei but, on his own terms, without any threat hanging over him. And Alexei was going to reward him by getting Seth and Nadiya with pitch side seats at the England v Belgium match tomorrow.
Next week Seth would go to St Petersburg and find a way of putting the egg in the crypt of the Russian royal family. Not an easy task, but that was something to worry about next week. Not now.
Because Seth was thinking about tomorrow.
Tomorrow was going to be a good day.
Or was it?
Seth has a mission. He is determined. He is relaxed. He is doing what he thinks is the right thing. But is Seth right to feel relaxed? Is it really good that the Women in Black are no longer hanging around his house and school? If they're not in England, where are they? And how easy is it going to be for him to enter a national Russian monument and hide a valuable Fabergé egg. Is it a good idea for Seth – and Nadiya – to go to Russia tomorrow? Or could it be a katastrophe?
Chapter 12 of Defenders: Russia will be published before 7.30am on Friday 29 June.
Thank you to everyone for thinking about Seth's choice and voting. Thanks especially to teachers and others who helped to make it happen. | web | http://longdeanschool.co.uk/images/Content/Students/Chapter-_11.pdf | 0.485187 | {
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Farragut Middle School
27 Farragut Avenue
Hastings-on-Hudson, New York 10706
Phone – [REDACTED_PHONE]
Fax – [REDACTED_PHONE]
http://www.hohschools.org
A National Blue Ribbon School of Excellence
Gail Kipper Principal
September 2014
Dear Parents/Guardians,
Farragut Middle School is continuing our important initiative called Positive Behavior Intervention Supports (PBIS). PBIS is a process for creating a safer and more effective school. It is a systems approach to enhancing the capacity of schools to educate all students by developing research-based, school-wide, and classroom behavior support systems. The process focuses on improving a school's ability to teach and support positive behavior for all students. Rather than a prescribed program, PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, nonclassroom, and student specific plans. PBIS includes school-wide procedures and processes intended for all students and all staff in all settings. PBIS is not a program or a curriculum. It is a team-based process for systemic problem solving, planning, and evaluation. It is an approach to creating a safe and productive learning environment where teachers can teach and all students can learn.
We have adopted a unified set of school-wide expectations. Similar to the district's "Code of Conduct", these expectations define appropriate behaviors in our school. You will see these expectations posted throughout the school in the hallways, cafeteria, restrooms, auditoriums, and other locations. Your child will be reviewing these expectations during his/her first days in school. Each behavioral expectation will be defined and examples will be described. Each student has received a matrix detailing these behaviors and a copy for you is attached. Our unified expectations are as follows:
Be responsible;
Be a problem solver;
Be respectful;
Be safe.
As part of our PBIS process, teachers and other staff members use evidence-based practices to increase student learning and decrease classroom disruptions. To keep students focused on these expectations in a positive manner, the students will accumulate reinforcements that can be turned into a series of rewards. This reward system is continually being evaluated and student input will be encouraged.
We believe that this approach will be valuable to every student at FMS. Please encourage your child to ask questions and be positive role models. Information regarding PBIS will be linked to our district webpage.
Sincerely,
Gail Kipper
Gail Kipper
Hilda McGivney Assistant Principal | web | https://www.hohschools.org/cms/lib/NY01913703/Centricity/Domain/228/PBIS_ParentLetter_Sept2014.pdf | 0.429419 | {
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This series of profiles on SUNY Broome community members is a part of the Student Village diversity calendar initiative. We will be highlighting members in our community who identify with or can speak on the diversity theme or topic for each month. The theme for February is Black History month and the topic is mental health in the black community. To be featured in this series please reach out to Pamela Alvarez or Alexandria Donkor.
Student Village Residents
and make sure people in our community are educated and aware that it is okay to seek for help, that they are not "Crazy or weak" for doing so. We all have to take care of ourselves and definitely go and do whatever we can to be better, your mental health is very important.
Thoughts on mental health stigma in the black community
- - Background: A throwback to pre COVID days the Student Village classroom packed with residents. This particular event was our classic hit, Grocery Bingo!
STIGMA IN THE BLACK COMMUNITY (MENTAL HEALTH AND ILLNESS)
Research has found that the Black community has a high degree of stigma associated with mental illness. In the 1990s, a public opinion poll found that 63% of African Americans believed depression was a personal weakness and only 31% believed it was a health problem. This is something that has been passed in the community for generations, I am sure we have all heard our parents or another family member talk about some girl/guy that was so "Crazy" that they had to hospitalized them, when in fact this person was just sad and depressed but in their eyes she was crazy because she seeked for help.
In more recent generations it's becoming less of a thing, people are being more open about their needs, and expressing their feelings and beliefs about important things like mental health. But there is still much more to work on, we have to break that stigma
We asked Student Village residents what their thoughts are on this topic. Below are some of their responses.
BRIANNA G.
In my opinion most black people don't really see mental health as an actual disability. They see it as a weakness. Even people outside of the black culture agree with the stigma that African Americans are stronger and have a higher pain tolerance
AMAYA R.
The stigma of health in the black community varies in so many different ways, it changes based on age to even gender for example I feel as if black females are ignored and pushed to the side when it comes to making complaints about personal health issues. Statistics even show that black women are at higher risk of dying at the hands of doctors than any other gender or race. I feel as if black health is not taken seriously enough in America and black Americans are seen more like a number rather than a human being.
MOSES G.
You mean how every form of mental illness is either ignored or used to shame people, it sucks. Or were you referring to the fact that therapy or any form of mental health that isn't prayer is frowned upon...
BRE'ANNA M.
It's not really talked about as if it is, it's usually associated with being weak or being "crazy ". Also a lot of black people don't believe in therapy or outside sources for their mental health issues.
ANONYMOUS
If I'm being honest I think the black community has a stigma towards showing/acknowledging weakness or instability. Because of this notion that black people need to be strong it's very common for people to use drugs or alcohol to mask their problems and not have to fully face it. Some people do try to healthily face mental health and illness but it is hard to keep up with therapy/treatment because it is a very vulnerable experience. | web | http://news.sunybroome.edu/buzz/wp-content/uploads/sites/2/2021/02/a_bit_of_me__sv_residents.pdf | 0.434604 | {
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Welcome to our February Half Term Holiday Club Activity Planner, bursting full of fun and awesome activities!
Below you’ll find all the important information you need to know, including what a typical day at KOOSA Kids is like, our detailed activity planner for each age group and all the magical Dragons & Unicorns themed activities!
**How will my child be looked after?**
In order for your child to get the most out of their time at KOOSA Kids, they will be grouped by school year. Each age group has its own identity and is allocated coaches who best suit the need of that particular age group.
Suitably qualified staff, including Paediatric First Aiders, are present at the club at all times.
All activities are delivered in an age appropriate manner with the emphasis being on fun for our youngest children and more on development as the children get a little older.
**What will my child be doing?**
At KOOSA Kids we understand that every child has different interests which is clearly reflected in our dynamic range of over 350 activities.
To enable your child to enjoy as wide a variety of activities as possible, our Activity Day offers up to nine structured activities each day for your child, four each from the Discovery & Endeavour Zones and an organised play session after lunch, just like at school.
If you require care beyond the standard 10.00am to 4.00pm, our Extension Zone enables you to drop off from 8.15am and pick up as late as 6.00pm.
**Fantastic Fridays**
On Friday 16th February children are invited to join our team and come dressed in their favourite Dragons & Unicorns themed costume or fancy dress! A fancy dress catwalk will take place at the start of the activity day and prizes are awarded!
**ENDeAVOUR ZONE**
- Team Sessions
- Relay Rallies
- Action All Areas
**DISCOVERY ZONE**
- Design & Create
- Imagine & Perform
- Explore & Learn
Call 01276 21884 | koosakids.co.uk
**King K's**
A specially formatted programme for our oldest KOOSA Kids (Year 4 to Year 8)
Prizes for Best Fancy Dress! To be held on Friday 16th February | web | https://www.koosakids.co.uk/download-file/136 | 0.430982 | {
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Create Your Own Custom Wheelchair Tag
SMA Community members have creatively problem solved the challenges that arise when flying with a mobility device like a wheelchair and have created a variety of tags, graphics, and instructions tha t attach to a wheelchair so that when you're not with the chair, you can still communicate to airli ne staff how to safely handle the chair. Taking this additional step of creating your own cus tom wheelchair tag helps to communicate and partner with the airline staff to not only help pre vent damage to your wheelchair but also show the importance of your mobility device.
Here are some ideas from others in the SMA community to help get you started!
Include a photo of you and an "introduction" to personalize the mobility device.
Explain how to lock and unlock the wheels and when these actions are needed. Tip: Adding photos of where the lock button is on your chair can be extra helpful.
Some community members have used colored duct tape to indicate where it is safe to lift their chair. For example, green tape on the areas that are safe to lift and red tape where it is not safe.
Include a stock photo of your chair, with color coded areas that indicate where it is safe or not safe to lift from or to push/pull from.
Include your contact number and invite airline handlers to call you if they have any questions while loading your chair.
Include the weight and reiterate that multiple people will be required to lift the chair safely.
Include a simple list of "do's and don't's" to grab a handlers attention and give clear instruction.
Below are some examples of tags that SMA community members have created.
Click on each photo for a closer look and for ideas of what to include on your tag.
Lastly, check with your chair's manufacturer to see if they have any useful travel tools. Here are resources from Sunrise Medical and Permobil. | web | https://www.curesma.org/wp-content/uploads/2024/10/Guide-to-Creating-Your-Own-Custom-Wheelchair-Tag-with-links.pdf | 0.499296 | {
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