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The Jet Propulsion Laboratory announced in March that the Juno mission to Jupiter—a mission operated by JPL on behalf of NASA—has collected data indicating that the atmospheric winds of the gas-giant planet run deep into its atmosphere, much longer than the jet streams found on Earth. The findings were part of a four-article series on Juno that was published in the journal *Nature* in March; scientists say these findings will improve understanding of Jupiter’s interior structure, core mass, and, eventually, its origin.
The *Nature* articles also include Juno science results showing that the massive cyclones surrounding Jupiter’s north and south poles are enduring atmospheric features and unlike anything encountered in our solar system.
“The depth of the winds on Jupiter has been debated for half a century,” says David Stevenson, the Marvin L. Goldberger Professor of Planetary Science at Caltech, leader of the Interiors Working Group of Juno, and a co-author of the *Nature* papers. “It matters because it helps us understand how the planet works.”
The depth to which the roots of Jupiter’s famous zones and belts extend has been a mystery for decades. Gravity measurements collected by Juno during its close flybys of the planet have now provided an answer.
“Juno’s measurement of Jupiter’s gravity field indicates a north-south asymmetry, similar to the asymmetry observed in its zones and belts,” said Luciano Iess, Juno co-investigator from Sapienza University of Rome and lead author on a *Nature* paper on Jupiter’s gravity field.
On a gas planet, such an asymmetry can come only from flows deep within the planet; and on Jupiter, the visible eastward and westward jet streams are likewise asymmetric north and south. The deeper the jets, the more mass they contain, leading to a stronger signal expressed in the gravity field. Thus, the magnitude of the asymmetry in gravity determines how deep the jet streams extend.
“Galileo viewed the stripes on Jupiter more than 400 years ago,” says Yohai Kaspi, Juno co-investigator from the Weizmann Institute of Science in Rehovot, Israel, and lead author of a *Nature* paper on Jupiter’s deep weather layer. “Until now, we only had a superficial understanding of them and have been able to relate these stripes to cloud features along Jupiter’s jets. Now, following the Juno gravity measurements, we know how deep the jets extend and what their structure is beneath the visible clouds. It’s like going from a 2-D picture to a 3-D version in high definition.”
The result was a surprise for the Juno science team because it indicated that the weather layer of Jupiter was more massive, extending much deeper than previously expected. The Jovian weather layer, from its very top to a depth of 1,300 miles (3,000 kilometers), contains about 1 percent of Jupiter’s mass (about three Earth masses).
“By contrast, Earth’s atmosphere is less than one-millionth of the total mass of Earth,” says Kaspi. “The fact that Jupiter has such a massive region rotating in separate east-west bands is definitely a surprise.”
The finding is important for understanding the nature and possible mechanisms driving these strong jet streams. In addition, the gravity signature of the jets is entangled with the gravity signal of Jupiter’s core. | web | https://calteches.library.caltech.edu/4806/1/JupiterJetStream.summer18.pdf | 0.424964 | {
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1. (i) Solve the equation:
\[
\frac{2}{3}(3x - 2) - \frac{3}{5}(2x - 3) = 9\frac{1}{8}.
\]
(ii) Solve the simultaneous equations
\[
2x - 9y = 4,
6x - 6y = 5.
\]
(28 marks)
2. (i) Show that \((x + 2)\) is a factor of \(x^3 + 8x^2 - 79x - 182\) and find the remaining factors.
(ii) Solve the equation \(x^2 = 16x + 561.\)
(28 marks)
3. Factorise fully:
(i) \((a - b + c)x - a + b - c,\)
(ii) \(36 + 7p^2 - 4p^4,\)
(iii) \(a(3a + 2) - b(5b - 2).\)
If \(t^2 + 2t = 1\), prove \(t^4 - 6t^2 + 1 = 0.\)
4. 252 students take part in a drill display. 240 arrive early and are arranged in rows with an equal number of students in each row. Two students are then taken from each row and these together with the 12 students who arrive later form three further rows. Every row of the display now contains the same number of students. Into how many rows are the 252 students arranged and how many students are then in each row?
5. (i) Find the value of \(x\) for which \(\sqrt{2x + 3}\) exceeds \(\sqrt{3x - 8}\) by 2.
(ii) If \(a\) and \(b\) are both positive and \(b\) is greater than \(a\), show that \(\frac{1}{2}(a + b)\) is greater than \(a\) and less than \(b.\)
6. (i) Without using the Tables, write down the values of
\[3^3, (4)^{\frac{11}{2}}, (\frac{1}{4})^{-2}, \log_4 8.\]
(ii) Prove that \(\log_b a = \log_c a + \log_c b.\)
(iii) If \(\log_8 9 = p\) and \(\log_3 5 = q\), show that \(p = \frac{2\log_{10} 3}{3\log_{10} 2}\) and express \(\log_{10} 2\) in terms of \(p\) and \(q.\)
(30 marks)
7. Draw the graph of \(\frac{x^2}{10} + \frac{10}{x}\) for values of \(x\) from \(x = 1\) to \(x = 6.\)
Find from your graph, as accurately as you can, the values of \(x\) for which \(\frac{x^2}{10} + \frac{10}{x} = 5.\)
The cost, in shillings per hour, of running a boat at a speed of \(x\) m.p.h. is given by \(\frac{x^3}{100} + 1.\) Use your graph to find the speed at which the boat should travel a distance of 10 miles so as to keep the cost as low as possible.
(30 marks) | web | http://archive.maths.nuim.ie/staff/dmalone/StateExamPapers/Maths-IC-1965-PA.pdf | 0.49592 | {
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GASTROENTERITIS
FACT SHEET
What is Gastroenteritis?
Gastroenteritis means inflammation of the stomach, small intestines and large intestines. It is often referred to as the "stomach flu," but influenza viruses are not responsible.
How do People get Gastroenteritis?
Many different viruses, bacteria and parasites can be responsible, including Rotaviruses, Noroviruses, Salmonella, E.Coli, and Giardia.
Methods of transmission depend on the cause but frequently include:
- Handling or consuming contaminated food or water.
- Touching a contaminated surface and then placing your hands or fingers in or near your mouth.
- Having close or direct contact with another person infected or showing symptoms.
Some cases of Gastroenteritis are extremely contagious and can spread rapidly-especially in day-care centers, nursing homes and other residential facilities. Precautions should be taken anytime someone is showing symptoms, and an individual can remain contagious 3 days or more after symptoms end.
Symptoms of Gastroenteritis Symptoms can begin a few hours to 3 days after exposure and commonly include nausea, stomach cramps, vomiting and diarrhea (which can be severe, bloody or watery). In some cases, individuals may also develop a low-grade fever, chills or a headache.
Diagnosis and Treatment of Gastroenteritis
In order to determine the cause of Gastroenteritis, your provider will need a stool sample. Often, determining the cause of the infection can help to stop or prevent an outbreak of the illness, so it is important to talk to your provider about getting tested if you experience any symptoms.
Treatment of Gastroenteritis is focused mainly on keeping the individual hydrated. Excessive vomiting and diarrhea can lead to dehydration, especially in the young, the old and those with compromised immune systems. Lost fluids should be replaced with small, frequent offerings of clear fluids. If an individual exhibits signs of dehydration—dry mouth, little or no urination, crying with no tears or sleepiness or unresponsiveness—see a medical provider immediately.
Antibiotics may treat certain bacterial infections, but should NOT be used as a treatment for Gastroenteritis unless the source of infection has been laboratory identified and a doctor has been consulted. In some cases, medication may be prescribed to help stop or reduce vomiting.
How Can I Prevent Gastroenteritis?
Frequent, proper hand washing, using hand sanitizer and disinfecting surfaces regularly are good ways to prevent some
- Practicing safe food handling procedures.
of the viruses and bacteria that cause Gastroenteritis. Other good prevention habits include:
- Not consuming under or uncooked food.
- Ensuring the water you drink, especially while outdoors, has been properly sterilized.
- Asking pool operators about their health and safety procedures.
For more information on gastroenteritis, please contact a public health nurse at City-County Health Department at 454-6950 or visit www.cchdmt.org. | web | https://www.cascadecountymt.gov/DocumentCenter/View/871/Gastroenteritis-PDF | 0.432478 | {
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The Great Organ Works
Double Album
Maurice Duruflé
Marcel Dupré
Played by Tórvad Torén
NAXOS
The Great Organ Works
Maurice Duruflé | Marcel Dupré
This record of Maurice Duruflé’s great organ works, begins with another of the greatest masterpieces of 20th-century French organ literature: Symphonie-Passion by Maurice Dupré, a work central to the same intensively creative period as Duruflé belonged to. Duruflé himself raises a grandiose memorial to his colleague Jehan Alain, who fell in the World War II. We also hear his first organ work, Scherzo, Op.2. The whole is played by Torvald Torén – one of Scandinavia’s most eminent interpreters of the French organ music – in a recording which bears the unmistakable signature of sound engineer Bertil Alving.
Track Titles
ALBUM 1:
MAURICE DURUFLÉ
Suite, Op 5
a. Prélude
b. Sicilienne
c. Toccata
Prélude, Adagio et Choral varié
Sur le thème du “Veni Creator” Op 4
ALBUM 2:
MARCEL DUPRÉ
Symphonie-Passion, Op 23
a. Le monde dans l’attente du Sauveur
b. Nativité
c. Crucifixion
d. Résurrection
Prélude et fugue
Sur le nom d’Alain, Op 7
Scherzo, Op 2
Maurice Duruflé (1902-1986)
Maurice Duruflé, although by no means prolific, is one of his generation’s most significant composers of organ music. He was educated at the Paris Conservatory by, among others, Eugène Gigout (organ) and Paul Dukas (composition) and won no less than five “premiers prix.” He also studied under the composer-organists Charles Tournemire and Louis Vierne. He was active for several years as second organist in both these organists’ churches – Sainte-Clotilde and Notre-Dame. In 1930 Duruflé became chief organist in Saint-Etienne-du-Mont, and in 1943 he was appointed professor of harmony at the Paris Conservatory.
Duruflé’s most important sources of inspiration are gregorian chant and the heritage of Fauré, Debussy and Ravel, together with the composers mentioned above. His style is characterized by an unswerving formal balance, combined with rich harmony and a refined, virtuoso treatment of the instrument. This applies in the case of his compositions for the organ both to registration and technique. A complete list of Duruflé’s works includes only about then items: compositions for organ, orchestra and choir. The four organ compositions occupy a central place in the literature of the instrument, perhaps not so much on account of innovativeness, but rather because they create a synthesis of several important currents within the earlier music of the twentieth century. This synthesis bears the imprint of its creator’s vast knowledge, culture and sensibility.
Marcel Dupré (1886-1971)
Marcel Dupré ranks as one of this century’s leading organists. He won a great reputation at an early stage of his career, through a phenomenal technique and an amazing talent for extemporization. Alexandre Guilmant was his organ teacher at the Paris Conservatory, where he took several “premiers prix”. In 1914 he also won the much coveted prize for composition, “Grand Prix de Rome”. During World War I Dupré deputized for Louis Vierne at Notre-Dame. In 1920 he performed, in a series of concerts, all Bach’s organ works, playing what is more from memory. This marked the beginning of the intensive concert activity, with many long tours to, among other places, the U.S.A., where his legendary skills at improvisation led to triumphant successes. In 1926 Dupré was appointed teacher of organ-playing at the Paris Conservatory, where he taught for many years and had great influence on current French organ-playing. In 1934 he succeeded Widor as organist at the famous Cavaillé-Coll organ in Saint-Sulpice, Paris.
Dupré’s list of compositions is comprehensive: preludes and fugues, symphonies, religious programme music, long concertante pieces, chorales, and more. His style contains both traditional and more radical elements, always formally balanced and often including elements of advanced polyphony. His treatment of the instrument is virtuoso and distinctly orchestral, and makes free use of the modern organ’s technical finesse.
Torvald Torén
Torvald Torén, born in 1945, has studied at the Swedish Royal College of Music in Stockholm under Stine Sundell (piano) and Gotthard Arnér (organ). He has received a Church Musician Diploma and Soloist Diplomas for both organ and piano. He has as well pursued studies abroad under Flor Peeters in Belgium and during several periods, under Maurice Duruflé in France.
Torvald Torén is organist at the Hedvif Eleonora Church in Stockholm and has given concerts at many places in Sweden and abroad. He has made several radio appearances and in his programs he has paid special attention to French organ music, recording for instance in 1977 the complete works of Cesar Franck.
THE 2xHD MASTERING PROCESS
For the 2xHD transfer of this recording, the original 1/4", 15 ips CCIR master tape was played on a Nagra-T modified with high-end tube playback electronics, wired with OCC silver cable from the playback head direct to a Telefunken EF806 tube. The Nagra T has one of the best transports ever made with four direct drive motors, two pinch rollers and a tape tension head.
We did an analog transfer for each high-res sampling and A & B comparisons were made with the original LP, using the KRONOS turntable with a BLACK BEAUTY tone arm.
192kHz was done using Ayre QA9pro
DSD was done using dCS 905 and dCS Vivaldi clock
DXD 352.8kHz was done using dCS 905 and dCS Vivaldi clock
DSD2 was done using Ayre QA9pro
Feel the warmth
www.2xHD.com
MAURICE DURUFLÉ | MARCEL DUPRÉ
2xHD Mastering: René Laflamme
2xHD Executive Producer: André Perry
www.2xhd.com
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Joseph's Family in Egypt
Oct 16
INTRODUCTION: Genesis and the story of Jacob-Joseph are slowly winding down. As God has lifted up Joseph and restored his brothers, so too He now blesses Israel. The story harkens back to earlier portions of Genesis, even as it prepares us for Exodus.
REVIEW: Genesis, pt. II (be cautious with other videos)
KEY POINT: provision, leadership, life, hope
A.M. SERMON RECAP (Gen 45, Joseph's Welcome and Provision)
* How does a knowledge of providence help us forgive?
* What was God's plan in Joseph's sufferings?
* What favour did Joseph receive & extend? Are we gracious?
* How did Joseph bring hope to his father? Why do we need hope? Where is this to be found?
P.M. SERMON RECAP (Gen 46, Jacob's Family Arrives)
* How does worship help discernment? Why should we seek God's wisdom in big decisions?
* How do we see the Abrahamic promises fulfilled in this register? How are we fruitful?
* How is this a momentous moment in salvation history? Why Goshen?
READ: Gen 47
QUESTIONS:
Land & Leadership
1. Why is Pharoah eager to meet Joseph's family?
2. Though prepared by Joseph, his plan needs final approval.
3. V. 6- Why is Pharoah's offer so generous? What further grace does he give Joseph's family?
4. Pharoah is a gatekeeper to Egypt, nothing happens without his approval. We have gatekeepers in our communities, can you
think of any? Why should we pray for favour in their eyes for the Gospel?
5. V. 7- If Jacob was Pharoah's civil inferior, how then could He 'bless' Pharoah? How must we remember the spiritual authority Christ has given us?
6. Even if leaders don't become Christian, why ought we to pray for them? (1 Ti 2:1–7)
'Few & Evil'
7. How long did Abraham (Gen 25:8) and Isaac (Gen 35:28) live in comparison to Jacob? Why were people living shorter lives?
8. Why/how was Jacob's life harder than his ancestors?
9. Because our lives are short, why must we Ps 90:12?
10. In a sinful world, how will our days be difficult (Ro 8:18) and so to be seen as a pilgrimage (Heb 11:13)?
11. Joseph was concerned about each member of his family. Joseph's Governance (vv. 13–26)
12. Much space is given to Joseph's skills, some time would have passed. It seems oppressive what Joseph did, however, he didn't line his pockets (v. 14) and he alleviated suffering (v. 25). The people viewed him positively. (He=a picture of the 'saviour of the world')
13. Though beholden to Pharoah, they got to keep _/5 as they gave _/5 to Pharoah. What did Pharoah need this for?
14. Even if government is not godly (Pharoah had priests), how does good government help the people? (And how is good government better than no government or bad government?)
15. How should we seek good governance in the church, state, family and our own life?
Jacob's Request
16. Israel prospers even as Egypt is still in famine/recovering. (Also, favouring Joseph, Egypt is blessed. Later enslaving Israel, Egypt receives the plagues).
17. V. 27- How do we see the Abrahamic blessing taking effect and the creation mandate being fulfilled. How is knowing the Lord like restoring Eden?
18. V. 30- Why do people sometimes choose to bury their bodies at a certain location? Why was Jacob adamant
about his body being buried in Canaan (15:18. 46:4)?
What did this reveal his faith?
19. As with Jacob, there is hope in the face of death for believer's today, read 2 Pet 3:13.
NEXT WEEK: Oct 23- Jacobs Blesses His Sons, pt. I, Genesis
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Advanced Information Sheet
Freiraum Berlin Berlin Open Space
A City Guide to Public Space
Berlin is brimming with public parks, squares and gardens. They form an important hub for residents and tourists alike, and bring together a wide range of people.
Freiraum Berlin – Berlin Open Space
Whether you want to relax in a nature park, take a stroll through artfully designed gardens, experience the hustle and bustle of a busy square, let off steam on a half-pipe, or visit a memorial site, Berlin has something for everyone. With a special focus on open space design and garden architecture, this volume presents 75 selected contemporary and historic open spaces. Concise English summaries of the German texts make it a reference book as well as a city guide to alternative destinations for experiencing the city. The projects collected in this book show how the value of green zones and their use have changed. QR codes lead you directly to the corresponding points on your online city map.
bürgErForum Im band dEs bundEs
2002–2005
www.luetzow7.com
FREIRAUM Lützow 7 Müller Wehberg Landschaftsarchitekten
Das Bürgerforum im → Band des Bundes entstand im Auftrag der Deutschen Stadtund Grundstücks entwicklungsgesellschaft. Das 1,5 Hektar große Areal ist Teil des Internationalen Freiraumplanerischen Wettbewerbs von 1997 zum Neuen Regierungsviertel. Grundgedanke des Konzepts ist eine offen zonierte Platzanlage, aus der Wasserwände rhythmisch aufsteigen. Ahornbäume führen die bauli-
chen Kanten der Gebäude fort und bilden langgestreckte, lockere Haine, die zum Ausruhen einladen. Pavillonbauten bieten Platz für Bewirtung und Information. Das innere Forum Band orientiert sich in Material und Breite an den Dimensionen des Ehrenhofs des Kanzleramts. Hier bilden Wasserspiele, die als temporär sprühende Wasserwände konzipiert sind, das charakterisierende Element. Eine bei Dunkelheit farblich abgestimmte Illumination unterstreicht die ästhetische Wirkung. Zudem stellen die Wasserwände neben den auf der zentralen Forumsfläche flankierend gepflanzten Solitärbaumgruppen eine Raumbildung im Maßstab der Nutzer:innen her. Der temporär und jahreszeitlich abgestimmte Betrieb der Wasserwände lässt das Forum als ruhigen und würdevollen Ort
vis-à-vis zum Bundeskanzleramt erscheinen. Die Pflasterung des zentralen Bereichs erfolgt homogen in Streifensequenzen aus Serpentino- Naturstein. Die Plattenbänder werden in regelmäßigen Abständen durch Rasenstreifen rhythmisiert. Die Ausführung als begehbarer Schotterrasen garantiert dabei die Nutzung des gesamten Forums. So entsteht ein grüner Teppich, der die Besucher:innen willkommen heißt.
Paul-Löbe-Allee / Konrad-Adenauer-Straße
34
ff publishers GmbH
[REDACTED_EMAIL] www.ffpublishers.de
Bernsteinstraße 124 EG 70619 Stuttgart Germany
T. +[REDACTED_PHONE]
F. +[REDACTED_PHONE]
A City Guide to Public Space
Format: 170 × 240 x 17 mm
Pages: 176
Weight: 370 gram
Photos: 652 / 3 maps / 75 projects
QR codes: Google Maps
Binding: Flexicover
Language: German, English
[REDACTED_PHONE]
32 € (DE) / 32,90 € (A) / 42 CHF
July 2022
Bürgerforum im Band des Bundes
The Citizens' Forum was commissioned by the German Urban and Land Development Association. The 1.5-hectare area is part of the 1997 International Open Space Planning Competition for the New Government Quarter. The basic idea of the concept is an openly zoned square from which walls of water rise rhythmically. Maple trees continue the structural edges of the buildings and form elongated, loose groves that invite visitors to rest. Pavilion buildings offer space for catering and information. The inner forum band is based in material and width on the dimensions of the Court of Honor of the chancellery. Here, water features, which are conceived as temporarily spraying water walls, form the characterizing element. The homogeneous paving of the central area is determined by strip sequences of serpentine natural stone.
35
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Tips & Tricks: Screen-to-Screen Learning
Getting Started with Live Screen-to-Screen Learning
☐ Choose your screen-to-screen/distance learning platform and get familiar with it!
☐ Consider taking a tutorial regarding your chosen platform. Check youtube.com.
☐ Become comfortable with functions like mute and unmute, camera off and on, screen share, and draw or write.
☐ Set up a “test” group and invite friends, family, or co-workers to join. Test your audio and video.
☐ Set up for success.
☐ Set up your screen in the quietest area possible, where you have pen, paper, and room to write.
☐ Check your connectivity; connect to ethernet if possible to avoid Wi-Fi interruption in service.
☐ Have two browser windows open – one for the workbook and one for the video platform.
☐ Place a lamp or light source in front of you (not behind), and frame only your shoulders and head in the video.
☐ Look at your camera when speaking (not other attendee videos) to deliver “eye contact.”
☐ Dress appropriately & be aware of your video background. Test and view your image before going live.
☐ Headphones with a built-in microphone are helpful to ensure audio quality.
☐ Mute your mic unless speaking to avoid feedback.
☐ Keep cameras on throughout sessions.
☐ Maintain confidentiality. Ask participants to be in a protected space to ensure privacy.
☐ Email the “Set up for success” expectations above to participants well before the first session so they can be prepared. Be sure to BCC participants to protect their personal email addresses.
During Live Screen-to-Screen Sessions
☐ As you begin, ensure group members are comfortable with the platform & how to participate.
☐ Explain the role of the workbook or PDF.
“We will be referencing the Participant Workbook at times during our sessions. The workbook does not follow the flow of content I will be presenting and we will know when to access the workbook when we see a page number on the screen. If using the electronic workbook/PDF, we recommend following along on screen (not printing) and writing answers in a notebook. What you choose to share from your workbook is up to you. It’s a confidential place to capture your PFL experience.”
☐ Use the following Process Skills to maintain engagement.
☐ Finish Line Focus. Use the questions built into the program to maximize discussion. Reflection questions, Things to Consider questions and activities are moments to seek input from your group members.
o Print a program syllabus to keep your eye on the finish line.
o Keep a “chat” open as a virtual parking lot for attendee comments. It is helpful to have a co-host present to monitor questions and comments.
☐ Working With. In a time when there is so much uncertainty, provide a place of refuge. Keep it light and playful.
o Check in with your group at the beginning of each session or after breaks by asking deliberate open questions like:
“What goodness have you observed in others?” or “What inspires you?”.
o As you discuss scenes and images, switch back to your camera view so your group can stay connected with you.
o When soliciting feedback that you’d normally write/draw on a flipchart or whiteboard, it may be easiest to draw on a piece of paper and hold it up in front of the camera (ex: pages 7 & 68)
☐ Consider new options for the Protecting Unit.
☐ Some screen-to-screen platforms allow for small groups and partnering. If your chosen platform does, utilize this feature to break into small groups.
☐ If not, process the activities as a large group discussion by asking “Who will share?” or “Who will get us started?” after participants have completed workbook activity pages. | web | https://primeforlife.org/sites/default/files/2020-08/Online%20Program%20Tip%20Sheet.pdf | 0.490666 | {
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Tentative Participant Itinerary
Day 1: June 22: Arrival in Medellín, Colombia
* Participants arrive at the Jose Maria Cordova International Airport in Medellín
* Our private taxi service will greet you at the airport and take you to our hotel in the El Poblado neighborhood of Medellín
* There will be a welcome dinner and orientation in the evening
Day 2: June 23: Explore Medellín
* Explore the city on a guided bike tour of Medellín
* Visit the revitalized neighborhood of Comuna Trece, renowned for its street food, music, and art
* Return to El Poblado for a relaxing dinner and bed
Day 3: June 24: Medellín - Pereira
* Wake up to a morning coffee tasting
* Observe the shifting landscapes of Colombia's geography as we take a private bus from the city to coffee country
* Stay in a finca de café with breathtaking views
Day 4: June 25: Finca de Café in Pereira
* Spend the day exploring the finca
* Learn about the process of growing and preparing coffee
* Enjoy bird and wildlife watching on walks around the finca
Day 5: June 26: Salento and the Valle de Cocora
* Take a jeep ride to the Valle de Cocora, famous for its wax palm forest
* Hike or horseback ride on a loop trail through the park
* Spend the night in the pueblo mágico of Salento
Day 6: June 27: Salento - Anserma and Guática
* Travel to the town of Anserma via bus and later Guática via jeep
* Participate in a service activity at a local school
* Meet local indigenous community leaders
Coffee Country Colombia June 22 - July 1, 2025
[REDACTED_EMAIL]
* End the day with a bonfire and spend the night at an eco-hotel
Day 7: June 28: Guática
* Learn how to prepare Colombian food in cooking class
* Harvest local tropical fruits, eggs, and coffee
Connect with Colombian students while learning about the food security and
* reforestation projects in the community
* Explore the unique natural area around the eco-hotel
Day 8: June 29: Guática - Termales de Santa Rosa de Cabal
* Connect with nature and indigenous practices through a guided forest walk
* Depart for Santa de Rosa de Cabal and spend the night at the hot springs
Day 9: June 30: Termales de Santa Rosa de Cabal
* Wake up and eat breakfast with a view of the spectacular *hot springs and waterfall
* Hike and explore the town's markets
* Eat one final dinner together and spend the night in a hotel in Pereira
Day 10: July 1: Departure from Pereira
* Eat breakfast in the hotel
* Fly home from the Matecaña International Airport in Pereira or travel to another destination.
*If a Participant chooses to book spa treatments in Santa Rosa, these costs are not included.
Last updated November 19, 2024 | web | https://www.vivelexperience.com/_files/ugd/596a2f_74e5400eb8db43559b8443743773bb7e.pdf | 0.454826 | {
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FACTOR 15 Photographs by Matthew Murray
Mathew Murray photographs are amalgamations of his own life experiences. As a child his family holidays consisted of a oneweek break every year to Pontins. More recently his holidays have encompassed visits to holiday resorts and theme parks on the East and West Coast of America, Brazil, Spain and the traditional English seaside: the places where people go to relax, have fun, seek thrills and bring themselves happiness and enjoyment in the sun.
The photographs he takes in these locations seek to record some of the ways in which people choose to spend their leisure time. Seen individually, they reveal a sense of enjoyment articulated through his unique ability to capture humour simply, without being cynical or derogatory to the subjects. As Matthew says, the pictures show 'that a little bit of sunshine makes people go a long way.' But seen together, they begin to reveal a series of acute personal observations about similarities and differences stretching across a range of personal and cultural borders.
This exhibition shows a selection of the images from this ongoing project which is partly funded by the Arts Council of England and supported by Birmingham Central Library's Photography, Collections.
Factor 15 is the Suntan Protection Factor required for adequate protection in most climates. | web | https://eprints.glos.ac.uk/4496/6/FACTOR%2015.pdf | 0.482358 | {
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Three Ways of Doing Physics
Theory
\[
\nabla \cdot D = \rho_v \\
\nabla \cdot B = 0 \\
\nabla \times E = -\frac{\partial B}{\partial t} \\
\nabla \times H = \frac{\partial D}{\partial t} + J
\]
Experiment
Simulation
Moore’s Law – The number of transistors on integrated circuit chips (1971-2016)
Moore’s law describes the empirical regularity that the number of transistors on integrated circuits doubles approximately every two years.
This advancement is important as other aspects of technological progress – such as processing speed or the price of electronic products – are strongly linked to Moore’s law.
Data source: Wikipedia (https://en.wikipedia.org/wiki/Transistor_count)
The data visualization is available at OurWorldInData.org. There you find more visualizations and research on this topic.
Licensed under CC-BY-SA by the author Max Roser.
Cosmology: Millenium Simulation
- 10 billion particles
- 20 million galaxies
- 13.6 billion years
https://wwwmpa.mpa-garching.mpg.de/galform/virgo/millennium/
Astrophysics: Simulation of 2 Colliding Black Holes
- NASA/Goddard
https://www.nasa.gov/feature/goddard/2018/new-simulation-sheds-light-on-spiraling-supermassive-black-holes
https://www.youtube.com/watch?v=i2u-7LMhwvE
Climate Science: Global Circulation Models of the Earth
- Berkeley Labs NERSC
https://phys.org/news/2014-11-latest-supercomputers-enable-high-resolution-climate.html
https://sciencesprings.wordpress.com/2018/04/27/from-brookhaven-lab-new-high-resolution-exascale-earth-modeling-system-for-energy/
- Brookhaven E3SM sim.
https://phys.org/news/2014-11-latest-supercomputers-enable-high-resolution-climate.html
https://sciencesprings.wordpress.com/2018/04/27/from-brookhaven-lab-new-high-resolution-exascale-earth-modeling-system-for-energy/
Molecular Dynamics: Evaporation of a Nanoscale Liquid Drop
Gauss Center for Supercomputing, Germany
http://www.gauss-centre.eu/gauss-centre/EN/Projects/MaterialsScienceChemistry/2016/horsch_fluids_at_interfaces.html?nn=1236240
High Energy Physics: QCD Simulations of Empty Space
QCD simulations (1fm)
http://www.physics.adelaide.edu.au/theory/staff/leinweber/
Why Simulations?
- Sometimes it is not possible to perform experiments (astrophysics, geophysics)
- Sometimes the theory is too complex to obtain analytic solutions (nonlinear problems with many degrees of freedom)
- Simulations can be cost effective (running 10 simulations might be cheaper than building 10 experiments)
How Trustworthy are Simulations?
A JPL study estimated that the number of computer “bugs” in a program decreases exponentially with time spent debugging.
This means you can never be sure your code is completely free of bugs 😞.
Always test your code!! Verification is Essential!!
• Run code for problems with known solutions.
• Test subcomponents of the code on a wide range of simple problems to make sure they behave appropriately.
• Monitor conserved quantities to make sure they stay conserved.
• Try to think up as many “reality checks” as you possibly can.
Computational Tools
Symbolic Calculations:
• Maple
• Mathematica
General Purpose Interpretive languages:
• Matlab – engineering, science, economics (nice integrated interface, but expensive)
• Python – open source, object-oriented (growing in popularity)
Low-Level compiled languages:
• C - custom applications (fluid flow, plasmas, EM,…)
• Fortran – mostly | web | https://www.david-chappell.com/wp-content/uploads/2019/02/L01-Sim-Intro.pdf | 0.437489 | {
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NEWS RELEASE
FOR IMMEDIATE RELEASE
GDP Space Systems Provides Telemetry Receivers for Upcoming NASA Jet Propulsion Laboratory Psyche Mission
(Horsham, PA) February 2021 – GDP Space Systems is excited to provide ground equipment to NASA's Jet Propulsion Laboratory (JPL) in support of the upcoming Psyche mission. Originally purchased to support previous successful Mars programs, GDP's telemetry receivers have now been repurposed to test the RF transmitter for the Psyche mission; a journey to a unique metal asteroid orbiting the Sun between Mars and Jupiter.
By spring of 2022, the spacecraft will be fully assembled and ready to ship to NASA's Kennedy Space Center in Cape Canaveral, Florida, where it will launch in
August 2022. Psyche will fly by Mars for a gravity assist in May 2023 and in early 2026, it will slip into orbit around the asteroid, where it will spend 21 months gathering data for analysis. The Psyche spacecraft's target is a metal-rich asteroid of the same name, which orbits the Sun in the main asteroid belt between Mars and Jupiter. Scientists think that, unlike rocky or icy asteroids, Psyche is largely iron and nickel and could be the heart of an early planet that lost its outer layers. Exploring the asteroid Psyche (about 140 miles, or 226 kilometers, wide) could lend valuable insight into how Earth and other planets formed.
These critical JPL missions presented a unique and difficult task for the Model 4426 Telemetry Receivers; to support extremely low bit rates and poor signal to noise ratio, down to 10 bits per second with convolutional encoding. For testing the Psyche transmitter, the receiver is now processing a QPSK signal at 1.08Mbps and is capable of operation up to 40Mbps. The 3rd generation telemetry receiver design provides comprehensive multi-link support for satellite and flight test ground station applications in a fully integrated package. In addition to the exclusive 4-Input Diversity Combiner Function and our Ethernet Outputs supporting IRIG 218-20, IRIG 106 Chapter 7 / Chapter 10, and IRIG 106-17 Appendix 2G Best Source Selection (DQE), the Model 4426 product line features an internal 70MHz Test Modulator Output function making it ideal for ground telemetry missions.
"Our receiver product line offers unmatched performance, features, and functionality in a cost-effective solution" stated Gary Thom, President of GDP Space Systems. "We are very excited to be a part of this historic mission to understand the origins of our planet." GDP Space System's telemetry receivers were also selected for use in the successful mission that landed the Curiosity rover on Mars for remote exploration and for the Perseverance rover, which is scheduled to arrive on Mars in February 2021.
About GDP Space Systems
For over 50 years, Acroamatics, Inc. and GDP Space Systems have been supporting the telemetry community as industry-leading suppliers of high-quality aerospace telemetry products for Flight Test, Missile Test, Range Safety, Launch Support and Satellite Command and Control applications. Our highly complementary product lines offer innovative end-to-end ground station solutions that address the complete product chain from Data Acquisition through Data Conversion and Distribution to Telemetry Processing and Display. Our worldclass products, systems, and software offer unparalleled performance and superior functionality, which has been proven repeatedly in real-life testing by our customers.
Cassandra Lang
([REDACTED_PHONE] | web | https://ww1.prweb.com/prfiles/2021/02/12/17729919/GDP%20Space%20Systems_4426%20Telemetry%20Receiver_NASA%20JPL%20Psyche_final.pdf | 0.480868 | {
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Signs of overdose:
* Small, constricted "pinpoint pupils"
* Face is extremely pale and/or feels cold or clammy to the touch
* Body goes limp
* Fingernails or lips have a purple or blue color
* Vomiting or making gurgling noises
* Cannot be awakened or unable to speak
* Breathing or heartbeat slows or stops
How to save a life:
1. Call 911 right away
2. Try to wake the person up
3. Give naloxone, if available
4. Begin rescue breathing or CPR
5. Turn the person on their side to prevent choking
6. Stay with the person until emergency services arrive
#OnePillKills
TOGETHER Texans can fight the fentanyl crisis.
What You Should Know About Fentanyl
Fentanyl is a powerful synthetic opioid. Prescription fentanyl is safe when taken as prescribed by a doctor to treat severe pain. However, illicitly manufactured fentanyl is also distributed through illegal drug markets.
Illegally manufactured fentanyl is often added to other substances like counterfeit (fake) pills, heroin, cocaine, and methamphetamine. Even in small doses, fentanyl exposure can cause a fatal overdose. Naloxone is a medication that can reverse an overdose from opioids — including fentanyl. Naloxone is available at many pharmacies in Texas without a prescription.
According to the Centers for Disease Control and Prevention:
* Fentanyl is up to 50 times stronger than heroin and 100 times stronger than morphine.
* More than 150 people die every day in the U.S. from overdoses related to synthetic opioids like fentanyl.
23D0083 | web | https://www.hhs.texas.gov/sites/default/files/documents/23D0083-anti-fentynal-flyer.pdf | 0.43698 | {
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Handmade Postcard
Sending postcards became popular starting in the late 1800s. It was an inexpensive way to send holiday greetings, show folks where you were on vacation, advertise something you wanted to sell, or just say "hello"!
Supplies: tagboard, cereal box, or cardstock; pencil; ruler; scis‐ sors; markers; magazines; glue stick; postage stamp
1. Choose one of the three postcard sizes illustrated below (sizes are regulated by the USPS. The two smallest sizes can be sent with a postcard stamp; the largest size needs a first‐class letter stamp.) Then, measure and cut a piece of tagboard or cardstock to that size.
2a Glue a picture 2. Postcard Front Ideas
Choose an image you like from a magazine, then cut it out and apply glue to the back. Press the picture onto your postcard and roll the smooth side of a marker or pencil over it to press out bubbles and globs. Make sure the paper with your picture is stuck to your postcard all the way to the edges and all the way around. When the glue dries, trim away any extra paper.
Once you've finished, flip the card over, draw a line down the center, and add your message and an address on the sides shown.
Now, stamp that postcard and send it out! | web | https://files.nc.gov/dncr-moh/Postcard%20craft%20sheet.pdf | 0.511025 | {
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Buckland Newton CE Primary School
Information for Parents Summer Term 2019
Maple Class Year 1
General Information
This term we will be focusing our planning around the half-termly topics of 'Minibeasts' and 'Around the World'.
The Year One children will continue to bring home reading books and spellings as appropriate. Please continue to read daily with your child and record this in their reading records.
Look out for the weekly computer-based maths tasks on activelearnprimary.co.uk, which are chosen to support the work that we are learning about in class. Please let me know if you have any difficulties logging on. New spellings will continue to be set / tested on a Friday.
Our timetabled PE days will be Tuesday and Wednesday. Please could your child leave their PE bags on their pegs in the cloakroom for the whole halfterm. I will however let you know if it needs to be washed in the meantime. Please can you ensure all clothing is named including tights and socks to help ensure you child puts on the right clothes after PE lessons.
Please could all children continue to have wellies in school on a Friday as they will be taking part in Outdoor Education sessions, and the summer weather is so unpredictable.
Please continue to send your child with a water bottle which will be kept in the classroom for easy access. With warmer weather on the way this will be especially important. It will soon be time for summer hats and sun-cream. If possible choose a long-lasting 'all day' sun-cream that can be applied before school. The children often find it difficult to apply their own cream effectively during the day, and it can be a time-consuming and 'messy' operation for them!
I know the children love to share things from home but they will only be able to share items on their set day and to do with our topic. You will get a note to say when this will be. Please could I also remind you that children should not bring toys to school.
First thing in the morning is always very busy in our class, so if you would like to discuss something at any length, please could you make an appointment to meet with me. I am available on Tuesday afternoons from 2.30 to 3.15 and 8.40 to 9.00am every morning.
Thank you for your continued support.
Mrs Helen Croft/Mrs Helen Leather
The Curriculum
| English | The children will be learning about: - Recounts Stories in familiar settings Instructions Poetry (based on the poem the Sound Collector) |
|---|---|
| Maths | The children will be following the primary curriculum for Maths. This includes learning about number and place value, calculating, measuring, symmetry, fractions, identifying and describing different shapes and telling the time. We are constantly revisiting mathematical concepts to embed and develop understanding. | | web | http://bucklandnewton.dorset.sch.uk/wp-content/uploads/2019/05/Maple-Year-1-Summer-2019.pdf | 0.500369 | {
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1. Both DNA and RNA contain Adenine, Guanine and Cytosine. The fourth base is Thymine in DNA and Uracil in RNA.
2. 3 types of RNA: mRNA, rRNA and tRNA (RTM) which do protein synthesis in the cell
3. Ester: An organic compound made by replacing the hydrogen of an acid by an alkyl or other organic group. (COOH; H with R)
.
4. Somatic Neural System→ Brain to Voluntary muscles Autonomic Neural System→Brain to Involuntary muscles.
5. Cells of the human body exhibit three main types of movements: amoeboid, ciliary and muscular.
1. Endocrine glands lack ducts and are hence, called ductless glands. They secrete hormones. E.g. Pituitary, pineal, thyroid, adrenal, pancreas, parathyroid, thymus and gonads (testis in males & ovary in females)
2. Pancreas is a composite gland which acts as both exocrine and endocrine gland.
3. Emphysema: It is a chronic disorder in which alveolar walls are damaged due to which respiratory surface is decreased.
1.Metabolic pathways that lead to a more complex structure from a simpler structure are called biosynthetic pathways or anabolic pathways. Example: acetic acid becomes cholesterol. (Anabolic = Building-up)
2.Metabolic pathways that lead to a simpler structure from a complex structure are called catabolic pathways. Example: glucose becomes lactic acid in our skeletal muscle. (Catabolic = Break-down)
3.Prophase = Chromosomes condense [chromatids to chromosomes], centrioles move to the opposite poles, nuclear envelope and the nucleolus disappear and the spindle fibres start appearing.
4.Metaphase = alignment of chromosomes at the equatorial plate.
5.Anaphase = centromeres divide, chromatids start moving towards the two opposite poles.
1.Telophase = chromosomal elongation starts, nucleolus and the nuclear membrane reappear.
2.Cytokinesis =cytoplasmic division.
3.Punnett Square is done for Monohybrid Cross
4.Both males and females bear same number of autosomes (22 Pairs) Hence, the males have autosomes + XY , female have XX (allosomes).
.
5.Broadly, genetic disorders may be grouped into two categories – Mendelian disorders and Chromosomal disorders. Mendelian: Hemophilia, Cystic fibrosis, Sickle-cell anemia, Colour blindness, Phenylketonuria, Thalassemia, etc. Chromosomal : Down's syndrome, (Trisomy @ 21, T-T-T), Turner's syndrome (girls -X)and Klinefelter's syndrome (Boys +X)
1.Allergy is due to the release of chemicals like histamine and serotonin from the mast cells.
2.AIDS was first reported in 1981, and is caused by member of a group of viruses (Retrovirus). A widely used diagnostic test for AIDS is Enzyme Linked Immuno-Sorbent Assay (ELISA).
3.Tumors are of 2 types: Benign and Malignant. Benign do not spread to other parts of the body.
4.Heroin, commonly called smack is chemically di
acetyl morphine.
5.Coca alkaloid or cocaine is obtained from coca plant Erythroxylum coca.
1.Robert Köch (1876) discovered the bacterium (Bacillus anthracis) which causes anthrax. (Supported germ theory of disease)
2.Mendel gained posthumous recognition as the founder of the modern science of genetics..
3.RBCs have an average life span of 120 days after which they are destroyed in the spleen (graveyard of RBCs).
4.T H Morgan got Nobel Prize (Medicine) in 1933 for discoveries elucidating the role that the chromosome plays in heredity (Fruit fly).
5.Malpighian tubules are the excretory structures of most of the insects including cockroaches.
6.The process of release of urine is called micturition.
1.Carrot →Modified root & Coconut →Modified seed.
2.During his journey, Charles Darwin went to Galapagos Islands in HMS Beagle ship (1831). Charles Darwin first described this idea of evolution in 1859 in his book, 'The Origin of Species'.
3.Evolution=Singlecellular→Multicellular→Fishes→Amphibians→R eptiles→Birds→Mammals.
4.The classification Whittaker proposed has five kingdoms and is widely used: Monera, Protista, Fungi, Plantae and Animalia. Linnaeus classified organisms into 2 kingdoms–Plantae & Animalia. 5.Stapes is the smallest bone (also small muscle is alongside).
1.Fungi + Bluegreen algae (Cyanobacteria) = Lichens (they are very good pollution indicators)
2.Fusion of two nuclei called Karyogamy.
3.In swampy areas vertical roots, called pneumatophores, help to get oxygen for respiration.
4.Underground stems of potato, ginger, turmeric, zaminkand, colocasia are modified to store food in them. Root Modification: Carrot and Sweet Potato. Leaf Modification: Onion & Garlic.
5.If a fruit is formed without fertilisation of the ovary, it is called a parthenocarpic fruit.
1. The members of rhodophyceae are commonly called red algae because of the predominance of the red pigment, r-phycoerythrin.
2. Agar, one of the commercial products obtained from Gelidium and Gracilaria are used to grow microbes and in preparations of ice-creams and jellies.
3. Chlorella a unicellular alga, rich in proteins is used as food supplement even by space travellers.
4. Bryophytes are called amphibians of the plant kingdom because these plants can live in soil but are dependent on water for sexual reproduction.
5. The male sex organ in a flower is the stamen & female sex organ is the pistil or the carpel.
1. Various plant tissues can be classified as growing or meristematic tissue and permanent tissue.
2. In aquatic plants, large air cavities are present in parenchyma to give them buoyancy to float.
3. Phloem is made of: sieve tubes, companion cells, phloem fibres & phloem parenchyma.
4. Cold-blooded (poikilotherms) animals, lack the capacity to regulate their body temperature. Warm-blooded (homoiotherms) animals, are able to maintain a constant body temperature.
5. Delivery of the baby is called parturition.
6. The cutting of DNA at specific locations became possible with the discovery of the so-called 'molecular scissors'- restriction enzymes.
13
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The PREVENT Strategy in Moulton School.
What is the Prevent strategy?
Prevent is a government strategy designed to stop people becoming terrorists or supporting terrorist or extremist causes.
The Prevent strategy covers all types of terrorism and extremism, including the extreme right wing, religious extremists and other causes.
How does the Prevent strategy apply to schools?
From July 2015 all schools (as well as other organisations) have a duty to safeguard children from radicalisation and extremism.
At Moulton School, we have a responsibility to protect children from extremist and violent views. Importantly, we can provide a safe place for pupils to discuss these issues so they better understand how to protect themselves.
What does this mean in practice?
Many of the things we already do at Moulton helps children become positive, happy members of society also contribute to the Prevent strategy.
These include:
* Exploring other cultures and religions and promoting diversity
* Challenging prejudices and racism
* Developing critical thinking skills and a strong, positive self-identity
* Promoting the spiritual, moral, social and cultural development of pupils, as well as British values.
This includes:
Democracy
* The rule of law
* Individual liberty and mutual respect
* Tolerance of different faiths and beliefs
We will also protect children from the risk of radicalisation, for example by using filters on the internet to make sure they can't access extremist and terrorist material, or by ensuring visitors who come into school to work with pupils have the required security checks.
Extremism can take many forms. We will give children the ability to learn about and respect differences and give them the skills to protect them from any extremist views they may encounter, now or later in their lives.
All teaching staff complete Prevent training as part of their Safeguarding training.
Key Terms
Extremism – vocal or active opposition to fundamental British values such as democracy, the rule of law and tolerance of different faiths and beliefs
Ideology – a set of beliefs
Terrorism – a violent action against people or property, designed to create fear and advance a political, religious or ideological cause
Radicalisation – the process by which a person comes to support extremism and terrorism
Contact us
If you have any questions or concerns about the Prevent strategy and what it means for your child, please do not hesitate to contact the school.
Visit an external source
The following may also be useful for further information:
Prevent duty guidance: for England and Wales, HM Government https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/417943/Prevent_Duty_Guidance_Engla nd_Wales.pdf | web | http://moultonschool.co.uk/assets/2016_Letter_Uploads/The-PREVENT-Strategy-in-Moulton-School-1.pdf | 0.427021 | {
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For Immediate Release Contact:
Dec. 14, 2007
Jean Kelly
Telephone: [REDACTED_PHONE]
DEQ offers recycling tips for the holiday season
BATON ROUGE - Louisiana, like the rest of the nation, produces more garbage in December than any other month. However, all this extra garbage doesn't have to go to the curb; you can make the holidays easier and take care of the environment too. DEQ suggests a few simple tips to help.
"Pre-Cycle" your Christmas tree
You can pre-cycle by taking recycling and reuse into consideration when you buy. An artificial tree doesn't have to be discarded and if you buy a live tree, you can replant it in your yard. If you have a cut tree, remember that tinsel, flocking and decorations must be removed before recycling. Recyclable trees are usually collected the first two weeks in January and are used in coastal restoration projects or ground up into compost or mulch. Call you local sanitation department or waste hauler/recycler to find out what your community does with used Christmas trees. The state Department of Natural Resources' Christmas Tree Program helps coastal communities to place their discarded trees into the marshes for rebuilding eroding shorelines. For a list of participating parishes and to learn more, go to www.dnr.state.la.us.
.
Gift-wrapping innovations and buying recycled
Save and reuse gift bags or use Christmas theme fabric with Velcro fasteners instead of paper wrap. Another option would be to use decorative gift boxes for your gifts. Many more products are being made with recycled content. Buy recycled when possible and ask the retailer if you cannot find the product you want with recycled content.
Foam Peanuts are recyclable
Most local mailbox or postal shipping stores will take your foam peanuts for recycling. To find them call The Peanut Hotline at [REDACTED_PHONE]. If you are a retailer who would like to participate, go to www.loosefillpackaging.com/hotline .
Much of Christmas can be recycled
Most cardboard can be recycled and you can use rechargeable batteries for toys, cameras and gadgets. When those batteries no longer hold a charge, call the Rechargeable Battery Recycling Corporation at 800-8-battery or go to their web page at www.rbrc.org for the nearest battery-recycling drop off.
Have a safe Christmas. Remember to never burn wrapping paper or Christmas trees in the fireplace. For more Christmas recycling ideas go to http://www.deq.louisiana.gov/portal/tabid/87/Default.aspx . If you have recycling ideas to share email us at [REDACTED_EMAIL]. You can call the DEQ Recycling and Litter Section at [REDACTED_PHONE] or toll free at [REDACTED_PHONE]. | web | http://www.deq.louisiana.gov/portal/portals/0/news/pdf/RecyclingforChristmaspressrelease.pdf | 0.442508 | {
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Conservation Congress 2014 The Results
Preserving Our Natural Habitats:
Giving Focus to Habitat Acquisition and Management Needs
Recommendations:
1. Create promotional campaign to inform public of open space acquisition.
a. The Governor and IDNR Director should jointly openly promote land acquisitions.
b. While it may seem on the surface to be politically incorrect to talk about open
space acquisitions when other budget cuts are being made (e.g., welfare), we are using dedicated funds for acquisitions. We need to inform the public of the difference and celebrate our successes.
2. Create a grant program to support acquisition and stewardship by IL Conservation Land Trusts.
a. Model this as a revolving loan program such as the one IEPA has for infrastructure improvements for water treatment plants.
b. Conservation Land Trusts can close acquisitions must faster than IDNR (IDNR takes 18 months whereas a Conservation Land Trust averages six months.).
c. Involving Conservation Land Trusts ensures that stewardship will continue after acquisition.
d. New York, Ohio, and Minnesota (Reinvest in MN) have programs that can be used as an example.
e. Investigate opportunity to use money received as a result of environmental damages to support grant program.
f. Look at opportunities of buy and hold programs to support this effort.
3. Create an IDNR policy that encourages IDNR to partner with Conservation Land Trusts or other conservation organizations to leverage funds when acquiring land.
a. Conservation Land Trusts close acquisition deals faster and cheaper than IDNR.
b. Including partners ensures local buy in and sustained stewardship of properties.
4. Create a strategic, prioritized land-acquisition-implementation plan for Illinois.
a. The plan should step down the broad goals and needs identified by the Wildlife Action Plan and other plans to more specific actions.
b. Regional needs and opportunities should be identified to better support local efforts.
c. The strategic plan generated by Clifftop is a great example.
d. Identify land acquisition needs in urban areas that must occur before key natural areas are lost to development.
e. Funding sources that can be used for each acquisition should be identified in the plan.
5. Foster development of regional strike or stewardship teams that serve contributing members in stewarding private land.
a. Model this after the SO IL Prescribed Fire Team, which serves private land.
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Worksheet for Jacquie's recitation
Week of 2/8/10
1) Fill in the boxes with the appropriate reagent or product structures a.
2) Provide a full stepwise mechanism for the formation of the following product. It should look very similar to another mechanism you've already seen.
3
3
2
4
Step 2:
H
Step 3:
This is very similar to the mechanism of hydration, but with CH3OH playing the role of H2O. Note that the step shown below is not acceptable, because based on pKas, this reaction should have a Keq of 10 -18 – in other words, it's not going to happen.
3) Provide a full stepwise mechanism for the formation of each of the following products.
This is a 2 o carbocation, so it wants to rearrange to 3 o if possible. You can shift over either the methyl group or one of the ring carbons.
Option 1: Methyl shift
2
Option 2: Alkyl shift (of ring carbon)
A few notes:
The ring-expansion product is more favored because, as we'll see in chapter 7, six-membered rings are more stable than five-membered. That's why option 2 provides 80% of the overall product.
The proton-transfer step to make H3O + will happen at the start of the reaction, but it's less important than the steps that are shown. Most of the time no one bothers to include it as a mechanistic step, or they just show the alkene picking up a proton from H2SO4 directly. Even though that's technically not what happens, proton transfer is often a poorly-defined step and doesn't matter too much. | web | https://orgchemboulder.com/Lectures/Reviews/Ch4worksheetkey.pdf | 0.47623 | {
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Calvin Coolidge Says:
Copyright, 1930. All Rights Reserved.
NORTHAMPTON, Mass., July 28.—Public interest in the merchant marine has never been sufficiently strong. We all believe in good roads on land. A merchant ship is the only good road on the water. For the same reason that the government builds highways and leaves them to private operation it is justified in helping build ships for private operation. Both national defense and commerce require ships.
For the first time in years we are making some progress. Since the act of 1928 good rates are paid shipowners for carrying the mail in return for agreements to build ships for which the government lends money at low interest. Under this system we now have agreements to build sixty-eight ships aggregating about 700,000 gross tons and costing about $275,000,000. Because of this system we have reached second place among the nations in shipbuilding. But we are still far behind our needs. Our own vessels carry only about 40 per cent of our foreign trade. We are dependent on our competitors to carry 60 per cent of our trade to market. Of course, the result is that they help themselves and hamper us. Parity in merchant ships is only less important than parity in warships. We ought to make the necessary sacrifices to secure it.
CALVIN COOLIDGE | web | https://coolidgefoundation.org/wp-content/uploads/2021/01/July-28-1930.pdf | 0.503955 | {
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Home Tech Checklist
WHERE'S MY MODEM? WHERE'S MY ROUTER?
Modem:
Router:
Tip: Place your internet gateway/router in the center of the house or in the same room where school work will be done. Don't put it around other big electronic devices that could interfere with the signal.
HOW MANY DEVICES ARE USING MY WIFI?
WHAT KIND OF ROUTER DO I HAVE?
HOW AM I CONNECTED TO THE INTERNET?
Are you using a router provided by your internet service provider? It can be better to provide your own so you can maximize effectiveness for your WIFI needs.
Check these devices to see if they're new or old. Using too many devices and/or using older devices at the same time can affect your WIFI connection and speed. For example, if you have an older printer connected to your WIFI while using your laptop or smartphone, the connection could be affected.
Are your devices connected using an ethernet cable or via WIFI? Having more devices connected through ethernet takes the strain off of the WIFI signal so you can maximize its strength when you need it. | web | https://interactive.wfaa.com/pdfs/WFAA-Academy-Home-Tech-Checklist.pdf | 0.438431 | {
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Visual Vertigo Exercises
Visual exercises
1. Buy a number of pieces of spotty or stripy wrapping paper and stick together and put up on the wall. Print the word 'look' on a piece of card and stick the card in the middle of the wrapping paper.
Shake or nod your head at a level which just makes the word jump or you feel imbalanced (you should see nothing but spots in the back ground).
Start by doing this exercise for 20 seconds, have a break and repeat again and then again.
2. Stick a black spot on the computer screen and then focusing on the spot, scroll the computer screen up and down at a speed where you feel imbalanced/ nauseous.
Start by doing this exercise for 20 seconds, have a break and repeat again and then again.
3. Watch an action / adventure DVD (one in which there is lots of movement or where the screen comes out at you). Sit close to the TV so that it fills as much of your visual field as possible. Start with one minute, have a break and repeat. Build up your time gradually. You can also do this by playing computer games.
4. Go out into a busy visual environment which makes you feel imbalanced - this may be a supermarket, town on a busy day or walk down a busy road with the traffic coming towards you looking at the traffic. Always make sure that you are safe and if necessary, take someone with you to begin with. Gradually build up your time.
How to make exercises more difficult
When you are performing these exercises at a level which just evoke mild symptoms of dizziness or imbalance, then you need to make them more difficult to allow further compensation to occur and for the brain to adapt further.
You can do this by:
- Increase your speed of head shake / nod
- Scroll up and down screen faster
- Do head shake / nod with a different background
- Make the action DVD more visually challenging
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The AIR JET FAN is a ventilation fan that discharges fume, dust, odors and harmful gases and supplies fresh air.
**Features**
- The power source uses compressed air. (4kgf/cm²)
- It is safe because there is no rotating body.
- There is no risk of explosion by spark because it doesn’t use the electricity.
- Maintenance is unnecessary.
- Easy to move around.
**Applications**
- Welding gas removal
- Supply of fresh air and removal of harmful gases
- Remove harmful gases in the tank
P : 4kgf/cm²
Printed in Jan 2023 | web | http://supergun.co.kr/bbsData/catalog/20230829PSHOJW.pdf | 0.454873 | {
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Hello Year 6's!
Below you'll find a few activities to keep you busy at home. You might need a bit of help from someone at home to get you started with each one, but you'll soon pick it up.
We are opening the school to Year 6 this week and will be providing separate learning for the two days that you are in. These activities are designed to cover the three days you are not in school.
If you want to do something else, you can have a go at any activity you like on Purple Mash, or follow one of the other websites suggested by school.
Have fun! We'll update this page with a few more activities next week.
Year 6 Teachers
Art and design
Online Safety
Physical Fitness
Well-being
Please sort these sources into the following categories:
- Written (historical evidence that has been written or contains writing).
- Spoken (recordings or evidence of speech from people in the past).
- Physical (artefacts/objects which can be manipulated or have been excavated)
You can present this as a table on Word, Publisher or send in a picture of your final piece to your class e-mail/Portfolio. Can you add some pictures to reinforce your selections?
Olympics project
Go on Purple Mash and Click on the 2Do presentation "Digital Footprint Slideshow". Read this through to the very end.
Go back to your 2Do's and complete the corresponding quiz "Digital Footprint Quiz".
You may have heard that Joe Wicks is starting each day at 9am with a PE lesson. Please go to his Youtube channel to access this.
How about starting each day with this morning workout:
* 30 star jumps
* 5 minutes jogging on the spot
* 30 rocket jumps
(for rocket jumps, stand with your feet hip-width apart, legs bent and hands on your thighs – jump up and drive your hands upwards).
Work your way through the Mental Health Powerpoint and use the resource sheet to help you think about what you can do to support your mental health during this time.
Here are a few more ideas of things to try:
* Go out for a walk/bike ride. Stop for a couple of minutes and see how many different things you can hear, see or smell.
* Make paper aeroplanes and see who can throw theirs the furthest.
* Create an obstacle course. Who can complete it in the fastest time?
Remember if you are feeling anxious or overwhelmed at the moment to speak to someone at home, get in contact with us or if you would like to talk to someone anonymously contact Childline 0800 1111 or visit https://www.childline.org.uk/ | web | https://usercontent.one/wp/kingswayprimary.org.uk/wp-content/uploads/2020/06/Year-6-Home-learning-sheet-week-4-Y6-Week-14.pdf | 0.49815 | {
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A TRADEMARK OF THE DEW WATER CORPORATION
1309 Coffeen Ave
Sheridan, Wyoming 82801
United States 🇺🇸
1-833-YOUR-DEW
[REDACTED_EMAIL]
www.dewstand.com
DewStand
ATMOSPHERIC WATER GENERATOR
A TRADEMARK OF THE DEW WATER CORPORATION
The DewStand is a state-of-the-art Atmospheric Water Generator (AWG) providing purified water from the air in an indoor environment. The machine’s revolutionary high tech features, are complemented by an elegant design, simple operation and low maintenance requirements, making it an ideal addition to any household or workplace.
HOW IT WORKS
As Ambient Air is drawn into the unit, dust, particles and other airborne viruses and bacteria are eliminated. Next, a proprietary condensation stage dehumidifies the purified air before circulating it back into the room. The Dew generated through the condensation process is collected and sterilized. The water then undergoes a sophisticated purification and mineralization process that removes all contaminants, perfects taste and improves health benefits. Outcome is pure, fresh, hot and cold drinking water available at one's fingertips through the user-friendly touch screen.
WE DESIGNED THE DEWSTAND WITH YOU IN MIND
Just plug in! That’s how simple it is to generate water with the DewStand!
No more lifting heavy bottles, worry about the germs and viruses they carry.
You no longer have to tolerate the bad taste of tap water and it’s toxins.
Since no water connection is required, placing a DewStand in conference rooms, hallways, family room’s or any location whether at office or home, is easy.
Unbox, roll-in place, plug-in and enjoy!
FOR BETTER OR WORSE
Water supply networks and water delivery services are likely to be disrupted during unfortunate times. In today’s world of uncertainties, we all need to be prepared with alternative plans. Whether it is a natural disaster, a pandemic or other unforeseen event, you can count on your DewStand for uninterrupted supply of your drinking water needs.
WE PARTNERED WITH NATURE TO PROVIDE YOU FLAWLESS WATER
Feel The Magic In The Air
DSA-1F
MAKING LIFE BETTER
WHY THE DEWSTAND?
- **BETTER SUSTAINABILITY**
- Does not deplete diminishing ground water reserves.
- Will not be negatively impacted by climate change.
- Reduces overall water cost by cutting on logistics, waste management, transportation and infrastructure investments.
- **BETTER HEALTH**
- No exposure to ground water contamination.
- Eliminates any traces of contamination including BACTERIA and water born VIRUSES.
- No chlorine, chemicals and toxins.
- Results in higher hydration levels due to higher purity level.
- **BETTER FITNESS**
- Promotes weight loss.
- Improves metabolism, as it’s free from toxins and other harmful substances.
- **BETTER NATURAL BEAUTY**
- Promotes healthy glowing skin and prevents breakouts, when used for washing the face.
- Acts as a natural skin toner rich with Oxygen, and helps the skin’s detoxification process.
- **BETTER ENVIRONMENTAL PROTECTION**
- Preserves natural resources.
- Reduces carbon footprint.
- No waste product.
- Chemical free / ozone friendly technology.
THE DEWSTAND JUST BETTER
THE SOPHISTICATED 5-IN-1 APPLIANCE
- Air To Water Generation
- Water Purification & Sterilization
- Hot & Cold Dispensing
- Air Dehumidification
- Air Purification
DSA-1F
| Feature | Specification |
|-------------------------------|--------------------------------|
| Rated Capacity | 8 GPD (30 l/day) |
| Drinking Water Temperature Settings | 39-203 °F (4-95 °C) |
| Working temperature | 59-104 °F (15-40 °C) |
| Working humidity | 35-95 % |
| Storage Capacity | 4 Gallons (15 Liters) |
| Power Load | 300 W (Production) 500 W (Heating) |
| Frequency | 50/ 60 Hz |
| Voltage | 110/220 V |
| Display | LCD Touch Screen Display |
| Weight | 49 kg (118 lbs) |
| Dimensions (LxWxH) | 45cmx43cmx112 cm (17.7"x16.9"x44") |
Low Power Consumption
User-Friendly Operation
Minimal Periodic Maintenance
THE DEWSTAND TECHNOLOGY
The DewStand provides the highest quality of water, eliminating any concerns of lead from aging and corroded water pipes and the dependency on plastic jugs.
Independently generating up to 8 gallons/day of water from air, the DewStand is a more cost effective, efficient and sustainable solution than bottled or water dispenser solutions.
WHAT IS UNIQUE ABOUT THE DEWSTAND WATER PURIFICATION PROCESS?
The water produced by the DewStand is purified to perfection using an advanced multi-step filtration and purification technology to create the purest drinking water possible. This includes an anti-static air filtration, a water-dust filtration, a sequence of U.V. sterilization, a series of sediment and carbon filtration, reverse osmosis & TCR.
The DewStand water exceeds the World Organization (WHO) and Environmental Protection Agency (EPA) Standards.
100% pure and safe for human consumption.
Healthy drinking water that is rich in Oxygen.
Free from groundwater contaminants, pesticides and viruses.
Meeting the ever-evolving needs of our covered markets, innovation is in the core of our believes. We deliver integrated water solutions with positive impact on the surrounding environment.
Corporate Social Responsibility is innate to our vision, and hence our local presence is felt in the communities we serve.
WE ARE TRANSFORMING THE WAY YOU DRINK WATER.
BE PART OF THE CHANGE.
TAKE A STAND.
GET A DEWSTAND | web | https://thedewwater.com/wp-content/uploads/2020/07/Design-1-Print-Ready.pdf | 0.422484 | {
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Cyclic & Episodic change in Fitness in Populations
Many species live in environments that vary over time by degree of aridity, temperature, salinity, environmental quality, availability of resources, etc. Adaptation to such changes may involve Natural Selection on single gene loci that affect ability to produce particular proteins (LAP as a response to salinity, antifreeze proteins as a response to water temperature, melanin that influences crypsis, etc). For more complex characters, studies of Ground Finches in the Galapagos Islands show that during periods of drought, selection favours larger birds with larger bills that are better able to crack seeds with thicker seed coats that better retain water. (The seeds themselves are of course under selection for traits that retain water).
We examined areproduction & survivorship schedulethat calculated lifetime offspring production as a function of iteroparous or semelparous reproduction, in different environments with variable survivorship of 25 ~ 75%. These number can be used as Fitness values for the three phenotypes in different environment, if they arenormalizedtoW=1 by the optimal fitness in each environment. Fitness is typically an incomplete dominant, except that with 50% survivorship there are no differences in Fitness, and no adaptive changes in allele frequencies are expected.
In this exercise, we will examine adaptive change in allele frequency in variable environments that can be described as cyclicorepisodic. In both cases,start the simulationfrom an initialq= f(S) =0.5in an environment with25% survivorship, for 20 generations. The populations then vary as follows:
Cyclic: 25 – 50 – 75 – 50 – 25 – 50 – 75 – 50 – 25 – 50 – 75 etc Conditions improve & decline in a regular cycle
Episodic: 25 – 50 – 75 – 25 – 50 – 75 – 25 – 50 – 75 etc
Conditions improve until they crash
Both patterns start at 25% survivorship, goes throughthreeperiods of 25% & 75% each, and ends at 75%.
Questions:
Does the pattern of environmental variation make a difference to the final f(S) ? Does selection over time favor theIor allele? CanSbe fixed (q = 1) or lost (q = 0) ?
Alternative scenarios: Answers the same questions for the following patterns
1) Start withq = 0.1.
2) Start the pattern with75%survivorship.
3) Suppose the environmentalwayscreates a25%ora75% survivorship pattern: what is the consequence forSin the long run?
4) Repeats the two scenarios in (3), butevery tenth generation, have survivorship switch to the other pattern.
5) Using a die,randomizethe25%ora75% survivorship pattern between generations [odd or even, 123 or 456]
S | web | https://www.mun.ca/biology/scarr/Bio4250_Selection_in_variable_environments,_2021_Oct_07.pdf | 0.434147 | {
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Sahar Khalifeh
A Palestinian Novelist
Ghena Ismail
Sahar Khalifeh was born to a conservative Palestinian family of eight girls and one boy. After the death of her two sisters in their childhood, she heard comments of relief among the women in the family that "the burden had eased." Khalifeh's adolescence was a very critical and intense period. She read, painted, danced, sang, and vividly expressed her emotions which worried her mother who eventually sent her to a nun's boarding school. Ever since Khalifeh was a child, teachers and nuns always expected her to become a writer or artist. However, she, like most women in Palestine then, was deprived of the opportunity to develop her skills since there were no universities in the country then. "To join a university, meant that a woman had to travel which was considered a social taboo." Remarks such as "Death would come first" were the words she heard from her parents whenever she voiced her desire to become an artist or a writer.
The moment Khalifeh graduated from school, the "bridegroom was waiting for her." She told her parents that marriage was not among her plans at that stage because she wanted to pursue her education; however, their reply was that they would rather "bury her" than have her voice such opinions. At eighteen Khalifeh found herself entrapped in a marriage which she described later as a "nightmare". Her husband, an addicted gambler, was very different from her in character, thought, and emotion. Whenever Khalifeh wrote, she was confronted with her husband's violent reaction. "He tore my paintings and writings, but this did not stop me. I continued to write in his absence while my daughter kept watch." In the beginning, writing for Khalifeh was a means of escape from the misery she was living in: "When I wrote, I let free reign to my emotions and did not feel restricted in any way."
Khalifeh had written several short poems before she decided to focus on novel writing. The manuscript of her first novel, *After the Defeat* (Ba'ida al-Hazimah), based on her own experience as a Palestinian and a woman in the occupied territories, was confiscated at the bridge that divides Jordan from the West bank.
Her second novel, *We Are No Longer Your Slaves*, marked a transition from marital life to a new career. Acceptance of the novel for publication by Dār al-Ma'āref was a ray of hope amidst a world of despair that was about to lead her to suicide. Khalifeh clung to this hope and nourished it until she was eventually able to take the final decision of divorce. She found no difficulty getting the divorce since she had *al-īsmah* (*i.e.* the legal right to divorce). For her, these experiences aroused many questions regarding other women who desperately
want to divorce their husbands, but are hindered by innumerable legal obstacles.
Having a clear vision of what she wanted, Khalifeh enrolled in the English Department at Bir Zeit University. "Right from the beginning, I knew what I wanted - to become a writer who has a fixed income." After graduating with a B.A degree in English in 1977, Khalifeh worked as a supervisor of media affairs at Bir Zeit University and began collecting information for her next novel.
In her novels, we note a marked development in the role and status of women. Whereas, in her early writings, Khalifeh portrays the oppressed and passive type of woman, the liberal and assertive woman dominates her later novels, showing the development of Khalifeh's own feminist awareness.
In *We Are No Longer Your Slaves*, the women depicted are rebellious and aspire for liberation, but they lack a well-developed feminist awareness: "In the beginning, I wrote from the point of view of a woman whose experience did not go beyond the walls of her home." Even in the next novel *Wild Thorns* the only woman character is marginal, and her liberation comes through her brother. Does Khalifeh intend to imply then that woman's liberation could only be achieved through men? Khalifeh explains that she wrote this novel at a stage when she wanted to prove that she could be as involved in nationalistic issues as any man was: "My attention, then, was directed towards men, for I worked in factories side by side with men and hardly saw any women there." *Sunflower* a live account of the involvement of women in the "cause", marks a turning point in Khalifeh's writing: "My feminist awareness started to develop when I was writing *Sunflower*."
In her most recent novel, *The Inheritance*, Khalifeh narrates the story of a woman who comes back from New York to the West Bank in search of her roots and culture which she heard much about through her father's memories and nostalgic tears. The heroine comes to Wadi Al-Rayhan, a traditional Arab city, looking for generosity and compassion, but finds instead conflict and exploitation among members of the same family. In place of the materialistic western society, she finds a complicated and unhealthy socio-political reality. Unlike her previous novels that ended in a hopeful note, Khalifeh ends *The Inheritance* with a question.
For Khalifeh, feminism means justice, a revolt against old practices. It bridges gaps, mends them, and tries to understand them. Khalifeh has a very clear stand on feminist writing. The author stated, in a powerful speech on feminist writing, which she delivered at the Lebanese American University last year on the occasion of the International Women's Day, that time and again we have been asked whether feminist writing existed, and that very often our answers have been "evasive, apologetic, twisted, hidden, ambiguous, and dishonest." She concluded by asserting that "feminist writing of course exists to those who are sensitive to women's sufferings, to those who are not afraid, to those who do not hesitate to hold the candle in the street, in darkness, and in the pathways of the people of the cave."
According to Khalifeh, the major obstacles facing her today as a writer are those imposed by the Arab regimes. "We had a misconception that the Palestinians will create a democratic system different from the existing other Arab regimes; however, the Palestinian system has proved to be one of the worst." Khalifeh's greatest aspiration is to continue writing despite all barriers.
**IDENTIFICATION CARD**
- Born in Nablus, Palestine in April, 1941.
- Holds a Ph.D. in the Modern Novel from the USA.
- Member of the International Book Program.
- Author of the following novels:
**We Are No Longer Your Slaves.** *Lam Na'ud Jawārī Lakum.* Beirut: Dār al-Ma‘ārif, 1974.
**Wild Thorns.** (*Al-Ṣabbār*). Beirut: Dār al-Ādab, new ed. Wild Thorns. – Trans. by Trevor Le Gassick and Elizabeth Fernea. London: Al Saqi Books, 1985.
**Sunflower.** *‘Abbād al-Shams.* Beirut: The Palestinian Liberation Organization (PLO), 1980.
**Diary of an Unrealistic Woman.** *Mudhakkaraī Imra‘ah Ghayr Waqī‘īyyah.* Beirut: Dār al-‘Ādāb, 1986.
**The Door of the Courtyard.** (*Bāb al-Sāḥah*) Beirut: Dār al-‘Ādāb, 1990.
**The Inheritance.** (*Al-Mīrath*). Beirut: Dār al-‘Ādāb, 1997. | web | https://alraidajournal.lau.edu.lb/images/issue078-page026.pdf | 0.428955 | {
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On the Road to Zero:
By: Colleen Foster
Senior Management Analyst
Solid Waste and Recycling
City of Oceanside
[REDACTED_EMAIL]
Before we get started:
• What is a resource?
• What is waste?
California
• Population – 39 million people
• Demographics: 39% Latino; 6% African American; 14% Asian; 45% Caucasian; 6% Other
• GDP – $2 trillion
• Tourism and Quality of Life based on Natural wonders
• It is the one place, you can ski and surf in the same day.
California and our Environment
• Climate Change
• Drought
• Fire
• Air Quality
• Pollution to our waterways
CA Legislative Solutions:
- AB 939: Integrated Waste Management Act
- AB 32: Global Warming Solutions Act
- AB 341: State Goal 75% - Commercial Recycling
- AB 1826: Mandatory Organics Recycling Act
- Legislative Bans on materials to Landfills
Solutions → Rethinking Waste
• Waste Management = Resource Management
» Reduce
» Reuse
» Recycle
» Rot
» Rethink and Redesign
CA Zero Waste Cities
- San Diego
- Oceanside
- Los Angeles
- San Jose
- Berkeley
- San Francisco
- City of Palo Alto
- Santa Cruz
- Del Norte County
- Monterey
- And more
Reduce...
• Orange County – Waste Not Program
• Donate Don’t Dump
• Food Donation Policy Groups
• Oceanside’s Zero Waste Lifestyles program
• EPA’s Food to good to waste
Reuse
• Donate First Events
• Reuse first giveaway programs: Reusable Bags, Party Parks, etc.
• Reuse awareness: Gift and Brew
• Resource Recovery Parks
Zero Waste
Sending nothing to landfill is a foreseeable future.
- San Francisco’s Fantastic 3
- PAYT Systems
- Green Business Programs
- Special Event Recycling
- Zero Waste Schools Program
Rot
• Organics Out of the Landfill
• Compost Facilities
• Compost Giveaways
• Decentralized Composting
– Neighborhood compost programs
– Build Your Own Compost Bin
Rethink
• What to do with the remaining?
• EPR
• Redesign
• Product Packaging
• Cradle to Cradle
Make a Statement
• Zero Waste Resolution
– Define Zero Waste
– Set a goal – 75% to 90%
– Get on the Resolution Band Wagon
• Organics Out of Landfill; Climate Change Action
– Encourage Partners, Businesses, and organizations to set Resolutions
• Green Business Certification Program
• Green Building – Zero Waste as a major objective
Plan, Plan, Plan
• Zero Waste Plan
– Stakeholder Input = Buy-In
– If it’s in the Plan we must do it!
– If it’s in the Plan we must fund it!
“Look what I found in the dumpster! A perfectly good business plan!”
Take Action
• Collaborate with your partners – You can not do it alone!!!! Really!
• Meet with your City’s Solid Waste Representative during design phase. If they don’t exist, find a champion of your development goals.
• Use your contract, design goals, policies, organizations, and existing programs.
CONTACT INFORMATION
Colleen Foster
Senior Management Analyst
[REDACTED_PHONE]
[REDACTED_EMAIL]
www.greenoceanside.org | web | https://www.eiseverywhere.com/file_uploads/8de12c875ad5bd5b0a683dd302f5030c_Monday_BroadwayBreakoutSession1_Foster_Colleen.pdf | 0.458092 | {
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AP Language and Composition-11th Grade
Book 1: Read Into the Wild by Jon Krakauer and complete the 10 journal entries.
Book 2: Choose one from the list and be prepared to take a test on 8/12.
1984 by George Orwell
1984 is a dystopian novella by George Orwell published in 1949, which follows the life of Winston Smith, a low ranking member of 'the Party', who is frustrated by the omnipresent eyes of the party, and its ominous ruler Big Brother.
The Bell Jar by Sylvia Plath (any version)
The Bell Jar details the life of Esther Greenwood, a college student who dreams of becoming a poet. She is selected for a month-long summer internship as a guest editor of Ladies' Day magazine, but her time in New York City is unfulfilling as she struggles with issues of identity and societal norms.
In Cold Blood by Truman Capote (mature content) (any version)
A nonfiction story of the Clutter family who is murdered and the hunt for the killers. This is a story that will reveal the psychology of crime and its effects.
I Know Why the Caged Bird Sings by Maya Angelou
An autobiography describing the early years of American writer and poet Maya Angelou. The first in a seven-volume series, it is a coming-of-age story that illustrates how strength of character and a love of literature can help overcome racism and trauma.
Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston
A coming of age story set in the internment camps of World War II used to separate the ethnic Japanese-Americans from any possible espionage activities. The Japanese Navy bombs Pearl Harbor, setting off a mass anti-Japanese hysteria.
A Lesson Before Dying by Ernest J. Gaines
Set in the fictional community of Bayonne, Louisiana, in the late 1940s, A Lesson Before Dying tells the story of Jefferson, a twenty-one-year-old uneducated black field worker wrongfully accused and convicted of the robbery and murder of a white man, and sentenced to death by electrocution.
Born a Crime by Trevor Noah
Stories from a South African Childhood is an autobiographical comedy book written by the South African comedian Trevor Noah, published in 2016. A film adaptation is being produced by Paramount Players.
Assignment Directions
Divide your paper in 2 sections:
Left Side
Record specific "passages" from the book. Use quotation marks and include page numbers
Right Side
Explain your comments, thoughts, reactions and ideas about the passage.
A minimum of 10 journal entries are required
Set up your paper to look like this example:
If you are having trouble thinking of what to write for your personal responses, try these sentence starters…
* I really like (or dislike) this part because...
* I wonder why…
* I predict that…
* I think the characters should...
* This reminds me of a time when I... | web | https://fayetteacademy.org/wp-content/uploads/2022/05/11th-AP-Summer-Reading.pdf | 0.435979 | {
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Maths
Maths No Problem
Maths Passport
Times Tables & Number facts – immediate recall
French
Colours
Parts of the Body
Translation
Zoo animals, Verb être Qualifiers assez très un peu Christmas Snowman
Art Term 1
Collage
Beatriz Milhazes
Design Technology – Term 2 Edible Garden – Herbs, Fruits & Vegetables
PE
Term 1
Tag Rugby
Term 2
Hockey
Science
Term 1
English
Term 1- Key text: Why the Whales Came Read and Respond, Leaflet, Diary Writing Adventure Stories and Non-chronological Report
Term 2:- Key text: I was a Rat Poetry, Character descriptions, Narratives, Newspaper reports, Play scripts and letters
Year 4
2020-2021
Term 1
Term 2
Geography Term 1: The Amazing Americas
Animals and their Habitats:
Recognise that living things can be grouped in a variety of ways.
Using classification keys to help group, identify and name a variety of living things. Recognise that environments can change and can pose dangers to living things.
Term2
Sound:
Identify how sounds are made Investigate pitch
Investigate soundproofing
How sounds travel
Music:
Charanga
Unit – Mamma Mia: Singing, performing and playing a variety of tuned and un-tuned instruments.
Name and locate the world's countries using maps to focus on North & South America. Longitude& Latitude, Northern & Southern Hemisphere, Arctic & Antarctic Tropics of Cancer & Capricorn
History Term 2:
Ancient Mayans
What do we already know about the Ancient Mayans?
What did the Ancient Mayans believe?
How did the Ancient Mayans count?
What did the Ancient Mayans eat?
What would the first explorers have found in the ruins in the 1800s?
What do the Ancient Mayan building tells us about them?
Computing
Computer Science:
Outputs – link to science.
Staying safe online.
To understand the risks of spam, identity theft, using software and plagiarism.
Identify the positives and negatives of technology on health and the environment.
Effective Searching
To locate information on the search results page.
To use search effectively to find information.
To assess whether an information source is true and reliable
Coding
To design a program and algorithm using if/else statements.
To Use character repeats.
To make timers and counting machines.
How to investigate control by simulation.
To understand decomposition and abstraction.
RE
What does it mean to be a Hindu in Britain today?
How do Hindus show their faith? What is important to a Hindu?
PSHE
Health and Wellbeing
To understand what healthy relationships are.
Know the importance of when and how to ask for help.
To recognise and respond appropriately to unsafe situations.
To respect differences and similarities between groups and individuals.
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Year 1 Weekly News`
Friday 6 th December 2019
Next week in Year 1…
Maths:
We will be learning about Subtraction (taking away) and the different methods we can use for this. We can do this by using pictures and crossing out the correct amount, we can count back, or we can use our number bonds. We will be continuing this for the next two weeks.
Home Learning
Maths. We are working on addition using pictures to make up addition stories.
For example, if the picture in their book has 5 adult ducks and 2 ducklings, their work would look like this…
Please also continue playing games with your child's phonics pack. If your child would like to do any extra maths work or writing (not compulsory), please use a separate piece of paper and then just leave it loose in their book so I can see it when their book returns on Tuesday.
Please remember your child's home learning book every Tuesday so homework books can be checked and reissued on Wednesday.
Please continue to read with your child for five minutes daily. Please then fill in the reading record to let us know how they are getting on.
Please come and see me if you have any questions at all regarding any of the homework. Your support is greatly appreciated.
English:
We have begun opening up our advent calendar. Each day a child's name is picked out of a box and they open a 'present' – books about Christmas. We then share the story at the end of the day and that child takes home a chocolate. Every child will have a turn. We are very excited to have this.
Next week will be beginning Christmas activities such as writing letters and cards.
Bottle Tally
Thank you so much for all of your donations. We're really excited to find out which class won the prize for the most points in the bottle tally!
Christmas Party
Children can come to school in their party clothes on this day. Closer to the time, you will be given a paper plate with a label which will detail which food the children will need for the Christmas party. Thank you in advance.
Christmas Singing
On this day, children will be collected as normal at 2.55pm. You are then invited to come for a sing-a-long near the church at 4pm for 30 minutes (directions will be given closer to the time). The children will have lanterns so we would like it to be dark for this, hence the 4pm start. If it is raining, we will be inside the church for the singing.
After the singing the children are invited to attend a special service being held at the church where the children will be given a bag of goodies to help them make a Christingle. This will finish at 5pm. Parents and carers are expected to stay with their child for the duration of the signing and service. The whole celebration is optional, but we would love to see as many of you there as possible!
Friday 20th December - Last day of term/church.
If your child has an older sibling who is attending the church service and you are collecting them after the church service, you are also welcome to come and collect your Year 1 child at the same time, so you don't have two collection times on that day.
As always, if you have any questions or concerns please pop in before/after school or email me: [REDACTED_EMAIL]
Many thanks
Nikki Copsey
Article 29
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Independent Voice of the Industry Skate Anthology: Part 2
W e now continue with our three part series describing and showcasing the many roller skates housed in the National Museum of Roller Skating in Lincoln, Neb. The following are three more examples of skates appearing in circulation in the latter half of the nineteenth century.
By James Vannurden, Director and Curator, National Museum of Roller Skating were placed on curved posts so they could turn freely around. This way the wheels can follow with the motions of the foot. The wheels in the center, being larger, are connected to
wheels. The Spalding Company served many smaller companies as a distributer, supplying skating equipment to the public in the latter part of the nineteenth century. It also was one
Our first parlor skate was patented on July 25, 1865, by Washington Parker Gregg. Purchased by the Museum, this skate has a wheel at either end of the wooden plate with an additional wheel on either side. This is one of our only skates thus constructed. The heel rests in a brace while the leather straps at the front keep the toe secure.
Pictured are the 1877 Louis H. Gano skate (top), donated by the Van Roekel family, and the 1865 skate patented by Washington Parker Gregg (bottom).
a bracket which allows them the freedom to rock side to side slightly, giving the skater the extra assistance in turning corners.
The National Museum of Roller Skating has begun a bi-monthly, e-newsletter. This newsletter allows Museum members another way of staying current with activities and new donations. While this is a perk of becoming a Museum member, the Museum will temporarily send our latest issue of the newsletter to whoever contacts the Museum and requests one. They will only be sent via email, so a working email address must be submitted to receive our newsletter.
Your support guarantees the history of the great sport of roller skating will remain in the public eye for years to come.
A second parlor skate has a similar construction blueprint. Patented in March of 1877, this Louis H. Gano skate also has two wheels in the middle between the wheels on either end. The wheels located on the ends
If you enjoy the newsletter and want to continue receiving it, please sign up for a Museum membership, which also garners you access to the Museum-only section of our website. This includes past newsletter issues, programs of national championships, and old roller skating magazines to download at your convenience. Members also receive a one year subscription to USA Roller Sports magazine and a 30th anniversary pin. Please consider joining the Museum.
A third skate shows that while mainstream skates had progressed to the new quad design, there were still companies manufacturing the original design of inline skates. This model of an A.G. Spalding & Brothers athletic goods company skate used rubber
Correction: The photo of a skate in the November-December 2011 Museum column was misidentified as the 1869 AJ Gibson model. It is actually the Hutton Skate from 1877.
According to his patent papers, Gregg claims his skates, "thus constructed, run with ease and rapidity, and do not injuriously sprain the feet nor weary the limbs, and they will not easily tip backward or forward, and they impart from the first an unusual feeling of security to the skater in all possible movements. This skate is well adapted to hard sidewalks, large halls, gymnasiums, and skating schools, and in suitable places for traveling purposes." This is one of the oldest variations of the modern quad skate, post-Plimpton production.
of the first roller skating manufacturing firms in America. Made in 1876, this skate arrived at the Museum as a donation from Chester Fried.
48th and South Streets,
Lincoln, Nebraska
Museum hours: Mon.-Fri., 9-5
Admission: FREE!
Visit us at:
www.rollerskatingmuseum.com
Are you paying too much for electricity?
Chad Hedrick
World Champion Ice and Inline Speedskater
Your business deserves:
• Exceptional commercial electricity rates
• 24/7 award-winning customer care
• Customized energy solutions
• Accurate, timely billing
• Exceptional commercial electricity rates
• 24/7 award-winning customer care
• Customized energy solutions
• Accurate, timely billing
For More Information Contact
Chad Hedrick [REDACTED_EMAIL] or call [REDACTED_PHONE]
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April 1, 2020
Dear Lower School Families,
I hope you are well and are settling comfortably into your Remote Learning routine. All Lower School teachers were able to contact and receive assignments from every student during the first week, the first milestone we aimed to reach in ensuring a strong start to our Remote Learning Plan. Indications are that our second week is off to an even smoother start. I am pleased with the firm foundation we have set as a community and look forward to our building upon it in the coming weeks.
Last week, I referenced Cardinal Sarah who urges us to confront evil with prayer and not just action (or, given the present situation, extreme inaction). To that end, I want to pass on a resource that has been a solace to me and my family in the absence of our daily school Mass. Passed along to me by an Atonement dad, Bishop Barron is posting video recordings of daily Mass at wordonfire.org/daily-mass/. His Masses are simple but reverent, short enough to keep younger kids focused (mostly) when not actually in a church, and the homilies are excellent, even if used simply as sources of reflection for one's daily reading of Scripture. Another excellent resource to bolster one's daily prayer is Magnificat, a monthly prayer publication based on the Liturgy of the Hours. Due to the pandemic, Magnificat is currently offering the online and App editions for free (us.magnificat.net/free). There is also a free version for kids between 6 and 12 years of age, replete not only with age-appropriate prayer suggestions but activities to assist children in learning about Christian life and culture.
In addition to schoolwork and prayer, your child's schedule almost certainly includes considerable free time, which, rather than being a waste of time, provides opportunities for genuine leisure, in which a true broadening and ennobling of the spirit may occur. In addition to offering a sample daily routine, The Institute for Catholic Liberal Education (catholicliberaleducation.org/schoolhome/) provides some suggestions for using one's free time well, such as gardening, sketching a still-life, and memorizing and reciting poetry. One of my children's favorites from another site (weareteachers.com/things-to-do-during-covid/) is to build a fort out of blankets and furniture and "camping" in it while creating stories to tell the family at dinner.
As part of my own leisure time this weekend, I re-read C.S. Lewis' "Learning in a Time of War," a speech to persuade WWII era university students of the value of studying in wartime. Pertinent in many ways to our current circumstances (though our enemy is much less visible) Lewis says in this speech, " The work of a Beethoven, and the work of a charwoman become spiritual on precisely the same condition, that of being offered to God, of being done humbly 'as to the Lord'." Indicative of the speech's central theme, I found his remark a good reminder that in whatever ways we are using our time – work, study, play -- that time, even if not one of formal prayer, can always be an opportunity for contemplation and prayer – the highest forms of leisure.
Be safe and be well. As always, you and your families are in my prayers. | web | https://theatonementacademy.org/documents/2020/4/Remote%20Learning%20Wk%202%20Letter.pdf | 0.436374 | {
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other species during cold weather. This tendency of ignoring (or accepting) intruders may allow for greater predation which in turn takes a great toll of animals in winter months.
80.0 Wakarusa bridge, water frozen and snow drifted on ice. 2 juncos. 81.3 passing by bridge and leaving main road to continue west. 82.0 2 titmice. 82.1 can see Wakarusa at deep stretch as frozen and covered with snow. 82.4 main road. In last part thru forest. The snow coming straight down, now in open fields. The snow is drifting by at a shallow angle S. 82.7 now to 5 acres. 83.6 70 horned larks and 6 meadowlarks. The horned larks were feeding while the meadowlarks were behind sod or plant barriers and body to ground and ruffled. Barriers for these birds a generally small and not much higher or wider than body, chosen as if to give greatest visibility in all directions but adequate protection. A small barrier may have less side or back drafts or currents than a high-broad barrier. 3 foot mile was available but these birds chose low cut (3 inch) stubble field. As the 5 side of valley was approached the snow accumulated from the wind-blown feed. 84.7 base of hill and turned around and retraced some road across these flat open fields. 85.2 back to main road & S W. 85.5 Belvoir Bridge, water frozen upstream but 2 small openings downstream at ripples. Snow on ice. 86.3 now to 5. 86.9 flock of 3 bluejays, 6 cardinals, 1 long sparrow, 12 tree sparrows, 8 juncos. They were in some place in remnant mile patch bordered by trees. 87.0 bridge over small drainage. 9 cardinals in one flock here. 77.1 meadowlark. 87.3 now to 5W. 87.9 4 corners & now to S. 88.5 bridge over Wakarusa, water frozen & snow covered except on open ripples upstream. 2 cardinals & 23 juncos in flock. 90.0 Wakarusa 40° open to right. 90.9 passing by bridge over Wakarusa: 41.6 4 tanagers, 2 starlings and 12 Edg. sparrows at cattle pens. 91.7 Elk Creek. Open except narrow strip along ripples. 92.0 near top of hill on lee side of ridge a flock of 16 cardinals, 14 Harres sparrows, 40 juncos, 18 tree sparrows, 1/4 rusty blackbird, 2 Eng. sparrows. The rusty blackbird was 3/10 mile from where I observed a flock on a previous year. 93.0 Woodring Road. 93.4 top hill & starting to descend. It is unusual to not see | web | https://digital.lib.ku.edu/islandora/object/ku-bee%3A5976/datastream/PDF/download | 0.475273 | {
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Medium-Term Planning Format
Pig Heart Boy by Malorie Blackman
Knowledge Mat
Religious Education
PSHCE
Music
Physical Education
Other curriculum areas which are to be taught discretely:
How and why do some people inspire others?
- Can I explain beliefs about how inspirational people can bring believers closer to God?
- Can I describe examples of texts or quotes, which explain what an ideal way of life might be?
- Can I compare different inspiring leaders from different religions?
- Can I make clear connections between belief about living a good life and the leaders studied?
- Can I give examples of the impact of faith on life?
- Can I explain differences between leaders from different religions?
- Can I raise questions about the concept of 'inspirational people', suggesting good answers?
- Can I explain the importance of role models from different religions?
- Can I express my own response to the inspiring lives I have studied?
Understanding groups and Understanding me
- If it happens all the time, does it mean it's right?
-
What is puberty?
- How do humans reproduce?
(see Talking Points curriculum for the full programme breakdown)
See the Charanga programme for an in-depth overview of the National Curriculum links, key outcomes, learning challenges and skills.
Unit 4- A New Year Carol
Net and Wall Games
E.g. badminton, tennis and volleyball
- Can I use basic skills and techniques in a small sided game and replicate shots with reasonable
accuracy and success?
- Can I demonstrate techniques usually applied with coordination and control to gain an advance over an opponent?
- Can I start to maintain a conditioned rally with varying degree of success and use basic game strategies?
- Can I use a variety of tactics and think of ways to improve performance?
- Can I keep to the rules of a net/wall games and suggest how they can be adapted? | web | https://www.beever.oldham.sch.uk/wp-content/uploads/Year-6-sp-2-What-makes-you-tick.pdf | 0.430572 | {
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Hello, My name is Sebastian Spitz, and I'm with Class Size Matters. I'd like to talk about the Renewal School program, which as we know has not lived up to expectations. Chancellor, you recently noted that the Renewal School program lacks a "theory of action." Chancellor, as you know, many theories in education turn out to be misguided, not supported by evidence, or otherwise wrong-headed. Yet when it comes to reducing class size, research has shown study after study that smaller class sizes result in higher achievement, both in the short term and long term, with positive effects lasting into adulthood. Thus, reducing class sizes should be part of any theory of action in the Renewal Schools. Unfortunately, it has not been.
Our research has found that 42% of Renewal Schools did not reduce class sizes from 2014 to 2017, despite the DOE's promise to do so, and more than 70% of these schools continue to have maximum class sizes of 30 or more. Of the Renewal schools the DOE wanted to close or merge after this year, all but one have maximum class size of 30 or more.
Among Renewal schools that did reduce class size, many saw great improvements, and we have found a statistically significant correlation between each Renewal school's average class size and its positive impact on achievement, after controlling for student background. Reducing class size works, and it should be the top priority of the renewal program.
I'd also like to bring up what's going on in PS 25 Eubie Blake, which the PEP voted to close in February. Students at PS 25 have high need levels: 31% have disabilities, and more than a fifth are homeless. Despite these challenges, PS 25 Eubie Blake has the fourth highest impact score among all elementary schools in New York City, and the second highest in Brooklyn. We hope that Chancellor Carranza visits the school and withdraws the proposal to close it. | web | https://www.classsizematters.org/wp-content/uploads/2018/04/SS-PEP-Presentation-4.25.pdf | 0.491023 | {
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How to Study the Bible
(Lesson 7)
Introduction:
1. Lesson 7 is the first of 2 based on "How to Study the New Testament."
2. The first 5 books of the New Testament are primarily historical; however, they may be subdivided as:
a. the Gospels (Matthew, Mark, Luke, John)
b. Acts.
3. Before we briefly examine these books, let us consider several matters pertaining to . . .
Discussion:
I. THE INTER-TESTAMENTAL PERIOD
A. Approximately 400 years passed between the conclusion of the Old Testament and the beginning of the New Testament.
B. To fully understand the New Testament, we must be familiar with several religious and
political developments during this period.
1. Religiously,:
a. a number of sects arose among the Jews, including:
1) the Pharisees (Acts 23:8)
2) the Sadducees (Acts 23:8)
3) the Essenes
4) the Zealots (Luke 6:15)
5) the Herodians (Matthew 22:15-16)
b. the synagogue developed.
2. Politically, the Romans controlled Palestine, although they gave the Jews many freedoms in governing themselves.
C. The geographical boundaries of Palestine changed with the passing of time.
II. THE GOSPELS
A. The Gospels present the biography of Christ.
B. Their primary purpose is stated in John 20:30-31.
C. The Gospels were recorded by 4 writers and for different audiences.
1. Matthew
a. Matthew was a tax collector and an apostle (Matthew 9:9; 10:2-4).
b. He wrote primarily for Jewish people, emphasizing the fulfillment of Old Testament prophecies by Jesus (Matthew 1:22-23; 4:12-16).
2. Mark
a. Mark was a cousin of Barnabas and accompanied Paul and Barnabas on their missionary journey (Acts 12:25; 13:4-5).
b. He seems to have been very close to Peter (1 Peter 5:13).
c. He wrote primarily for the Romans, emphasizing Jesus' great power (Mark 1:34).
3. Luke
a. Luke was a Gentile physician who traveled with Paul (Colossians 4:14).
b. He wrote primarily for the Greeks, emphasizing the complete development of Jesus (Luke 2:52).
4. Matthew, Mark, and Luke are sometimes called "the Synoptic Gospels" because they are so similar [a "Harmony of the Gospels" is very helpful when studying these books].
5. John
a. John was a fisherman and an apostle (Matthew 4:21-22; 10:2-4).
b. John wrote after the other Gospel writers, including a great amount of additional information to counteract false doctrines about Jesus' divinity.
III. ACTS
A. Acts records the establishment of the church, its growth, and its early history.
B. It contains many examples of "conversions" and stresses the missionary work of Paul. | web | http://www.churchofchristofgreaterdaytona.com/uploads/1/0/8/5/10859762/wednesday_2013-07-24.pdf | 0.422135 | {
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Stories for SODAS
Review the following stories and use the SODAS activity to: 1.) identify possible solutions and; 2.) choose one or two that will work best.
Order or Else
Your mom calls you the most disorganized kid in the world. You always lose your homework, leave your coat at school and have to run around to collect your assignments at the last minute. Even then, you often forget where they are. Your teacher has told you that you have to come up with a plan to keep track of your homework or you will have to stay after school to do it. She says it is fine to ask your friends to help you come up with a solution, but you have to find one that will work for you.
What ideas can you identify and which one is most likely to work?
Getting to Know Hugh
Hugh is a new student who just joined your class in the middle of the school year. He is quiet when he comes in and it isn't until the teacher calls on him in class that you realize that he uses facilitated communication. With the help of a support person, he types his answers into his iPad and then the iPad voices what he wrote. Everyone starts whispering when they see this happen. One of your classmates has a sister who uses facilitated communication but no one else has seen it before. You want to get to know Hugh but his disability makes you nervous.
What can you do to get to know Hugh?
Body Blows
Yesterday someone pushed you in the hallway and a bunch of kids laughed when it happened. It happened again this morning. The same kid pushed you out on the sidewalk and a bunch of others laughed while others looked away. You are about to see your best friend and decide to talk to him about what you can do.
What options can you and your best friend come up with?
Facing the Shadows
You are assigned to read a chapter about Native American history. The chapter talks about abuse in residential schools, and you are very uncomfortable because this happened to your grandfather. He was taken away from his family to go to a residential school for Indians, told not to speak his language and abused. He doesn't talk about it but sometimes your mother remembers or someone brings up stories like this at family gatherings. When you talk about it with a few friends, one of them mentions that her sister was abused at a school for people with disabilities. The reading has brought up a lot of feelings for both of you. You would like to do something to stop things like this from happening again.
What can you do?
Tips to Help You Find the Right Solutions
It is OK to get help from others.
It is OK to include information gathering as a step toward a solution.
Think about what is doable for you or what will make an option doable.
It is OK to say that this idea won't work for me/us and look for another way.
Be honest about barriers.
☼ ☼ ☼ ☼ ☼
The SODAS activity was developed by Jan Rosa in 1973. This version is adapted from "Speak Up for Yourself and Your Future," a curriculum of the UVM Enabling Futures Project:
Furney ,K.S., Carlson, N., Lisi, D., Yuan, S. 1993. Enabling Futures Project, Department of Special Education, University of Vermont. 405A Waterman Building, Burlington, VT 05405-0160. | web | https://vermontsilc.org/wp-content/uploads/2020/01/Activity-Stories_for_SODAS.pdf | 0.489931 | {
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Answer all questions. Section A is of 10 marks and Section B is of 30 marks. Any assumptions made are to be clearly defined or else marks will not be given.
Section A
1. a) A standard BOD test is run using seeded dilution water. In one bottle, waste sample is mixed with seeded dilution water giving a dilution of 1:30. Another bottle contains just seeded dilution water. Both bottles begin the test with DO at 9.2 mg/L. After 5d, the bottle containing waste has DO 2 mg/L while that containing seeded dilution water has DO 8 mg/L. Calculate 5d BOD of waste. If ultimate BOD of waste is 300 mg/L, find the reaction rate constant. [3]
b) Incoming waste water with $\text{BOD}_5$ equal to 300 mg/L is treated in a secondary treatment plant which removes 79% BOD and in a primary treatment plant preceding removal is 35%. You are to do a $\text{BOD}_5$ test with a standard BOD bottle using a mixture of treated waste water and dilution water (no seed). Assuming initial DO as 9.2 mg/L
i) What maximum volume of waste water should you put in the bottle if you want to have at least 2.5 mg/L of DO at the end of the test (filling the rest of bottle with water)?
ii) If you make the mixture half water and half treated wastewater, what DO would you expect after 5 d? [3]
2. A receiving water body has 20 mg/L algae which are represented by the chemical formula $C_6H_{15}O_6N$, decomposition of which is represented by the following reaction.
$$C_6H_{15}O_6N + 6 O_2 \rightarrow 6 CO_2 + 6 H_2O + NH_3$$
i) Find CBOD, NBOD
ii) What % algae removal would be needed for CBOD to become 15 mg/L. [4]
Section B
1. Write short note (one or two sentences only):
a. What does a life table represent in population studies?
b. What are pathogens?
c. What names and their respective sizes are given to the mineral structure that defines the soil texture of a region?
d. Define metabolic rate. How is it related to body mass? [5]
2. Fill in the blanks:
a. Particles in a soil clustered together into clumps are called ________.
b. The three layers in a thermocline formed in aquatic ecosystems are ________ and ________ in order of increasing depth.
c. The five broad groups under which an ecosystem governed by vegetation B is succeeded by one governed by vegetation A are ________, ________, ________, ________, and ________.
d. Study of population dynamics is called ________. [5]
3. Considering that the major pollution in Delhi is caused by Particulate Matter (PM):
a. What are the conventional classifications of PM?
b. What are their respective implications in our ecosystem?
c. Using a simplified analysis, estimate the settling velocity \( v \) of a spherical PM of density \( \rho \) and diameter \( d \). One can consider air viscosity to be \( \eta \).
d. Find the settling velocity of a spherical droplet of water with diameter 2 \( \mu m \), and estimate the residence time of such particles if they are uniformly distributed in the lower 1 km of the atmosphere and their removal rate is determined by how fast they settle in still air?
4. Considering the variation of temperature of the troposphere:
a. Derive the relation of the dry adiabatic lapse rate.
b. When does the saturated adiabatic lapse rate occur?
c. Are there any representative values for the two lapse rates mentioned above? If yes, state them. If not, explain why one cannot estimate it.
d. State the conditions under which sub-adiabatic and super-adiabatic conditions occur.
e. There are two adjacent smoke stacks. One is a short one and another is a tall one. The smaller stack shows a fanning loop whereas the taller one has a looping plume. Show the ambient atmospheric temperature profile existing in that region with respect to the dry adiabatic lapse rate.
5.
a. An unvented, portable, radiant heater, fuelled with kerosene is tested under controlled laboratory conditions. After running the heater for two hours in a test chamber with a 46 \( m^3 \) volume and an infiltration rate of 0.25 ach, the concentration of CO reaches 22.9 mg/m\(^3\). If the air in the lab is initially clean, and the ambient CO level is negligible throughout the run, find the rate at which the heater emits CO (considering it to be a conservative pollutant). If the heater were to be used in a small room to heat 120 \( m^3 \) of space having 0.4 ach, predict the steady state concentration. Compare results with eight hour CO ambient standard of 9 ppm. Derive any relation used. Consider molecular weight of CO as 28 and 1 mole of gas occupying 24.465 lts at 1 atm and 25°C.
b. Suppose the soil under a single story house emits 1 pCi/m2-s of radon (Ra) gas. As a worst case, assume that all of this gas finds its way through the floor and into the house. The house has 250 \( m^2 \) of floor space, an average ceiling height of 2.6 m and an air change rate of 0.9 ach Estimate the steady state concentration of Ra in the house, assuming the ambient concentration is negligible. The half-life of Ra is 3.8 days.
**Given the following constants:**
Stefan-Boltzmann constant, \( \sigma = 5.67 \times 10^{-8} \) W/m\(^2\)-K\(^4\)
Avagadro’s number, \( N_A = 0.6022 \times 10^{24} \) /mol
Boltzmann constant, \( k_B = 1.38 \times 10^{-23} \) J/\(^\circ\)K
Speed of light, \( c = 3 \times 10^8 \) m/s
Planck constant, \( h = 6.6261 \times 10^{-34} \) J-s
1 m\(^3\) = 10\(^3\) l
1 cal = 4.185 J
Air viscosity (\( \eta \)) = 0.0172 g/m-s
acceleration due to gravity (\( g \)) = 9.8 m/s\(^2\) | web | https://bsw.iitd.ac.in/studydatabase/ESL/ESL710/major/ESL710_Major_2014-15_Sem2.pdf | 0.440488 | {
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Clatsop Community College Volunteer Literacy Tutor News
Volume 3, Issue 9
Volunteer Literacy Tutor Conference
Saturday, March 16, 2013/Reed College, Portland
So far 4 tutors have signed up for the workshops. Is anyone else interested? There may be more slots available, but we would need another driver. 338-2557.
New (and Recycled) Materials You May Want to Check Out
- Food Pyramid Graphic to learn food vocabulary, discuss diets and initiate conversations about something we all love.
- Let's Work Safely! A text with simple graphics about all types of safety on the job. Minimal text, key workplace phrases and short dialogs good for ESL students of all levels. Good for generating discussion.
- A simple city map graphic for practicing directions.
- PEACE Curriculum: packets on 14 subject areas for beginner and up ESL students with simple text, good pronunciation activities and simple writing exercises. Individual chapters are as follows and can used independently of the entire curriculum.
February 2013
An Online Newspaper for Intermediate/and Up ESL/ABE Readers
http://www.thetimesinplainenglish.com/wp/
The site contains easy-to-digest articles accompanied by a photograph of current issues in the news. Most articles are about 250 words, and if you access it online, there is a built-in dictionary that defines and pronounces the word. It's free and comes out once a week.
More Online Materials
https://www.migrantreadingnet.com/index.php
This is a website where you can register as a teacher and search for lesson plans addressing specific needs in reading, writing and math. Designed for K-12 students, the worksheets are adaptable for ESL/ABE adults. Some of the lessons have Spanish translations. I just heard about this and am still exploring it. If you want more information, give me a call and we can make packets specific to the needs of your student.
English Sketches : Book 1 and 2
(Just in from Ben H., our newest tutor)
http://www.cobachsonora.net/materiales/s1/lae1/documentos/ extra_books/english%20sketches%20(books%201%20and%20 2)%20tapescripts%20and%20teaching%20notes.pdf
There are lots of dialogs for intermediate ESL students. It uses British English, but can be adapted easily enough for US residents. This is a large PDF file, so if you look through and see parts that you want, call me and I can make packets for you and your student.
Call for Writings by Mothers Attending Adult Education Classes
Hundreds of thousands of mothers participate in adult education classes across the U.S.! This Mothers' Day (May 12), World Education wants to honor their efforts by publishing their stories. Please share our Call for Writings with any mothers you know who are currently participating in an adult education program.
- Suggested length is 300-500 words. 10-12 stories will be published online by World Education.
- A $50 stipend will be paid to each adult education student whose work is accepted for publication.
- All writings will be considered.
- The selection will be made by World Education by 3/31. All writings must be received by March 15, 2013.
- Include your name, address, email and phone number and contact information for your adult education program. Please also submit a digital photo of yourself (with or without your children) and email the material to: [REDACTED_EMAIL]
It would be nice to see one of our students get published! I can help with editing and submissions.
General advice when working with ESL and ABE Students
- A little done well is better than covering a lot of material in a superficial way.
- Find ways to extract language from your student, not just supply the words: ESL students should be speaking at least 50% of the time you spend together. Remember that you are not the one who needs to practice English.
- Learn from them; adult students appreciate contributing to the session as peers.
- Build on what they already know; connect the new knowledge to that which is already known.
- Keep it light; pressure can inhibit learning.
Library Privileges Expanded
As you know, volunteer tutors receive a free CCC library card each term. But now, through the Oregon Library Passport Program, you have access to other collections. How does it work?
Basically, if you are a library user at a participating library in this program, you can checkout items at other participating libraries. That now means you can also check out items at Astoria Public Library since that library is also a participating library in the passport program. Vice versa is true, too. Astoria Public Library patrons can now check out items at our library at no cost. There are about 50 participating passport libraries now in Oregon and the list is growing. Here's a link to the current list libraries: http://librariesoforegon.org/node/30. Seaside and Warrenton public libraries are not on the list, but perhaps in time will decide to participate.
So, for county residents this is big news. Why? Clatsop County has no county library services and the public library fee at Astoria is often a bit steep for those out of city limits. As a volunteer tutor or student living outside the city of Astoria, you now have privileges there, too.
If you're ready to get your "passport," swing by the library and the ladies will set you up. You'll then just present your passport at any passport library on the above list and gain borrowing privileges. (You'll have to renew every term.)
In 1980, there were approximately 11,000,000 people who spoke Spanish at home in the USA. In 2020, this number is expected to jump to 49,000,000.
http://www.census.gov/hhes/socdemo/language/data/acs/Shin _Ortman_FFC2011_paper.pdf
The breakdown from the 2011 United Kingdom national census revealed the second most commonly spoken language in that country is now Polish.
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Mimosa Time!
March 5, 2017 - by italiangrapevine
And no, I am not talking Sunday Brunch! The real thing – the flowers – are given to women here in Italy on March 8, International Women’s Day. Oh, that’s not celebrated where you live? Well, it should be!
Ever wonder why March is Women’s History Month? Hint: the event took place in New York in 1925, just five years after women got the right to vote in the U.S. (in Italy, women voted for the first time after World War II in 1946). If you got this right, that’s 5 bonus points for you! The Triangle Shirtwaist Factory fire. The blaze caused the death of 146 people, 123 of whom were women, mostly Italian and Jewish immigrants, most of them under the age of 23. Sixty-two of them jumped to their deaths because the doors and stairwells were all locked, to keep the workers from taking breaks. That gave a boost to union activity. Remember the song for the International Ladies’ Garment Workers’ Union? If not, click on that live link.
So yesterday in 12 of Italy’s regions, the Italian Association of the Women of Wine (Le Donne del Vino) celebrated International Women’s Day by creating events on the theme of Donne, vino e motori, or Wine, Women and Motors (i.e. cars).
Some of the Regional delegates of Le Donne del Vino, President Donatella Cinelli Colombini at center, taken at her estate at Trequanda. Photo courtesy of DDV
There’s a famous Italian saying:
*Donne e motori: Gioie e dolori*
Which basically means, women and cars bring joy and pain. Now, that’s pretty sexist, you say. Why would the Women of Wine choose this as a theme? Because they want to show that plenty of women do know about motors (cars and motorbikes) and wine – so get over it! The Tuscan delegation held a ‘Can you name that motor?’ contest at a wine shop in Forte dei Marmi, where the Delegate from Tuscany, Antonella D’Isanto of *I Balzini* pictured below, awarded a bottle of her wine as prize.
Too bad I didn’t get to participate in that competition – I might have won!
How did I celebrate? By drinking a bottle of Sancta Catharina, produced by the famed *Dei winery*, known for their Vino Nobile di Montepulciano, but here with an IGT Super Tuscan-style blend (Sangiovese, called Prugnolo Gentile in the area of Montepulciano, Cabernet Sauvignon, Merlot and Petit Verdot). Of course, another woman from the world of wine, Caterina Dei, heads the winery!
Speaking of smart and gutsy ladies, did you know that Sancta Catharina, Saint Catherine of Siena, was one of Italy’s 2 patron saints? Everyone seems to know that Saint Francis of Assisi is the other – but this smart Tuscan lady was a Doctor of the Church!
How about this poster for inciting Italy to greatness?
So on March 8, give the ladies you know a bunch of mimosa flowers, and today, if you have a bottle of *Italian bubbly* lying around the house, go squeeze some oranges and toast to women worldwide! | web | http://ledonnedelvino.com/uploaded/stampa427.pdf | 0.502292 | {
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Thailand 1: Some Recollections
By way of introduction to this brief series of recollections of 1961-63, we all have Bob Textor, among others, to thank for selecting our group and for providing us with a thorough grounding in Thai language. I remember (or it seems like) we had 30 hours/week of language classes for the three months of training, plus Thai history, geography and culture. Group 1 ended up with about 43 volunteers going to Thailand – in community development, TESL (or was it TEFL?), university/elementary/secondary teaching, and malaria eradication. (Note: I expect to stand corrected about the information provided in this brief piece as time plays strange tricks with one's memory; so I encourage others in Thailand 1 to add their comments.)
Dr. Robert Textor, who headed up the training program for Thailand 1, has retired from teaching (last at Stanford) and has settled in Portland, OR. Re-establishing a relationship with Bob Textor has been a most enjoyable series of events; and we often discuss the early beginnings of Peace Corps Thailand. And we have also had a visit from another Thailand 1 volunteer, Emilie Ketudat and her husband, Dr. Sippanondha Ketudat, and their children and grandchildren.
Like every volunteer, each person decides why the Peace Corps is the right choice for him or her. For those of us in Thailand 1, there wasn't any prior volunteer experience to build on and clearly we were guinea pigs in the era of "The Ugly American" which, incidentally, was set in Thailand (or at least had Thai nationals playing roles in the film). Also we were the pre-Vietnam War group, and I am sure the Vietnam War era PCVs had a much more difficult time than we had.
In my case, I was engaged in post-graduate studies in London when John F. Kennedy, recently elected President, announced the beginnings of the Peace Corps in the Spring of 1961. I remember sending an aerogramme to Sargent Shriver, Peace Corps, Washington DC. I think I got back some type of application form, completed it, and sent it in. After I arrived home in August 1961, I received a postcard inviting me to come to the University of Michigan for three months of training, and to go to Thailand In January as a university instructor in town planning. Needless to say, my parents were not too overjoyed – I believe they would have much rather seen me settle down – finally.
The training program was thorough – and it was clear that we were guinea pigs, as Textor and company pulled out all stops to be sure we were ready to go. We left Michigan in January with sub-frezing weather, flew from Detroit to San Francisco, where it was slightly warmer. Then on to Hawaii, Wake Island, Tokyo, Hong Kong and finally, Bangkok via Pan Am 1. My memory is that we arrived in Bangkok late at night and it felt like it was about 80 degrees and 80% plus humidity. (About two or three weeks later we realized it was "winter" in Thailand and we actually were wearing heavier clothes as our bodies adjusted to the climate.)
After welcoming speeches and events in Bangkok, we were sent to Chachoengsao where we stayed, I believe, at a teacher training center. The idea was for us to make the transition into life in Thailand with additional language training and acculturation. It was a great idea - at Chachoengsao we learned that Thais are not always quiet, respectful, and peaceful. A community celebration was underway with parades, bands, Thai boxing, Chinese opera, shadow puppets, and lots of food and drink, and loudspeakers that seemed to blare out well into the night. We also were served Thai food, and I could not get enough of it. However, after about three or four days my tongue and the roof of my mouth were so affected by the hot peppers that it was all I could do to drink water, and I went on a plain rice, bland food, and fruit diet until things got back to normal. Thus I learned the importance of mixing spicy and non-spicy dishes.
Teaching at Chulalongkorn was a challenge. First because I had never taught before, but also because there were very few up to date materials available – so I sent a request to the professional associations in the U.S. and books, journals and other materials began to arrive. In addition to teaching, I was involved in curriculum development, and in providing seminars for practicing planners with the City of Bangkok and the national government. During the school vacation, I participated in a manpower study being conducted by the Rand Institute, several of us helped get a YMCA camp ready for the season. I also made contact with a USOM planner from Oregon, Cy Nims, who was working on national planning legislation and a plan for Khon Kaen, designated as a major regional center; and I assisted Cy in some of his work.
I also have memories of several visits by U.S. Congressmen (no or very few women representatives then), mostly Republicans, checking up on us and looking for ways to embarrass the Kennedy administration by hoping we would screw up. Mostly, I think they were on junkets and they seemed to spend more time shopping, sightseeing, etc. than checking us out. But those of us in Bangkok were the subjects of these visits much more than those who were up-country.
And we traveled. Three of us (Jim Shannon and Bob Cummimg) took a trip to Cambodia, via Singapore as Thailand and Cambodia were not on speaking terms and one could not travel by air or train directly from Thailand to Cambodia. On our return I remember we crossed the Thai-Cambodian border on foot. We walked across a bridge that had been shelled, UN helicopters were overhead, and Cambodian soldiers were on buildings behind sandbags (behind us).
I shudder to think of the tragedy that occurred in Cambodia and the horrors faced by the people, some of whom we may have met during our brief visit. U.S. understanding of the internal politics of Indochina, and our subsequent policies and relationships, left much to be desired, and there is no doubt in my mind that we contributed to the turmoil in both Vietnam and Cambodia.
I remember the early contingents of U.S. military arriving in Bangkok and Thailand – the advance group had some language and cultural training. But that changed very quickly as Bangkok became the R&R capital for the GI buildup in SE Asia, and in Bangkok the prices of samlaws and taxis went sky high. The "Friendship Highway", an oxymoron if ever I saw one, built with U.S. aid, became the main route for the movement of military equipment from the Gulf to the inland northeast. The plan for Khon Kaen as a regional medical and educational center lost ground to a large U.S, Air Force base from which planes traveled into Indochina for bombing runs
Like many others, my Peace Corps experience was unique and rewarding. I have not been back to Thailand, but not for lack of trying. A mid-1970s Fulbright teaching scholarship disappeared, as a result of a peaceful; "coup d'etat" in Bangkok, and then other things got in the way.
Recently, I met an American planner who had visited and lectured at Chulalongkorn University. He commented that the curriculum seemed adequate, but somewhat dated. Perhaps it's time for an update! | web | http://www.friendsofthailand.org/thailandrpcvs/groups/thai01/sumnerrecollections.pdf | 0.492367 | {
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Eco-Exchange/ Visitors Program 2016 at
Cite Ecologique of New Hampshire Ecovillage.
If you'd like to see what life is like at Cite Ecologique of New Hampshire and build your skills in sustainable living at the same time, you may be interested to participate in our Eco-Exchange program. In this program your host organization, Cite Ecologique Learning Center will provides for you, your living accommodations, food and guidance while at Cite Ecologique of New Hampshire Ecovillage.
Opportunities to gain hands-on experience is, of course, also part of the exchange. Projects often include organic gardening and food preservation, community cooking meals, small agricultural endeavors, small business projects, small restoration building projects, and sustainable technology. The Eco-exchange "season" generally runs from May through October (though occasionally extended season opportunities arise).
2016 Eco-Exchange Program:
Construction and restoration –There's always a new project going on in our Ecovillage. This Ecoexchange will shift between building, painting, repairing and restoring… We are looking for good spirit with strong desired to learn and help.
Community Kitchen assistant: As a community we share daily lunches and one or to dinners a week. This Eco-exchange place you at the heart of the Ecovillage. Learn how to process fresh organic vegetables, how to do homemade yogurt, and fulfil the needs of the community. It's a fun and rich experience!
The sustainable artist: We have a nice land and a beautiful to take great care of and always look to create new projects to embellish it. So we can use some help!
Organic Farmer helpmate: Be mesmerize by the view of our organic farm while you connect with nature and learn from her wisdom. For a green experience….
What is it like to be an Eco-Exchanger at Cite Ecologique of New Hamshire Ecovillage
Eco-Exchangers are hosted by Cite Ecologique Learning Center. Arrangements between Ecoexchangers vary from project to project.
Eco-Exchange is a unique living community experience. Typically, as an Eco-exchanger you are part of an eating cooperative or family-style eating arrangement. You are also invited to be involved in different events of the community of Cite Ecologique of New Hamshire. You will have access to our Solar heated swimming pool, Volleyball court, as well as our 325 acres of land and a weekly yoga course.
Our Daily Schedule:
- Breakfast (do your own)
- 12:00 Community Lunch
- 8:00 AM t0 12:00 PM (Eco-Exchange program)
- 1:00 PM to 4:00 PM (Eco-Exchange)
- Yoga session every Thursday 5:00PM to 7:00 PM
- We usually have a community dinner every Wednesday 5:30 PM
- 4:00 PM Free time, Volleyball, hiking…
- Dinner (do your own except for Wednesday)
- Fill out the Eco-Exchange program Application, with as much detail as possible.
- You can also let us know if you have an interest in multiple areas, or no preference and you simply want a chance to learn more about our Ecovillage.
- We may not be able to guarantee you a position in the field of your preference, but it helps guide our selection.
- Submit the application. We receive many, many applications, so it's advisable to apply before mid-March. The Eco-exchange season here is from May–October.
- Cite Ecologique Learning Center will contact usually you within 72-hour if they are some availability. | web | http://newsite.citeecologiquenh.org/wp-content/uploads/2015/12/Eco-Exchange-Visitor-Program.pdf | 0.425809 | {
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Organizing Family Folders or Files -These same divisions can be used on the computer in separate files, within a family tree program under "notes" or in three ring binders. ( I use these in binders and on Family Tree Maker research notes)
Family Surname File (This is mainly on the computer. In the binder system I use a different colored binder or label to separate family surname groups)
Family Group- a couple and their children ( ie. John DOE and Mary SMITH) I place a FGS in the front of the binder/folder. The following are the tabs in the folders, the headings on the FTM notes or the subfolders on the computer.
Birth/Death/Marriage
- this can include things like BC, MC, DC, tombstone photos, census analysis, probate records, SSDI, Bible Record, widow pension, retirement documents, obituaries, anniversary or wedding announcements, birth announcements- basically anything you used to determine an actual or relative date of birth, death or marriage. (includes a link to parents)
Census records- try to obtain a copy of every census for the years this couple lived Land Records- deeds and maps primarily. Sometimes photos of homes.
Church Records- I have many ministers and family members that donated property to churches as well as Quaker Records. Skip this one if it does not apply to you.
Military Records- enlistment, draft cards, pension applications or actual pensions, DD214, Commission Document
Other Children- your direct line will have their own binder or area of FTM but for the binders the siblings of your direct line may have documents that will really help you.
Family Stories/Interviews
Photos- people as well as places/events- can be a list or photocopy of photos you keep in an album for binders. In the computer you can scan them in to either your folder or most family tree programs. | web | http://www.texasresearchramblers.org/training/2Organizing%20your%20folders.pdf | 0.424301 | {
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N EW R ELEA SE July 2 0 2 1
T: 06221-720351
F: 06221-720381
[REDACTED_EMAIL]
Barcelona, 2003. Five recorder students almost blow their teacher away. „This sounds so good, "he says, „you have to keep playing together. "That's what they do. Hailing from four different countries, they continue to visit each other after their studies. They buy an insanely beautiful set of Renaissance instruments, they mould their sound, and they start looking and keep looking. For the best in their flutes, from great bass to soprano: a wonderful conversation between like-minded spirits.
Today B-Five has become one of the best recorder ensembles in the world. Their organic sound, their superior craftsmanship, but especially their intense musicality, convince the press and public everywhere. Renaissance consort music is at the heart of B-Five's artistic soul. But just as often, B-Five takes on contemporary works composed to match their beautiful flutes. The players of B-Five set the standard for what a recorder ensemble can be concert after concert. Unique and intimate. Often melancholy, sometimes light-hearted and always deeply moving.
On their latest recording B-Five present pavans and almaines by Alfonso
Ferrabosco I & II. | web | http://classicdisc.se/COV-92108-info(E).pdf | 0.481858 | {
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CHAPTER TEN
William Goddard, Printer of Providence, New York, Philadelphia and Baltimore, Founder of the United States Post Office—Mary Katherine Goddard, Printer of Baltimore
In the envisagement of the early history of typography in Baltimore, those practitioners of the craft whose activities have been recorded in the preceding chapter merge into a background against which stands relieved the high-colored figure of William Goddard, a printer and journalist of four American colonies and an individual who is known to posterity chiefly as the "Tory" founder of the postal system of the United States. Restless, ambitious, zealous, he plunged headlong into every project which he undertook, investing his least action unconsciously with that vividness of personality which sets an individual apart from his fellows even when, as in this instance, it does not exalt him above them.
Biographers have presented William Goddard to us in contrasted colors. Lorenzo Sabine, for example, has enrolled him in that questionable martyrology which we know as The American Loyalists; Isaiah Thomas, who knew him well, has lauded him as an unregarded patriot. The facts of his life, if studied superficially, might well be interpreted as they were by Sabine, but it will be shown here that although Goddard became the enemy of the popular party in Pennsylvania, yet was he to be found busily working in the service of the colonies at a time when many former leaders of that party were making terms with the British; that when the Baltimore mob hustled him from the city for a supposed act of disloyalty, the Maryland Assembly
1 The limits of a single chapter permit only a skeleton outline of the activities in Baltimore and elsewhere of William Goddard, a many-sided and active man. Brief as it necessarily is, however, the author has attempted by the citation of numerous references and documents to make easy the path of any investigator who may be inspired with the worthy idea of giving William Goddard monographic treatment. For the general facts of Goddard's life, Isaiah Thomas is a reliable guide. Scharf's Chronicles of Baltimore provides much information as to his Baltimore enterprises. The present writer, however, is under a most particular obligation to Mr. Wm. J. McClellan of Baltimore, who on August 20, 1898, August 17, 1902, and August 27, 1905, contributed articles to the Baltimore American in which were displayed the fruits of an unremitting zeal in local antiquarianism and a life-long enthusiasm for William and Mary Goddard. Of Mr. McClellan's personal courtesy and helpfulness, the author here expresses his appreciation. | web | https://msa.maryland.gov/megafile/msa/speccol/sc2900/sc2908/000001/000435/pdf/am435--119.pdf | 0.481984 | {
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Final Beneficiaries
- Ch&Y-Without Parental Care (21.78%)
- General Public (21.78%)
- Ch&Y-Economic Need (10.89%)
- Ch&Y-Physical Disabilities (10.89%)
- People-Economic Need (10.89%)
- Adults-Single Parents (5.94%)
- Ch&Y-At Risk (5.94%)
- People-Specific Geography (5.94%)
- Adults-Physical Disabilities (5.94%)
Channels of Donation
- NPO (56%)
- Individual or family (28%)
- Institution-Culture (11%)
- Institution-Social (6%)
Purpose of Donation
- Supp. to Margin. Groups (33%)
- Poverty Relief (22%)
- Culture and Arts (17%)
- Healthcare (11%)
- Sport (6%)
- Natural Disaster (6%)
- Education (6%)
Number of Donations
- Cash (88.89%)
- In Kind - Goods or Materials (11.11%)
Number of Donors
- Corporate (33%)
- Mass Individual (28%)
- NPO (11%)
- Individual (11%)
- Private Institution (6%)
- SME (6%)
Mass Individual – A small or large group of people
Mixed - Donations combined of more than one category / town.
Seasonal Giving - Donations made during the holidays season
SME - Small and Medium Enterprises
Ch&Y - Children and Youth
NPO – Non-Profit Organization
General Public - Groups of people or individuals who where assisted through economic and material aid in cases of natural recovery from disaster, or difficulties of living
Poverty Relief – Donations carried out with the aim to mitigate poverty for individuals or families living in economical difficulties or during natural disasters | web | http://partnersalbania.org/wp-content/uploads/2019/10/pm_september-2019.pdf | 0.46802 | {
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NATURE BEING:
Most humans make life about humans. That is a failing. They forget how to create with other life forms. They look at a mountain and say, "It is a mountain. I am going to conquer it." If you have to conquer what is touching you, what is it you learn? You have learned that you must be superior. You learn not to learn.
That is one of the biggest failings of humans and where they have failed this planet. They have forgotten that this planet is their teacher and everything on it teaches in its own way. So, if we walk together then we speak together. I learn from you, you learn from me.
Everything in this range is alive. It reaches to the Sun. It lets the wind blow. The Being, the soul of Nature is here. There is a Spirit here that blends with Nature. Humans have forgotten how to blend with Nature.
What would you have to become if you let nature be part of you, so you will be part of Nature?
Nature doesn't separate life. It doesn't say "Oh you are a human. You are a duck." It sees life.
Now when you really connect with nature you let it inside of you. Breathe it in. You are a part of it always.
It is a Being of such magnitude that anything that has life has Nature. It is so multi-dimensional, so intricate that to breathe it into yourself is to bring in as many different life forms as possible or highlight them inside of you and to honor them.
It is more than connection. It is a living with Nature and breathing with Nature— that wonderful soul, multi-dimensional, strong, continuous energy.
© Donna Sarah Taylor | web | https://www.theearthoracle.com/_files/ugd/93fec4_cdcac58976a2490f9cd674b9a69c3a9f.pdf | 0.499087 | {
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LEARNING FROM HOME -SUpport uNit Monday 7th March
LIteracy activity
numeracy activity
SCIENCE activity
We look forward to seeing you on today's ZOOM session at:
Time: 9.30am
ZOOM Link:
https://nsweducation.zoom.us/j/[REDACTED_PHONE]? pwd=UkZWNlk5SG9QL0dadlJrVEVVaHRYZz09
Meeting ID: [REDACTED_PHONE]
Passcode: 612601
What are we learning about?
After ZOOM Task:
Choose one option:
a) Draw a picture of your favourite celebration with your family. Then student write their name and write some words to explain their picture.
or
b) Write an informative text about your favourite celebration with their family. You might like to include information about who you celebrate with, where you celebrate, what you do and why it is important to you.
Warm Up:
Watch the video: Imagining Dots
Patterns:
Choose one option:
Use fruit or vegetables at home to make an ABAB pattern. Then try to have a go at making an AAB vegetable pattern. For example, carrot, carrot, tomato, carrot, carrot, tomato. You might like to print and use these vegetable pictures
or
Use skip counting to write all of the multiples of 3 and 4.
For example: 3, 6, 9.... and 4, 8, 12.....
What do you notice? Are some of the multiples the same for 3s and 4s? Are the numbers odd or even?
Watch the following two videos about changes in the environment:
Sky changing from night to day. : https://www.youtube.com/watch? v=UxYJkxx3NuU
A construction site. https://www.youtube.com/watch?v=CMrpeNaNh84
* What did you see happening?
* What changed? Why did the changes happen?
* How do you think the videos were made?
* Which of the videos showed changes made by humans?
* Which of the videos showed changes that were not made by humans?
Draw or write about what you saw.
LEARNING FROM HOME PACKAGE LINKS
Preschool: Please click here
Years K - 6 : Please click here | web | https://riverstone-p.schools.nsw.gov.au/content/dam/doe/sws/schools/r/riverstone-p/download-box/LEARNING_FROM_HOME_-STAGE_Monday_7th_March.pdf | 0.487375 | {
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Range of problems strategy: Common types of difficult problems
Taken from: J. Fleet, F. Goodchild, R. Zajchowski, Learning for Success, 2006
Expand your thinking in preparation for exams, where problems are not exactly the same as you have previously solved. Work from an existing problem, and make it more challenging by adding or changing:
Hidden knowns: needed information is hidden in a phrase or diagram Eg. "at rest" means initial v = 0 in physics.
Multipart-same concept: a problem may comprise 2 or more sub-problems, each involving the same concept. This type of problem can be solved only by identifying the given information in light of these sub-problems
Mulitpart-different concepts: same idea as above, but the sub-problems involve the use of different concepts
Multipart-simultaneous equations: same idea as above, but no single sub-problem can be solved by itself. You may have 2 unknowns and 2 equations or 3 unknowns and 3 equations, and you will need to solve them simultaneously, e.g. using substitution, comparison, addition and subtraction, matrices, etc.
Work backwards: some problems look different because to solve them you have to work in reverse order from problems you have previously solved
Letters only: when known quantities are expressed in letters, problems can look different. If you follow the decision steps, they are not usually as difficult.
"Dummy variables": sometimes a quantity that you think should be a known is not specified because it is not really needed – that is, it cancels out. E.g. mass in work-energy problems, temperature in gas-law problems.
Red herrings, unnecessary information: a problem may give you more information than is needed, which is confusing if you think you should use everything provided.
Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON
http://sass.queensu.ca/learningstrategies | web | http://sass.queensu.ca/wp-content/uploads/2013/09/Range-of-Problems-Common-Types-of-Difficult-Problems.pdf | 0.518936 | {
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Elementary Young Writers' Camp 2017
June 12-16, 2017
Barton Creek Elementary
What is Young Writers' Camp?
Young Writers' Camp is a camp where students have opportunities to explore their interests in writing in small groups and to learn more about the craft of writing.
Who should attend Young Writers' Camp?
Students who love to write, who seek feedback and guidance on their work, and who seek creative outlets for their work should plan to attend.
Who teaches Young Writers' Camp?
Through a partnership with Texas State University, experienced Eanes teachers who have participated in the Central Texas Writing Project facilitate each session. Teachers are certified teacher consultants with the CTWP, a local site of the National Writing Project.
Other Questions? Email the camp director, Katie owen, [REDACTED_EMAIL]
Workshop Descriptions
The Passion Project:
Instructors: Rebekah Ellis
EISD Teacher, National Writing Project Teacher Consultant
A passion project is something you work on that gives you satisfaction, happiness and puts you into a state of flow. It's what you do to escape it all. It's your tiny (or huge) contribution to the world. Join us as we explore topics we are passionate about and learn to connect those with our writing lives. We will also explore the world of TEDed Talks and bring our writing to life though mini TEDed sessions.
Imaginative Story Writing:
In this writer's workshop, everyone will begin by reading and studying collections of creative writing from wellknown authors. You will then explore your own imagination to create short stories, poetry, comics, songs, or whatever your heart desires. You will also discover literary techniques to enhance your writing. As Voltaire once said, "Writing is the painting of the voice!"
Instructors: Kyndra Bowerman
EISD Teacher, National Writing Project Teacher Consultant
Grade 2-5 | web | https://cb6e14b2-a-53432628-s-sites.googlegroups.com/a/eanesisd.net/bce/announcements/youngwriterscamp/2017%20Writers%20Camp%20Flyer%20Elementary.pdf?attachauth=ANoY7cram5JJG5uhdNej-25CYm8WeEi01wL7Ybhhz5EqjMtVcbY4ZCA0YpWkHUP_UBDAXuGmlb0T8FYAyzaQvrFXO1UALoVQFf4xKAp1aXfaIajko7979e6izcnapQeD5TPfSnfNAzy_J-PNl5FeLgjciPYEZQJFB1XKaFJ79Fil3B1Ai9FxkIE7kNt7r2LHnK2c74Bnu4T4Q9EhTq4YBAH_pNdWK5VV3tNGMaKWeNfVtVlzlxk1141E1XPcjGRA0XFw28d7zOZoZTIF7shV0BH3K4JlD7Utsg%3D%3D&attredirects=0 | 0.487522 | {
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IDENTITY / SOCIAL JUSTICE
4 Cups, 4 Promises and 4 Mothers
Contributed by Mishael Zion
Source: A Night to Remember: The Haggadah of Contemporary Voices by Mishael Zion and Noam Zion http://haggadahsrus.com/NTR.html
The Four Cups of the Seder are structurally connected to the four verbal performances this evening:
(1) Kiddush, sanctifying the holiday (2) Maggid, the storytelling (3) Birkat HaMazon, completing the Pesach meal; and (4) Hallel, completing the festival Psalms.
The Talmud connects the Four Cups to God's Four Promises to Israel: "Tell the children of Israel: I am Adonai! I will take them out... I will rescue them… I will redeem them… and I will marry them taking them as my people and I will be their God" (Exodus 6:6-7, Jerusalem Talmud Pesachim 10:1).
However, two 16th C. mystic rabbis identify the Four Cups with the Four Matriarchs of Israel. The Maharal of Prague (famous for the legend of Golem) and Rav Isaiah Horowitz of Tsfat explain:
(1) The Cup of Kiddush stands for Sarah who was the mother of a community of converts, believers by choice.
(2) The Cup of Maggid is for Rebecca who knew how to mother both Esav and Jacob, two opposed natures.
(3) The Cup of the Blessing after Eating represents Rachel whose son Joseph provided the whole family of Jacob with bread in a time of great famine.
(4) The Cup of Hallel (Praise) is for Leah who came to realize that the pursuit of the impossible, Jacob's love, must give way to appreciation of what one has. When her fourth child was born, Judah, she praised God: " This time I will thank God " (Genesis 29:35). | web | https://www.haggadot.com/clip/207834/download | 0.423996 | {
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Introduction to the Trilobita
Gone, but not forgotten. . .
Click on this image to view an enlarged version!
Among famous groups of extinct organisms, trilobites probably rank second only to the dinosaurs in fame. Their fossils are instantly recognizable and often strikingly beautiful. In fact, prehistoric people liked them as much as we do. At Arcy-sur-Cure in France, a 15,000-year- old human settlement, one of the artifacts found by archeologists was a trilobite that had been drilled to be worn as an amulet.
Although the last few trilobites went extinct about 245 million years ago, they are one of the best-known and most-studied groups of fossil arthropods.
Find out more about trilobites on these sites:
* A Guide to the Orders of Trilobites
* Western Trilobite Association
http://www.ucmp.berkeley.edu/arthropoda/trilobita/trilobita.html (1 of 2) [10/23/2007 3:43:30 PM]
Or click on the buttons below to learn more about trilobites.
http://www.ucmp.berkeley.edu/arthropoda/trilobita/trilobita.html (2 of 2) [10/23/2007 3:43:30 PM] | web | http://bugscope.beckman.uiuc.edu/pdfs/non_insect/trilobita.pdf | 0.439723 | {
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Some South American help to manage arthritis
Llamas are domesticated animals native to the Americas and from the same family as camels and alpacas. Unlike alpacas, bred mostly for their fibre, lamas are more like camels in as much as they are widely used as pack animals.
Now, it seems llamas may be able to help unlock the key to the treatment of a particular form of arthritis. Chemicals from the immune system of llamas have inspired the development of a drug which, at least in early trials, appears to relieve the pain and inflammation of rheumatoid arthritis (RA).
RA is not the most common form of arthritis but it is one of the most distressing and disabling. Arthritis is often thought of as a single disease, but it's really an umbrella term used to describe well over a hundred different medical conditions - conditions which are similar to the extent that they all involve our bones and muscles and particularly the joints where two or more of our bones meet.
Arthritis Awareness Week (17 – 23 March) gives us an opportunity to reflect not only on the problem, but also, in a positive way, on how we can control the symptoms and enable people with arthritis to lead normal active lives.
In conjunction with Arthritis Australia (the peak patient support organisation), the Pharmaceutical Society of Australia has developed information and materials to help ensure arthritis can be managed effectively. These materials include fact cards on osteoarthritis, rheumatoid arthritis and gout.
Osteoarthritis (OA) affects the weight bearing joints: the legs, the shoulders, the knees and the lower spine. Often the hands are also affected, especially at the base of the thumb and the end joints of the fingers.
Presently there is no cure of OA, so all treatment is aimed at achieving symptom control. Effective management of OA involves a combination of strategies: joint protection and energy conservation, periods of both rest and exercise, physical aids, medication – both oral and injectable and, usually as a last resort, surgery.
In so far as medicines are concerned, as the primary aim of treatment is to reduce pain, simple pain relievers are the first choice for OA; and paracetamol is the best option.
For optimum results paracetamol should be taken not just now and again but routinely – 3g to 4g per day. This can be either two 500mg tablets up to four times daily, or two of the higher strength (Panadol Osteo) three times daily.
There is some evidence from clinical trials that glucosamine sulphate (1500mg/day) decreases the pain associated with OA of the knee joint. There may be benefit for other joints as well; however, it should be noted that results from later studies have not been universally supportive of the early trials.
Gout is the only form of arthritis where it is likely that some foods can aggravate the condition (check out the Gout fact card), but there is evidence that some foods will actually help other inflammatory forms of arthritis such as RA.
Specifically, the beneficial foods are those rich in what we know as omega-3 fatty acids, and the best sources of the omega-3 are oily fish. Olive oils and oils and spreads from flaxseed, canola and wheat germ are also beneficial.
Supplements of fish oil and krill oil can be used if fish is not regularly on your menu. Your pharmacist will be able to advise you on the most appropriate product and the correct dose.
Meanwhile, the arthritis fact cards are available from pharmacies around Australia providing the Pharmaceutical Society's (PSA) Self Care health information. Check out the PSA website at www.psa.org.au and click on "Self Care" then "Find a Self Care Pharmacy". There are also a few other fact cards with helpful advice for sufferers of arthritis. These include Pain Relievers, Preventing Falls, Relaxation Techniques and Weight and Health. | web | http://rhpharmacy.com.au/cms/data/img/uploads/files/SCHF_1348%20-%20Some%20South%20American%20help%20to%20manage%20arthritis.pdf | 0.487432 | {
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KEY CHARACTERISTICS
- Narrow fluvial v-shaped valley, overlying Great Scar limestone and with valley sides formed by rocks of the Yoredale series, which widens out to a u-shaped profile towards the head of the dale.
- Gently undulating, stepped valley sides extending down to the river until over halfway along the dale where valley floor widens out.
- Stepped bands of outcropping rock and associated scree forms part of the valley slope terraces. Dove Scar is a dominant focal point.
- River is not visible at first due to topography but becomes an important feature where valley floor widens, with visible stony, shallow channel, stony beaches and low grassy banks. Areas of dry riverbed present towards the head of the dale.
- Many tributary gills giving a folded appearance to the valley side although not easily discernible due to very little associated tree cover.
- Visually prominent, large coniferous plantation situated at the northern end of the dale high up on the valley side contrasts with other clumps of broad-leaved woodland situated mainly adjacent to the river and on lower valley slopes.
- Scattered farmhouses and cottages in long house or laithe style, mainly situated adjacent to the road, or river, on the lower valley slopes, or valley floor. Some evidence of modernisation and conversion to holiday cottages.
- Drystone walls form a strong pattern particularly where v-shape profile is more pronounced, forming significant parallel lines down the slopes petering out where the valley widens towards the dale head. Occasional scattered barns mainly built into walls or on field boundaries.
- Predominantly improved pasture with a small concentration of hay meadows in the upper dale. Moorland vegetation visible only at crest of valley and more predominantly at the head of the dale.
- Agricultural sheds are major visual detractors situated halfway up valley slope in visually prominent positions.
- Long distance views of elements within Wensleydale are a positive feature, framed by characteristic stepped landform to the north east. | web | https://www.yorkshiredales.org.uk/about-the-dales/landscape/landscapecharacterassessment/16_waldendale-2.pdf | 0.426694 | {
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Sheppard H. Blackmer
(2 Sep 1848 – 26 Feb 1938)
Corporal Co. A, 1 st AR Infantry
Sheppard Hubbard Blackmer, builder, and member of the firm of Byrnes and Blackmer, was born in Washington County, Ark., and is the son of Sheppard and Charity (Looper) Blackmer, the former a native of Massachusetts, and the latter of Bedford County, Tenn. She was the daughter of Allen and Polley Ann Looper. To Sheppard and Charity (Looper) Blackmer were born four children, three sons and one daughter: Sheppard Hubbard was born September 2, 1844; Mary Ann was born April 20, 1846; Hiram Vaughan was born January 20, 1848; Henry Allen was born April 14, 1850. Sheppard Blackmer, Sr., left home in Washington County, Ark., April 22, 1850, and went to California; was there two years, and died in California. Charity Blackmer died in November, 1858, leaving the children all small.
Sheppard H. was left at the age of fourteen years to work for himself. He began learning the trade of brick making and plastering, but at this juncture the war broke out, and he enlisted in the Union Army, and was a Corporal in Company A, First Arkansas Infantry Volunteers, serving from February 14, 1863, to August 10, 1865. He then returned, and completed the trade of plastering at Springfield, Mo., where he actively engaged in this business until 1870. He then moved to Fayetteville, and has been since actively engaged in mason work and the building industry.
He was married in Springfield, Mo., August 25, 1869, to Miss Docia Virginia Fallin, a native of Washington County, Ark., and the daughter of Robert R, and Nancey D. (Cabe) Fallin, who were natives of Maury County, Tenn. To Mr. and Mrs. Fallin were born five children, two sons and three daughters: Mary Emily, Holmes Lafayette, Docia Virginia, Joseph Anthony, Elizabeth Delitha and Martha, and to Mr. and Mrs. Blackmer were born four children, two sons and two daughters: Alonzo Clinton was born August 21, 1871; Mary Stella was born February 22, 1873; Lillie Lois was born September 23, 1878; Albert Hiram was born July 14, 1883.
Mr. and Mrs. Blackmer are members of the Christian Church, of which he has been deacon for some time. He is a member of Washington Lodge No. 1, A. F. and A. M., and Frontier Lodge No. 1626, Knights of Honor, and Fayetteville Lodge No. 28, A. O. U. W., and Travis Post No. 19, Grand Army of the Republic, and is a stockholder and an original charter member of the Electric Light Company.
Mr. Blackmer has put up most of the brick work on the south side of the square in Fayetteville, the White and Campbell store, the Welch and Van Winkle Block, and the company have built the dormitory and laboratory of the A. I. U. and many other important buildings of Fayetteville.
Buried Section 16 Site 1436 National Cemetery, Fayetteville, AR
Bio from Goodspeed's History of Benton, Washington, Carroll, Madison, Crawford, Franklin, and Sebastian Counties, Arkansas, page 916 | web | https://www.suvcwmo.org/uploads/3/0/9/6/30960503/sheppard_blackmer_1937.pdf | 0.48374 | {
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LAHAINA NEWS EXCERPT Summer 2017
Drought is a Time to Make Your Plants Stronger
Clearly, West Maui is in a drought, and we have been reminded to cut back on our water use. We know that we must conserve water as our most precious resource, but how do we do that when many of us have working farms, or nurseries, live in agricultural areas, or have valuable plants and trees we can't afford to lose?
I'll address this on a systemic level since overuse of water is a systemic issue. There is much we can do to lower our farm and landscape water use while actually improving the health of our plants. First let's look at some facts:
First, our volcanic soil is quite porous and drains quickly – thus, overwatering washes away the nutrients that our plants desperately need.
Second, any high volume application of water, i.e., high volume sprinklers, wastes much of the water applied through evaporation and runoff. Any water applied faster than the ground can absorb it runs off and is wasted.
Third, frequent watering encourages plants to grow surface roots only, and not to send roots down. This makes the plant weak, not able to use the water that is there and makes them susceptible to high winds and pests. Therefore, when a drought comes, plants do not have the root system to reach the deeper water and tolerate the drought.
Fourth, upwards of 90% of a plant's water and nutrient uptake system comes from the symbiotic fungi in the soil that actually link to the plants roots. Application of chemical fertilizers kills these beneficial bacteria and fungi, effectively killing the soil and disrupting the plant's ability to use water and nutrients. This causes a downward spiral of plant health, and makes the plants increasingly dependent on more and more water and artificial fertilizer. Fertilizer injectors on the irrigation system are among the worst culprits in this scenario.
Rebuilding the soil and returning the soil to health is the main goal. So how can we use far less water, rebuild our soil and make our plants more robust and healthy?
1. Start phasing back irrigation from daily to every other day, to eventually a couple of times a week. Succulents, cacti and other drought tolerant plants should generally only be watered once a week.
2. Transition your plants to less frequent irrigation, but water longer to encourage the roots to go deep. Drip irrigation works much better for this than sprinklers.
3. If you see wet walks, driveways, streets, or concrete, readjust your system to apply water to the plants and not waste it on hardscaping.
4. Discontinue the use of chemical fertilizers entirely. If needed, later, apply organic fertilizers that actually feed and stimulate soil biotica. Manure, compost or an organic fertilizer like Perfect blend are great for this.
5. Mulch your plants with a thick layer of compost, wood chips, or commercial organic mulch (not plastic or weed cloth that heat the soil). Bare hot dry soil kills the plants roots. The mulch will cool the soil, keep the soil moist, and break down slowly, building the soil by feeding earthworms, beneficial fungi and microorganisms.
Following these steps will allow your plants to gradually grow stronger, healthier and far more resilient to drought, winds and pests. It will take a little time, but your plants will thank you!
By: Dr. Dominic Pistillo
Dr. Dominic Pistillo is a lifelong conservationist, and expert in gardening and arid climate landscapes. He owns Mauimist Gardens nursery and botanical garden in Launiupoko in West Maui.
Dominic says: "If you have visited Mauimist Gardens in Launiupoko, you know that this farm, nursery and botanical garden is one of the lushest on Maui, however, we only water once to three times a week, depending on the type of plant. We are 100% organic and use no chemical fertilizers, or herbicides - and only use organic insecticides, rarely and only when absolutely necessary." | web | http://mlnhoa.com/Docs/water-conservation-lahaina-news.pdf | 0.439404 | {
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2021 – 2022 School Opening Plans
Updated August 9, 2021
Governor Edwards has released a new proclamation regarding COVID – 19. This proclamation runs from August 4 through September 1, 2021. Based upon this proclamation we must mandate masking wearing by everyone while inside school buildings and on buses. While this may not be the way we wanted to begin our new school year, we must follow the mandate from the Governor's office. We all know that the best way for students to learn is face-to-face, so we will move forward making sure that this happens with the utmost safety possible. Please read our updated guidance in this document as we prepare for the upcoming year.
1. Schools opened on August 5, 2021 with face-to-face learning for all students, no virtual learning.
2. We will continue to follow the Governor's Proclamation requiring face coverings at all times while inside school buildings and not able to social distance.
3. We will continue to follow all other protocols for combatting COVID 19 including hand washing, socials distancing to the greatest extent possible, and sanitizing our facilities.
Safety Protocols
1. Face Coverings MUST be worn while indoors and when riding a school bus.
2. Hand washing and respiratory procedures
* Students will be asked to wash their hands and use hand sanitizer regularly.
* Use elbow to cover mouth and nose when coughing or sneezing.
3. Social Distancing of three feet or more will be maintained whenever possible.
* Students will be asked to remain six feet apart at entry/exit points and during transitions to the greatest extent possible.
4. Employees and students will be encouraged to stay home if they are sick or feel ill.
* Students and employees should stay home if they are feeling ill or symptomatic.
* If a student or employee has a fever or shows signs of illness, such as coughing, sore throat or vomiting, they will be required to go home.
* Symptomatic students will be isolated until a parent arrives.
* Students may be required to present a doctor's release to return to school.
5. Clean, sanitized, and healthy facilities will be maintained.
Positive COVID-19 Case Guidelines:
Students and staff who test positive for COVID-19 will be quarantined for 10 days from the date symptoms first occur.
* Return to school will be on day 11 if all symptoms have improved and no fever has been present for 48 hours.
[x] A doctor's not will be required before returning to school to confirm the case is no longer infectious.
[x] When a student tests positive for COVID-19, parents/guardians should immediately notify the school administration.
❖ The Bogalusa High School Student Based Health Center can test for COVID-19 and get results quickly.
Close Contact Guidelines:
Students and staff members who are in Close Contact with a positive case of COVID-19 will be quarantined for 7 days to monitor for symptoms. | web | https://www.bogschools.org/cms/lib/LA50000686/Centricity/Domain/4/Covid%20Guidelines/Achieve%20reopeningplan.pdf | 0.496991 | {
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BE A SMART HUSKY HOST
DO { Keep the noise down! #1 reason police are called. $ Ask your neighbor to call you if you get too loud. Provide non-alcoholic drinks and food. Pizza, anyone? }
DON'T { Let anyone leave with a drink in their hand. $ Let the party get too big and turn into a mob. $ Serve alcohol to underage guests. $ }
BE A GOOD NEIGHBOR
DO { Introduce yourself to your neighbors. Put a face to the name! Share contact information. }
DON'T { Ignore your neighbor. Say hello when you see them! Be lazy. Help neighbors with shoveling or raking. }
BE BALCONY & ROOF SAVVY
DO { Obey all rules regarding the space. (No grills!) Ensure the space is safe. }
DON'T { Go on the roof or balcony unless allowed by your landlord. $ Exceed limitations (# of people, weight). }
BE FIRE SAFE
DO { Check batteries in smoke alarms and CO₂ monitors. Know your apartment fire escape route. Clean gas stove burners and empty dryer lint. }
DON'T { Put ashes in anything but an ashtray. Leave candles unattended. Overload electrical outlets. }
BE COP CONSCIOUS
DO { Show the officer respect. Cooperate with the officer and follow their directions. }
DON'T { Slam the door in the officer's face and hide. $ Let a party overflow into the street and sidewalk. $ Drink or pee in public (really?!) or play loud music. $ }
BE GREEN & TRASH SMART
DO { Recycle! Check pickup schedule and proper disposal location for your street. }
DON'T { Put trash out too early. $ Leave barrels out after pickup. $ Use plastic grocery bags. } | web | https://offcampus.northeastern.edu/wp-content/uploads/2014/12/offcampus_2015.pdf | 0.421836 | {
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Saint Jude Thaddeus
2390 Bush Street, P.O. Box 15368 San Francisco, CA [REDACTED_PHONE]
Phone [REDACTED_PHONE] Fax [REDACTED_PHONE]
Mother's Day and Father's Day 2017
"My father taught me how to talk to God"
Dear Friend of St. Jude,
April 25, 2017
One of my first memories of my dad was when he would kneel at my bedside and teach me to pray. The process was never extraordinary or mystical. First we said rote prayers – the Our Father, Hail Mary, and Glory be – then we just started talking to God, asking for his blessing on our family members and on our work. It was completely natural. We would talk to him as any man speaks with another man.
One of the earliest disciplines instilled in me by my parents was to go to Mass every Sunday. This was never optional in our house; we went to Mass even when we were traveling or on vacation. My father was always the most excited about Mass. Every Sunday he was the first up, the first to get us up, then he would often sing hymns that we would later sing at church, or play sacred music on the radio to get us ready for church.
When we were very little, our mom sat with us in the pews. However, once we were old enough to serve Mass, we became altar boys and later joined the choir. Mom and dad were always involved in the sacred liturgy as well. When it was time for my first confession I was nervous. However, once I realized that both my mom and dad went to confession, I knew I could too.
If we have Christian parents, they are most often the first and strongest teachers of the faith in our lives. I try to carry this example over into my own vocation as a priest, where I am called to be "Father" to all whom I meet. That role means first and foremost loving the other person. But this act of love is telling them about the most important thing ever: God and his love for us.
One of the greatest acts of love that we can render on Mother's Day and Father's Day is to pray for our parents living and deceased. We must pray that they know God more fully. We must pray that we can pass on the faith to others as our parents did to us, no matter what our vocation.
At the St. Jude Shrine, you can honor your parents by joining your prayers for them with numerous others during our Mother's Day Novena (May 6 – 14) and Father's Day Novena (June 10 – 18). Also, don't forget to include the younger mothers and fathers in your life. Enroll your children, grandchildren, nieces and nephews who now bear the great and exciting responsibility of parenthood. It is a fantastic gift to give them – knowing that they will be prayed for by hundreds of people and many Dominican priests and brothers.
WE NEED PARENTS WHO WANT TO BE SAINTS – and want their children to be too!
In Christ and St. Jude,
Very Rev. James Junípero Moore, O.P. Director
Dominican Friars
Website: www.stjude-shrine.org
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CSU WRITING PROJECT
Sustainable teaching
is the process of fostering self-compassion and renewal in educators who support the growth and development of students in turn. Sustainable teaching puts educators first with the goal of creating a collaborative community that values an integrated approach to education and enables all participants to thrive.
Components of sustainable teaching include:
* Cultivating self-compassion and a gracious mindset toward others
* Acknowledging and embracing our own vulnerability
* Recognizing limits and stressors, then setting boundaries so that we don't exhaust our resources
* Developing a repertoire of mindfulness practices and actually using them to build personal resilience and professional longevity
* Reserving space for self-care, play, and laughter
* Creating and actively participating in a support system for personal and professional growth
* Identifying allies who will advocate on our behalf and help us locate and leverage resources to enable our professional longevity
* Modeling for all stakeholders, including our students, how to live and work sustainably | web | https://www.csuwritingproject.net/uploads/8/6/2/3/8623935/st_definition_-_final.pdf | 0.423545 | {
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Welcome to the 6th Grade Purple Open Team Meeting!
Our Team of Education Professionals
April Harvey-Team Leader and Math [REDACTED_EMAIL]
Jennifer Sacks-Language Arts [REDACTED_EMAIL]
Brian Kurtz-Science [REDACTED_EMAIL]
Emma Sheeran-Social Studies [REDACTED_EMAIL]
Emily Buckman-Resource [REDACTED_EMAIL]
Georgia Orlando-School Counselor [REDACTED_EMAIL]
Luana Fernandes-School Psychologist [REDACTED_EMAIL]
Karyn Morgan-Interim Assistant Principal [REDACTED_EMAIL]
Sixth Grade Highlights
- SBAC - May 16th - May 18th
- Activity Day - Thursday June 15th
- Last day of school Friday, June 16th (1:00 pm dismissal for students)
Spring is here!
- But there’s still a whole quarter of school!
- Help us moderate your child’s use of digital devices
Desperate Plea for Tissues
Where We’ve Been in Math…
All Classes:
- Fractions and Decimals
- Ratios
- Unit Rates
- Percents
Focus on Problem Solving:
- Multiple Methods
- Creating Visual Representations
- Explaining our Thinking
Where We Are Now...
Algebraic Expressions
Writing
Simplifying
Evaluating
Expanding
Factoring
SBAC Review
Where we are going...
- Algebraic Equations and Inequalities
- Geometry
- Statistics
7th Grade Math Courses
- Math 6
- Math 7
- Math 7/8
- Math 6/7
- Math 7/8
- Algebra
7th Grade Math
- The priority in recommendations is to place students where they will get the strongest foundation of the concepts.
- Both Math 7 and Math 7/8 address the 7th grade standards.
- Math 7/8 moves at a faster pace and addresses some 8th grade standards as well.
- Students from Math 6/7 who have demonstrated ability to master 7th grade material at an accelerated pace may be recommended for Algebra
World Regional Studies I:
Theme for the year: WHERE WE LIVE (GEOGRAPHY) IMPACTS HOW WE LIVE (CULTURE).
Inquiry and Research Skills:
Developing questions, Evaluating/using evidence, Communicating conclusions
Regions of Study So Far:
The Middle East
West and Central Africa
Sketchnote Examples!
Food in the Middle East
Lake Retba
So What?
Does Lake Retba Really matter to Africans?
Of course it does!
Africans sell salt from Lake Retba to support their families’ income!
It supplies many Africans with jobs.
Lake Retba is “the lifeblood of Senegal’s economy”.
Is it Safe to Swim In?
Workers rub shea butter on their skin.
High salt level can cut skin! Swimming is not recommended for too long.
Buoyancy effect is similar to that of the dead sea, which tourists find fun!
The Pink Producers
Dunaliella salina
Salt lovers!
Produces beta carotene
Beta carotene gives pink color to the lake!
World Regional Studies I
Current Region of Study:
- Middle East
- West and Central Africa
- Western Europe
- China and its Neighbors
Europe
Read Aloud: *Book of Greek Myths*.
Physical Geography - diverse continent.
History of Europe - From Ancient Greece to Brexit.
Argument Writing Skills: Alexander the Great?
Evaluate the usefulness of primary vs secondary sources to learn about the past:
- Feudalism
- Bubonic Plague
- Renaissance
- Industrial Revolution
- WWI
- WWII
- Cold War
World Regional Studies I
Future Region of Study:
- Middle East
- West and Central Africa
- Western Europe
- China and its Neighbors
China
Read Aloud: *Where the Mountain Meets the Moon*.
Physical Geography - diversity, map of China and its neighbors.
History of China - From dynasties to the Communist Revolution.
Culture of China - learning stations.
Economic change, industrial growth, and the environmental impact.
Where We are in Science...
Photosynthesis reaction:
\[ \text{CO}_2 + \text{H}_2\text{O} + \text{energy} \rightarrow \text{C}_6\text{H}_{12}\text{O}_6 \text{ (glucose)} + \text{O}_2 \]
Respiration reaction:
\[ \text{O}_2 + \text{C}_6\text{H}_{12}\text{O}_6 \text{ (glucose)} \rightarrow \text{CO}_2 + \text{H}_2\text{O} + \text{energy} \]
Cycling of Matter
Energy Flow in Ecosystems
Where We Are Going in Science
End of Unit Assessment:
Create a diagram that shows how you’ve changed from little you to big you
Where We Are Going in Science
- Air pressure
- Solid, Liquid, Gas
- Molecules
- Change in temperature
- Relates to all other units from this year.
- Causes and Effects
- Make a difference project
SCIENCE IN THE DOUBLE
- Current events
- Independent Study Project
Skills Practice
Reading nonfiction
Evaluating sources
Finding main idea
Text evidence
Where we’ve been in Language Arts….
Reading & Writing with Information
- Reading to learn
- Note taking strategies
- Investigating & keeping track of research sources
- Writing with structure & elaboration
- Knowing how and when to use a more formal tone & style
- Collaborating with others to create published e-book
Missing by Cynthia Cotten
My brother is a soldier
In a hot, dry,
sandy place.
He’s missing -
missing things like
baseball, barbecues,
fishing, French fries,
chocolate sodas,
flame-red maple tree,
blue jays,
and snow.
I’m missing, too -
missing
his read-out-loud voice,
his super-special
banana pancakes,
his scuffed up shoes
by the back door,
his big-bear
good night
hug.
There are people
with guns
In that land of sand
who want to shoot
my brother.
I hope
they miss him,
too.
Refugees by Brian Bilston
They have no need of our help
So do not tell me
These haggard faces could belong to you or me
Should life have dealt a different hand
We need to see them for who they really are
Chancers and scroungers
Layabouts and loungers
With bombs up their sleeves
Cut-throats and thieves
They are not
Welcome here
We should make them
Go back to where they came from
They cannot
Share our food
Share our homes
Share our countries
Instead let us
Build a wall to keep them out
It is not okay to say
These are people just like us
A place should only belong to those who are born there
Do not be so stupid to think that
The world can be looked at another way
(now read from bottom to top)
Where we are now in Language Arts...
Reading Unit: Social Issues and Theme
- Focus on social issues, power, & relationships
- Raising the level of discussion about texts and supporting our ideas carefully
- Examining the ways an author develops theme
Where we are going...
Writing Unit: Literary Essay
- Choosing the best evidence
- How to incorporate & analyze evidence
- Essay structure & elaboration
Summer Reading!
Be on the lookout for information from the school in early June | web | https://resources.finalsite.net/images/v1682695322/westport/prid6rd64pewlhuu5zmn/BMSGrade6PurpleTeamPresentation.pdf | 0.472497 | {
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EYFS: Home-School Learning Menu 18.5.2020
If your child is working confidently with the phase 3 phonic sessions and knows all of their phoneme flashcards, feel free to have a go at the CVCC eye spy game from twinkl – see attachment. Ask your child to say what they can spy in the picture and sound out the word (perhaps write it too) – there should be 4 phonemes per word e.g. milk – m/i/l/k. If they are finding this tricky, try using the eye spy checklist instead. If you are unsure what the pictures are of, have a peep at the checklist!
Online resources/links:
Share your learning with us:
https://[REDACTED_EMAIL]
Teachers will be celebrating pupils' achievements in the newsletter over the coming weeks.
Topic Project Menu: These activities should be completed over a number of weeks and should be used to support your child's learning in other areas aside from Maths and English. We would love to see photographs of this completed work or examples of work of quotes about this work through our school email address: [REDACTED_EMAIL] | web | https://www.worlabyacademy.org.uk/documents/download/5ec241b0-ff94-44b9-82ac-62b60a0102fa.pdf | 0.460443 | {
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Reception Spring Term Curriculum Plan 2024
'Frozen Lands' and 'Off We Go!' (Transport)
The children will:
* Use phonic knowledge to make a list.
* Listen to stories, anticipate key events in stories and predict what will
happen next
* Word build using phonic knowledge to read CVC words and captions. Use picture clues to read unfamiliar words.
* Explore information text and digital information.
* Create own story orally using toys or sequence pictures from well-known stories.
* Comment on favourite part of a story and begin to identify characters and settings within stories.
* With support begin to form and write labels and words using phonic knowledge.
- Begin to remember finger spaces between words.
* Describing main story settings, events and main characters.
* Sequence pictures of the Train ride
* With support begin to form and write a simple caption using phonic knowledge.
- Read simple sentences with increased independence and accuracy
* Children to draw own story maps from familiar stories and use these to help retell the story.
* Enjoy communicating meaning for a range of purposes cards, tickets, picture books, lists and invitations
Literacy
Maths
Hertfordshire Essential Maths
The children will:
- Compare and classify objects
- Compare the amount within classified group
- Accurately count a set, give the value of the set and compare amounts
- Count to compare
- Develop spatial language linked to position and direction
- Count reliably with numbers from 1 to 20, place them in order
- Say which number is one more or one less than a given number
- Have a deep understanding of the numbers to 10
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Year 6 Newsletter Autumn 1
- Our text this term is Gooodnight Mr. Tom, which is a tale of a young evacuee from London who goes to live in the countryside.
- Place Value of numbers up to 10,000,000 (ten million)
- Reading skills, grammar and writing will be linked to this book.
- Grammar will consist of revision of basic punctuation, word types and Y5 grammar features (modal verbs/relative clauses)
- Children will be asked to learn a spelling rule each week for their homework and will be tested each Friday on this rule.
- Four operations including mental and written methods (addition, subtraction, multiplication and division)
- Order of operations (BODMAS)
- Weekly arithmetic work (four operations, fractions, decimals and percentages)
- Children will also be asked to learn the statutory spellings for Year 5 and 6 alongside their weekly spelling rule.
- Using Google Classroom and the Class Blog, keep up to date with weekly homework and video tutorials.
Educational Experience -
Children will travel back in time and become evacuees for the day. They will have the opportunity to learn all about WWII and the life of an evacuee.
- The Science topic is living things and their habitats.
- Children will be classifying living things in to certain groups and justifying their reasons based on observable characteristics.
- Different classification systems will be studied.
- Seven life processes revision - MRS GREN. Who is she? You'll have to ask the children or check out our blog.
- Is a potato alive? Children will be investigating this question - look out for the answers on our blog.
Computing - What is E-Safety? How can we stay safe online? Look out for the acronym and advice created by the children on our blog.
Topic- WWII focus- home front.
Art - Studying a variety of artists with work based around WWII.
PE- Cognitive Skills
RE - What is compassion? Who are the Samaritans?
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STEP 6: Home School Agreement
Howes Primary School
As a school we will:
- Care for your child's safety and well-being within a happy learning environment.
- Encourage your child to achieve their full potential.
- Deliver a broad and enriching learning experience, meeting the individual needs of your child.
- Promote high expectations, foster positive attitudes and encourage independence.
- Work with you to keep you informed of your child's progress and welfare.
- Help your child to understand their role within the local and global communities.
As a parent/carer I/we undertake to:
- Ensure that our child attends school regularly on time and is suitably equipped.
- Work with you to tell you of any special circumstances which may affect my child.
- Support the school in fostering positive attitudes.
- Support my child with their homework and encourage opportunities for learning at home.
- Involve ourselves in school life including attending parents' evenings.
- Work in partnership with the school to develop our child's understanding of different cultures, values and beliefs.
As a pupil I will do my best to:
- Follow the Golden Rules.
- Be ready for my lessons.
- Do my best in all class work and homework.
- Make good choices and be polite and kind to all adults and children.
- Ask for help in school when I need it.
- Keep myself and others safe in school, including when using the internet.
Together we will:
- Listen, support and value one another as partners in our aim to provide the best learning experiences for all.
Signed by:
School: Miss Z Pollard (Headteacher)
Child………………………………………………..
Parent………………………………………………
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"In Africa's Swiss neighbourhood"
Chabi Bah Guera, Mayor, Municipality of N'Dali, Benin, is talking to Richard Gerster*
R.G.: In the 2008 elections in the 77 municipalities of Benin only two of the mayors have been re-elected. 14 were not confirmed and some have decided not to run for office again – how come?
which is why the first municipal elections of 2003 held such historic significance. How has the situation changed since then?
C.B.G.: First of all: Welcome home! Our municipality N'Dali owes so much to Switzerland that I call it „Africa's Swiss neighbourhood". It was the Swiss who for the first time documented the alphabet of our local language Bariba. Contributions to the support of our health or educational system are further examples. But now to your question: There are two reasons for the earthquake of the municipal elections. On the one hand the party political wind has turned at the national level which also has local impacts. But various politicians have also suffered a personal loss of trust and have now received what they deserved. Out of the 17 members of N'Dali's municipal council there are also 13 new faces.
Being a former French colony, Benin is weighed down with a centralistic legacy,
Chabi Bah Guera has grown up in N'Dali, Benin, a stronghold of Swiss development cooperation. He has very fond memories of playing with children of Swiss experts in his youth. After school he studied electrical engineering in Poland. After his return he started a training scheme in electronics. During the first municipal elections in Benin in 2003 he was elected into the municipal council. At the end of 2006 he succeeded the outgoing president. In the second elections of 2008 he was confirmed in this function.
The last five years were a time of apprenticeship for all of us. 80 percent of our people are illiterate. The population first needed to be taught what it is all about. Everybody is demanding something from the municipality, without realising that this also means paying taxes and fees. This process of learning is far from being finished. 2008 was also the first time that a woman was elected into our council. This is also due to Switzerland which enabled local organisations to mobilise women. However, much remains to be done in this respect as, traditionally, in uncertain times daughters stay at home and help their families while sons continue with their schooling.
What are N'Dali's future big challenges?
There are 72'000 inhabitants and with 3748 km 2 this is the second largest municipality in Benin. N'Dali depends on agriculture. Corn is the dominant product, after a heavy drop in the production of cotton (from 25'000 tons to 2000 tons). In the future, the farmers will have to organise the cultivation jointly, and, if possible, conserve the products and refine and market them. We also grow a lot of fruit, namely mangoes. As people are our most important resource, education is a priority – not least of all for the girls. Some of our six year old children need one hour to get to school. At the primary level one teacher has up to 80 students in his classroom, even though 30 are the average. We need better infrastructure and personnel. The health system and rural access roads are faced with a similar situation.
As you know Switzerland is not only supporting specific projects but together with other donors is also contributing directly to Benin's state budget. Being some 500 km away from the capital, do you feel any of its effects in N'Dali?
Kindergarten and primary school and attendance have been free of cost since 2006, but the parents still have to come up for the costs of school material and uniforms. The state covers the expenses for personnel and facilities, but on the long term the responsibility should be delegated to the communities. In N'Dali various schools have been established with help from abroad. Since 2006 almost all children attend primary school. Going to school for free is very important for us and would not be possible without additional state financing. A fund for the support for communal development (FADEC) is under preparation. We would like things to move fast. The state also needs more resources in this case.
The needs are large. What resources are at your disposal and, above all, how can N'Dali mobilise its own financial income?
We are collecting fees for booths at the market, for selling cattle or for public performances. Those are small contributions. Property tax, to which we are entitled, are directly collected in the department's capital Parakou and then partially forwarded to us. Sometimes the gendarmerie is needed in order to collect these taxes from people who do not want to pay! The income is fluctuating considerably and amounted to 148'000 US dollars (74 mio CFA) in 2007. A large share of this came from a single road construction company which will move away again after finishing its work. In 2004 the self generated revenues only amounted to some 24'000 dollars (12 mio CFA). The subsidies provided by the state increased from 50'000 dollars (25 mio CFA) in 2004 to 130'000 dollars (65 mio CFA) in 2007. We receive international contributions for projects of approximately the same volume.
Nobody likes to pay taxes. How do you explain to a destitute citizen why (s)he should pay taxes to the commune?
Taxes are the citizen's contribution to development. For example, the commune repairs and maintains wells in the villages. If possible they are equipped with manual pumps and covered up in order to prevent pollution. If the people see benefits, they will also pay taxes. By the way: N'Dali would be happy to establish a partnership with a Swiss city, so we could learn together.
* The author, Dr. Richard Gerster, is an economist and works as independent consultant and publicist (www.gersterconsulting.ch). This interview is part of a series commissioned by the State Secretariat for Economic Affairs (SECO) to take a closer look at budget support from various points of view. They reflect the author's personal opinion. | web | http://gersterconsulting.ch/docs/budget-support/interview/e/Benin/Interview_Benin_Chabi_Bah_Guera_E_b.pdf | 0.502313 | {
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God's Gifts Within Us
June 16 Children's Lesson What are My Gifts
Objective: The children will be able to answer the question of How do I know what my gifts are?
Materials: Bible, paper, crayons, pencils
Lesson: Discuss with the kids that God gives us our gifts and we do not chose what gifts we will receive. Have them read 1 Corinthians 12:28 – 31, 14: 12-13. God choses our gifts for us. Then discuss with them how God gives spiritual gifts. Have them read Romans 12:3-8 and 1 Corinthians 12:7, 14:12. Now we can find out the answer to the question; how do I know what my gifts are? We learned from last week that God gave us gifts that we don't think about and now we get to learn about other gifts God has given us. Ask the following questions to the kids.
1. What comes to you easier than it does to everyone else?
- If you have time you can come up with different things or games for them to see what I easier for them (drawing, throwing a ball, etc)
2. Does it bring glory to God and set your heart on fire?
- You might have to explain what this means to the younger ones.
3. Does it humble you? (Psalms 139:14)
- You might need to explain what humble means to the younger ones.
Once they know what different gifts they have explain to them how they do not need to neglect their gifts. God doesn't want you to stop using your gifts but allow them to grow. Read 1 Timothy 4:14, 2 Timothy 1:6.
Activity: If you have time from the lesson and need extra time you can ask the kids to write down their gifts as a reminder of what they are and how they can grown and use their gifts. | web | https://familylifewscoc.files.wordpress.com/2019/06/june-16-childrens-bible-lesson.pdf | 0.439478 | {
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Vertaling
Begin van een hoofdstuk voor een tekstboek voor eerstejaars studenten
One of the best-known women in world history is a nurse: Florence Nightingale (1820-1910). The uncontested heroine of Britain's national history, she is known throughout the world as the reputed 'Lady with the Lamp.' She is particularly known as the woman who, for the first time in history and practically on her own, made sure that the sick and wounded among common soldiers received decent care. Foot soldiers were rotting away and dying like flies in the military hospitals of the Crimean War (a war where France and Britain fought the Russians on Turkish territory between 1854 and 1856). Infectious diseases represented a much greater cause of death than actual battle wounds. With the help of a small brigade of nurses, Florence Nightingale managed to bring some relief to this living hell. She ensured the heavily soiled hospital was thoroughly cleaned, brought in clean sheets and fresh clothes, and personally surveyed the arrival and distribution of medical supplies and other stock. Her personal care for the soldiers and the letters she wrote to relatives in the case of a death immortalised her with the British people. She was no sweet lady, however. She was struggling against a rigid military administration and made use of well placed connections in the Ministry of War to achieve her ends. Deft at spin, she made sure the press reported favourably about her activities abroad during her stay in the Crimea. As a consequence, she was hailed as a national heroine upon her return from war.
w w w. l i g h t h o u s e t e x t s . n l
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fish ecology tertiary level pdf
The trophic level of an organism is the position it occupies in a food chain.A food chain is a succession of organisms that eat other organisms and may, in turn, be eaten themselves. The trophic level of an organism is the number of steps it is from the start of the chain.
Trophic level - Wikipedia
The biomass is the mass of living biological organisms in a given area or ecosystem at a given time. Biomass can refer to species biomass, which is the mass of one or more species, or to community biomass, which is the mass of all species in the community.It can include microorganisms, plants or animals. The mass can be expressed as the average mass per unit area, or as the total mass in the ...
Biomass (ecology) - Wikipedia
Geography of Puerto Rico. The island of Puerto Rico is a very popular tourist destination because of its location, rich history and warm atmostphere.
Geography of Puerto Rico
When the water in our rivers, lakes, and oceans becomes polluted; it can endanger wildlife, make our drinking water unsafe, and threaten the waters where we swim and fish. EPA research supports efforts under the Clean Water Act and Safe Drinking Water Act ...
Water Topics | Environmental Topics | US EPA
1 Integral Ecology Research Center, 2 University of California Davis Karen C. Drayer Wildlife Health Center-One Health Institute, 3 Green Diamond Resource Company, 4 California Academy of Sciences, Ornithology and Mammalogy Department, 5 Intergral Ecology Research Center, 6 Hoopa Tribal Forestry, Wildlife Department, 7 California Animal Health and Food Safety Laboratory, University of ...
Avian Conservation and Ecology: Exposure to rodenticides
A simplistic view of algalâ€"bacterial evolution and their role in endosymbiosis events is portrayed in Fig. 1.Cyanobacterium was retained as primary plastid over time in three distinct evolutionary lineages â€" red algae, green algae and glaucophytes.
Algaeâ€"bacteria interactions: Evolution, ecology and
Below are links to the free, downloadable Word Doc and PDF versions of the latest edition (2014) of the Guidelines for the Use of Fishes in Research.. Both the Word and PDF versions contain useful internal and external hyperlinks.
Guidelines for the Use of Fishes in Research | American
At both the primary and secondary levels of social control, there are a rich variety of positive and negative sanctions which can be, and are, employed to insure the conformity of the actor to the important institutions in which he is involved, and his own internalized understandings of proper conduct.
The Police: The Culture of a Social Control Agency
Open Access Initiative is committed to make genuine and reliable contributions to the scientific community without restricting the access of published content.
The Apollo 13 MissionTositapahtumiin Perustuvat Elokuvat: Perikato, Gangs of New York, Apollo 13, Mannerheim, Middle Men, the Queen, Pahat Pojat, TulivaunutApollo 13 Owners' Workshop Manual: An engineering insight into how NASA saved the crew of the failed Moon mission - Technical Manual for Dam Owners: Impacts of Plants on Earthen Dams (Fema 534 / September 2005)2005 Chevy Chevrolet Tahoe Owners Manual - Tashlinesque: The Hollywood Comedies of Frank Tashlin - Sounding lines: The art of translating poetry (Doreen B. Townsend Center occasional papers) - Successful Selling Solutions: Test, Monitor and Constantly Improve Your Selling SkillsSoftware Testing Interview Questions and Answers: Software Testing Interview Questions and Answers - That Hideous Strength by C. S. Lewis Summary & Study Guide - Speak (with Coursemate with Interactive Video Activities, Audio Studio Tools, Infotrac 1-Semester, Speech Builder Express Printed Access Card) - Summary and Analysis: The Like Switch: An Ex-FBI Agent's Guide to Influencing, Attracting, and Winning People Over by Jack Schafer and Marvin Karlins - Book Summary - Study Guide with Computer Problems to Accompany Mathematics with Applications, Finite Mathematics, Essential CalculusEssential Calculus with Business Applications - Study Guide for Smith and Roberson S Business Law, 13th - Statistical Methods for Modeling Human DynamicsModeling the Environment: An Introduction To System Dynamics Modeling Of Environmental Systems - The 2007 Report on Parts for Gates, Globes, Angles, Y-Type Straightway Check, Stop and Check, Cross, 3-And 4-Way, and Other Industrial Valves: World Market Segmentation by CitySynopsis of the Four Gospels - Surreal South: An Anthology of Short Fiction and Poetry - Testimonios y Remembranzas: Mis Recuerdos de Los Ultimos Meses de La Guerra de Espana, 1936-1939Testimonio Y Recuerdos - Student Resource Manual to Accompany Pediatric Nursing: Caring for Children - Sub Dom (2 volume) - The Aquaman Archives, Vol. 1 - Summary & Study Guide Paula by Isabel Allende - Spiritual Leadership: The Quest for Integrity - Spy School: Are You Sharp Enough to be a KGB Agent? (Puzzles & Quizzes) - Spy Killer (Stories from the Golden Age) - The 2007-2012 World Outlook for Non-Aerospace-Type Linear and Rotary Hydraulic Fluid Power Cylinders and Actuators - THE 72 ANGELS OF GOD BATTLE THE DEMONS OF EGYPT - The Best of Archie Comics, Book 4 - Special Edition Using Microsoft Office Visio 2007 - Tales of the Road: Highway 61 - Streets of Laredo, from "American Ballads for Piano" - Strategic Resource Exercise for the Army After Next - Tap Your Source - Teaching Reading: A Balanced Approach For Today's Classrooms With Litlinks And Making The Grade Cd RomTeaching Reading Strategies in the School Library The Adventures of Sherlock Holmes/A Study in Scarlet (Sherlock Holmes Collection)Estúpidos hombres blancosE-Supply Chain: Using the Internet to Revoltionize Your Business: How Market Leaders Focus Their Entire Organization to Driving Value to Customers - Summary: The Speed of Trust Stephen M. Covey Statistical Analysis of Longitudinal Categorical Data in the Social and Behavioral Sciences: An Introduction with Computer IllustrationsIntroduction to the Causa Worldview - Still Riding the Back of the Bus - Student Companion For Wood's Communication Mosaics - The Beatles: An Illustrated Diary - Substitute Me - | web | http://pearlescence.com/fish_ecology_tertiary_level_biology.pdf | 0.4829 | {
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Items Accepted
children's clothing
shoes & boots
RE-FA: RE-FASHIONYC BROCHURE 2014.06
Free Clothing & Textile Recycling
nyc.gov/refashion
NYCRecycles
nyc.gov/recycle
What is re-fashioNYC?
re-fashioNYC is a free and convenient clothing donation and recycling service available to apartment, office, and commercial buildings.
The service is provided by the NYC Department of Sanitation and Housing Works.
In contrast to for-profit used clothing companies that supply similar collection bins, re-fashioNYC is 100% nonprofit and charitable.
Why Join?
Help New Yorkers. All proceeds from donations support the charitable mission of Housing Works to end the dual crises of homelessness and AIDS.
Get tax deductions. Tax receipts for up to $250 are available directly on the bin.
Keep valuable materials from going to landfills. Every year NYC residents throw away approximately 200,000 tons of clothing, towels, blankets, curtains, shoes, handbags, belts, and other textiles and apparel. That's nearly the weight of 900 Statues of Liberty!
How It Works
We will visit your building to discuss how many donation bins you want, what sizes are best, and where they should be placed.
The re-fashioNYC donation bin is offered in two sizes:
Small (2' deep x 4' wide x 6' high)
Large (3.5' deep x 4' wide x 6' high)
When the bin is full, simply let us know by calling or emailing us. We will pick up the donations within five business days.
How to Enroll
To receive a re-fashioNYC bin in your apartment, office, or commercial building, complete an online inquiry form at nyc.gov/refashion.
What Happens to Donations?
Some donations are sold in Housing Works thrift shops throughout NYC, including the Buy-the-Bag store in Brooklyn.
Some items are donated to Haiti or sent to other nonprofit thrift shops.
The rest are sold to a textile merchant for recycling or exported to overseas markets.
No donations are sent to landfills!
Recycle More!
The NYC Department of Sanitation offers additional recycling services for residential apartment buildings.
Electronics: e-cycleNYC provides eligible buildings with free pickup service for responsible recycling. Starting in 2015, it will be illegal to discard electronics in the trash.
Learn more: nyc.gov/ecycle
Recycling trainings and technical
assistance: the Apartment Building Recycling Initiative provides trainings, customized materials, and ongoing support from recycling experts to help improve recycling in NYC residential buildings.
Learn more: nyc.gov/abri | web | https://www1.nyc.gov/assets/dsny/downloads/pdf/promotional-materials/re-fashionyc-brochure-re-fa-f.pdf | 0.474835 | {
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ARMY PUBLIC SCHOOL RATNUCHAK SUBJECT ENRICHMENT ACTIVITY SESSION 2020-21 CLASS X
ENGLISH
1. You have read the chapter, "Long walk to freedom" from NCERT book First flight. On the basis of that chapter, prepare 15 multiple choice questions. (4)
2. Proverb is a short , well known faithy saying , stating a general truth or piece of advice. Describe any one of the following proverbs in your own word.You should also add pictures to make it creative. (3)
- The pen is mightier than the sword
- All‟s well that ends well
- No pain , No gain
3. You are Abhay Jain/ Meenu Jain , the mamaging director of V- discover- an outfit that arranges adventure camps and treks for school and college students. You save the following advertisement for pre – fabricated portal rooms. Write a letter to the managing director Porta-cab, inquiring about the size, material used, durability, strength and the cost of rooms.
(3)
Pre Fabricated
Portable rooms
For durability and strength
Contact Porta-Cab ,114/6 Industrial State, Delhi
4. Define figures of speech. Explain any10 poetic devices with two examples of each.(5)
5. Imagine your character is being interviewed maybe it is for a magazine , for a job or by the police. What kind of questions they are asked and how do they answer? (2)
6. Select a well- known piece of literature that you have studied in English class and rewrite the ending. Try to make the ending ironic or humouristic and share it in writing.
(2)
7. 1- Study the graph given below, which is based on a survey done on students of tenth class in three different types of schools in Ahmedabad. The chart depicts the number of students speaking English and Hindi. On the basis of the details given in the bar-graph given below, briefly summarize the data making comparison wherever necessary in about 80 words.
- Compare the percentage of students speaking English and Hindi in all three schools giving the possible reasons.
Begin Like this:-
In a study conducted on the students of class tenth of three various types of schools- school, private school and a KV, it was observed that
8. As an aware citizen of the country, you are concerned about the increase in road accidents in the metropolitan city Delhi. Interpret the data given below in about 80 words. Also use your own ideas.
(2)
Horizontal line (x-axis) – years
Vertical line (y-axis)-No. of accidents
9. Give below is a pie-Chart, which shows different types of electric gadgets, used by middle-class people in their houses on an average in Ahmedabad. On the basis and the unit „Science‟ of your Main course Book; write in about 80 words the reason of selecting the electric gadgets for their houses. (2)
Take into consideration the price range, durability, lower electric consumption & after sales-service. 10. Practice the worksheets & Revise syllabus of PT-1 .
HINDI
MATHS
Represent the zeroes of the quadratic polynomial x 2 +7x +10 graphically.
SCIENCE
Students are requested to use print media for gathering information. Additionally they can also take the help of the following studies/information, as published by Government of India.
1. With the help of news paper prepare a census for COVID-19
2. Make a video of yourself delivering a lecture on this pandemic- COVID-19 .
Share your views regarding this, focusing that," yes ! The world will fight back". share this video in your group.The best two lecture from each section will be awarded suitably.
Note: Subject enrichment activity and Multiple assessment to be done on science notebook.
S.SCIENCE
On the political map of India mark the following;
(i) 1 Indian National congress session:
(ii) Calcutta (Sep.1920)
(iii) Nagpur (Dec.1920)
(iv) Madras (1927)
(v) Lahore (1929)
Important centres of Indian national movement;
(vi) Champaran (Bihar) Movement of indigo planters
(vii) Kheda (Gujarat) Peasants Satyagrah
(viii) Ahmedabad (Gujarat) Cotton mill workers Satyagrah
(ix) Amritsar (Punjab) Jallianawala Bagh
(x) Chauri Chaura (UP) calling of Non-cooperation movement
(xi) Dandi (Gujarat) Civil Disobedience
NOTE:
Students complete their subject enrichment activity on their class work notebook. Each Activity consists of 25 marks per subject and it is compulsory. | web | https://web.bhantechnologies.com/ratnu/ratnu/orders/SEA%20Class%20X%202020-21.pdf | 0.481106 | {
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Beaulah Chapel
As a result of Waterside church deciding to enlarge there activities around the town centre they began at Britannia in 1852 and in 1858 they opened branch chapels at Lee Mill and Water. In 1851 Waterside began a branch Sunday school at Britannia. The first meeting was held in a cottage on Rochdale Road at the bottom of Sutcliffe Street. They later moved into a building which was called "Th'up Steps Chapel" and they remained here for over 30 years. A well known personality who used to occupy the pulpit regularly was Thomas Emmett. He was noted for wearing thick clogs and was noted for saying " If any trouble arises in God's house, the devil always starts in the singing pew".
A body of trustees was appointed in1875 and these were as follows:
John Barrett, Richard Londsdale, Jonas Horsfall, John Lee, H Ogden, William Briggs
Thos Nuttall, Samuel Crossley, Abraham Coope, S Jackson.
A chapel keeper was appointed at a wage of no more than 3/6d per week.
Eventually the chapel became too small and it was decided to build a larger place of worship.
Building of the new chapel commenced Easter 1884 the corner stone being laid at the end of
May 1884 and the chapel opened for worship on 5th March 1885. The total cost of the building was £2, 755-2-2d.
The chapel seated 400 and the school accommodated 450 scholars. Five memorial stones were laid for the new building and in a bottle beneath one stone was placed a record of the opening of the old school in 1851 the number of teachers and scholars at present, the number of books in the library, names of trustees and the circuit plan.
The following is a list of trustees for Beulah 21 March 1884. William Bridge Britannia Coal Merchant John Barrett 133 Newchurch Road Out of business Robert Clegg Dale Bank Bacup Plumber and Glazier John Edwards Millgate Quarryman Thomas Smith Tong Mill Furnisher
John Collinge Regent Street Registrar Thomas Cunliffe Corporation Street Accountant James Schofield Regent Street Hall Keeper Robert Cunliffe Daisy Bank Cotton Warper Edward Harris Britannia Quarryman Eli Fielden Rochdale Road Boot & Shoe Dealer Wm Hargreaves Britannia Out of Business.
The first marriage in Beulah took place on Thursday 15 August 1889 and was between Mr John Scott and Miss Alice Woodhead of Providence Bacup. Beulah was hit by a devastating fire in 1892 which left the building completely destroyed at the time of the fire the insurance agents thought the cause to be a gallery beam which had projected into the flue of the heating system though this had baffled them for a time as the beam was covered in a iron plate. Over the following weeks various churches and organisations made donations to Beulah, amounting to £740.00 by 18 Jan 1893 and the Northern Insurance Company made a payment of £1,000. There was a debt outstanding of £1,400 for the old chapel which left the building committee with a balance of £ 340.00 towards the building of a new chapel. By the 17 May 1893 the rebuilding fund had risen to £600.00. In November of the same year new memorial stone were laid but the rebuilding fund was still £ 773.00 short.
There was in fact little damage to the outer walls of the chapel apart from the window frames and some of the decorative carved scroll work which was splintered and disfigured by the tremendous heat as can be seen in the picture above and belo taken after the fire. The rebuilding work was well underway by July 1894 under the supervision of a Mr Whittles. The church opening on 24 July 1894 the total cost of rebuilding the chapel was £1,367.15.0d and the Sunday school reopened in October of the same year. | web | http://bacuptimes.co.uk/index_htm_files/Beaulah%20Chapel.pdf | 0.427205 | {
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BECOME A MENTAL HEALTH FIRST AIDER
to support older people aged 65+
Many older Australians experience mental health problems. Older Person Mental Health First Aid (MHFA) training will teach you practical skills to support an older person with a mental health problem. Make a real difference to the older people in your community.
OLDER PERSON MHFA TRAINING BENEFITS
- **KNOWLEDGE**
Improves knowledge of mental illnesses, treatments and first aid actions.
- **CONFIDENCE**
Increases confidence in providing first aid.
- **DE-STIGMATISING**
Decreases stigmatising attitudes.
- **SUPPORT**
Increases the support provided to others.
"I found this course extremely enlightening, relevant and helpful. I believe this course is essential to everyone working with older people and also to families, church communities and the community at large." - Shanta
LEARN PRACTICAL FIRST AID SKILLS
- Recognise common mental health problems in older people
- Provide initial help using a practical, evidence-based Action Plan
- Seek appropriate professional help, and
- Respond in a crisis situation
This is a 12-hour educational course, not a therapy or support group.
DATES 12th+13th of Dec 2022
TIMES 9am-5pm
COST $28
VENUE Parkland Urangan
74-98 Emerald Parkway
FACILITATOR/S
Erin Beatson
Lilli Campbell
HOW DO I SIGN UP?
Spots are limited, please email your EOI to [REDACTED_EMAIL]
(with full name, phone number, email, dietary requirements)
For more information, visit mhfa.com.au/courses | web | https://www.ourphn.org.au/wp-content/uploads/Older-Person-Mental-Health-First-Aid-Hervey-Bay-UPDATED-TIME.pdf | 0.46508 | {
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Why I chose the Green Industry
Advisors and professors at college always talk to their students about finding a unique workplace and finding a job you will enjoy and want to wake up for. When most people think of their career they assume it is going to be behind a desk and trapped behind a stack of paperwork a mile high doing the same repetitive motion day in and day out. Working in the green industry it is different though!
Christensen's Plant Center 6282 Gotfredson Road Plymouth, Michigan 48170
([REDACTED_PHONE] voice ([REDACTED_PHONE] fax
Return to Archive
The landscaping industry offers a chance to work with something that is alive, and that of course is plants. For me working with plants adds an extra challenge knowing that your product is alive. It is not just something to throw into a box and store away on a shelf and forget about, a plant has a lot of requirements to keep it alive and well. Those requirements makes this industry unique. The kid in me enjoys being outside as well and getting dirty, and having a chance to do that at my job is an upside for me. Not many careers can offer an opportunity to work outside and get the chance to be away from the desk. Since being out of the office is enjoyable, having the ability to be outside and working makes the job feel less like work and makes it more pleasurable.
I think those are the two major draws to the green industry for me. I want a job that is distinctive and a job that I enjoy coming to work every day to do. The live plants put a spin on the job that not many other products and services offer. The outdoor part is another element that makes this job enjoyable. Getting away from the desk and getting a chance to work outside every day and enjoy the weather is something everyone wants but not many people get at their jobs. If I were to talk to other college students about why the green industry is a great career I would advertise these two unique aspects as to why one should work in the green industry. | web | http://christensensplantcenter.com/ar_docs_2014/Choosing_green_industry.pdf | 0.485903 | {
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Year 3 Spring Term Curriculum Letter
Web: www.whitmorepark.org
Twitter: @whitmore_park
Welcome
The children have settled back into school very quickly after the Christmas break. They enjoyed learning about a 'Growth Mindset' on the first day back. We are hearing lots of phrases like "I can't do it …. yet!"
This letter gives you an overview of what to expect from the Spring term, including details of the curriculum and trips.
Mr McCormick, Mrs Walker and Miss Chapman
Year 3 team
Foundation Subjects
Humanities - Children have already learnt about the first settlers in England and the Bronze Age.
Science - Children will learn about the forces, investigating the use of magnets.
Art - Children will be creating their artwork to reflect their class topics of the Bronze Age. Pupils will replicate building methods to create roundhouses.
RE and Philosophy - In R.E we are investigating the Big Question: Are religions a guide to life or a set of rules? This will include discussions around the 10 commandants.
Music – Children will participate in a Morning of Music and will learn songs, learn to play instruments and listen to music based on the theme of "Best of British". They will also continue to learn to play the recorder.
Computing - E-safety will be taught this term including an E-Safety assembly on Safer Internet day.
PE
Our PE day is Friday.
1
st
half term: Ball Skills and Bench ball
2
nd
half term - Athletics
Mathematics
In Maths No Problem lesson we will be developing our mathematical skills, reasoning and problem solving through the topics of:
In the first half term: Multiplication and Division and Further Multiplication and Division
In the second half term: Length, Mass & Volume
In Arithmetic lessons, we will learn how solve missing number equations and consolidate methods for the four operations (+,-,x,÷).
In our times table lessons we will learn and practise the 3s.
How can parent/Carers help?
Practise times tables and support with homework.
English, Grammar and Spelling
We will write an adventure story and an information text.
The skills we will develop are:
- Using adverbs of time and manner
- Applying understanding of prepositions
In our Grammar lessons we will learn about word families and irregular past tense verbs.
In spelling, we continue to learn our National Curriculum words and rule words.
Reading will focus on making predictions and understanding characters' feelings and motivations.
PSHE
In the first half term, we will be learning how to develop a 'Growth Mindset.' In the second half term, we will focus on Healthy Lifestyles.
Homework and Reading
Our Spelling, Grammar and Arithmetic homework is given out on a Thursday and should be returned by the following Tuesday.
We expect children to read: 3 times a week = Bronze, 4 times a week = Silver and 5 times a week = Gold | web | http://www.whitmorepark.org/docs/curriculum_yr-3_2017-18-Spring.pdf | 0.510714 | {
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Avadim Hayinu - We Were Slaves Rabbi Amy Josefa Ariel 2.9.21
The first un-roofed walls I knew about were Sindy and Victor's. Brick by brick, they made them, with their own hands, leaving openings for windows. Their daughter Chela was just a baby then, and Sindy wasn't yet pregnant with Maicol. Because it wasn't coffee-harvesting season in Honduras's mountains, they had time to work on their home. They didn't know how they'd afford a roof, but no matter what, they'd need walls first. They didn't know Sindy would develop a bad infection during pregnancy that would be misdiagnosed a few times before it got treated at the medical clinic many hours away from their house. I don't know if they knew they were all malnourished. They didn't know baby Maicol would get sick and need medical care, too. They did know that Victor had so far chosen not to join a caravan north.
Miguel, a former teacher of mine from Saint Louis, a would-be-but-isn't Jesuit priest, who moved permanently to live in community with folks in Honduras . . . well, to help with that roof he and I started a gofundme and called it "Love is Boss." Today, Sindy and Victor's house has a roof, Sindy received the medical care she needed, so did Maicol, the whole family has gotten groceries, we celebrated Chela's third birthday, and over the past eighteen months our fund has infused this small community in the mountains of Honduras with almost $30,000 - a portion of that raised by Beth Jacob . . . over 160 people have sent money like prayers.
In this way, in Beth Jacob's commitment to sanctuary, we are also trying to help prevent the need for sanctuary. We are working to keep families together before they are torn apart, and we are connected with them through their stories.
Avadim Hayinu . . . "We were slaves to Pharaoh, and God freed us with a mighty hand and outstretched arm. Had not the Holy One liberated our people, then we, our children, and our children's children would still be enslaved. And even if we were all wise, all people of understanding, all old and learned in Torah, it is a positive commandment on us to tell the story of the Exodus. The more one tells the story, the more they are praised."
So opens the story in our Passover Haggadah. This is how we begin the telling of how we became a people. Every year. We do not speak about the Israelites who were enslaved. We do not tell of our ancestors who were enslaved. We tell this story in the first person. It is we who were in Egypt. We who were oppressed. It is our tears we taste in the salt water, our affliction that sticks to our mouths as we chew the matzah.
We can empathize, we are reminded, with what it's like to be oppressed, to lack, to suffer by using story to travel through time and space and experience. Jewish tradition, Jewish text, the Torah itself is a balance of law and story, of halacha and aggadah, of justice and empathy. Narrative is the most powerful way we can imaginatively enter the inner world of other people.
A story is a meeting place. A dwelling place. There is sanctuary in a story.
To be sure, there are messages in our texts that are subtle, even hidden, but in glaring spotlight, 36 times in the Torah we are commanded not to oppress the stranger for we were strangers in the land of Egypt. There are a few of those times in this week's Torah portion, Mishpatim.
In the midst of a litany of laws - each of which evokes memory of a particular story - in Exodus 23:9 there is an addition to this repeated command: "You shall not oppress the stranger for you know the "nefesh" of the stranger, having yourselves been strangers in the land of Egypt. "V'ger lo tilchatz v'atem, y'datem et nefesh hager, ki-gerim he'yitem b'eretz mitzrayim."
This word, nefesh, first appears in Genesis referring to non-human animals. When it comes to us, we are told that "the human became a living soul." (Genesis 2:7) "v'yehi Hadam, l'nefesh hayah." Not that this human was "given" a soul, but that this human became a soul. Our mystics have said that our bodies may in truth be the outermost expression of our souls, and that when we touch one another, it is our soul touching the soul of another. Mystic or not, our story teaches that it's not so much that we have souls, but that we are souls.
If we know the soul of the stranger, are they still a stranger?
Miguel has shared pictures with us of Sindy and Victor standing, eyes gleaming with pride, in front of the roofed-house they built. He has shared pictures of Victor's soft smile, long, dark lashes on his cheeks, head bent to kiss his newborn child. I'll never forget the image of Victor's eyes, filled with tears, as he sat on the bus waiting to go home for his murdered father's funeral.
We've never met Victor, or Sindy, or Chela, or Maicol.
We don't know them, not really.
But their souls . . . their souls, we do know.
Empathy is an essential element to a moral life.
It is how we enter into one another's pain.
It is how we affirm and recognize one another's dignity.
It is how we ensure that our stories become sacred meeting places . . .
Sanctuaries. | web | http://www.macalester-plymouth.org/wp-content/uploads/2021/02/ICOM-Vigil-Rabbi-Ariel.pdf | 0.433996 | {
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The 1920s
The Decade of Change
The Jazz Years
The Swinging Twenties
The Roaring Twenties
Time Line
- 1904 – The New York City subway opened to the public
- 1908 – Ford Motor Company introduced the Model T which sold for $850, by 1925 it cost only $290
- 1919 – The 18th Amendment - the making, selling or carrying of alcohol prohibited
- 1920 – The 19th Amendment gave women the right to vote
- 1920 – The first radio broadcasts were sent out over airwaves
- 1927 – Charles Lindbergh made the first solo flight across the Atlantic Ocean
- 1927 – The first talking movies appeared
- 1933 – Prohibition cancelled
- 1939 – Two of the most famous movies of all time, *Gone with the Wind* and *The Wizard of Oz*, were produced
Task 1 – Read the article *The 1920s- The Decade of Change* and then complete the below grid. How did the 1920s change America?
Task 2. The Jazz Sensation – Answer the below questions
1. When and where and by whom was Jazz played for the first time?
2. Why in that city?
3. What made Jazz different?
4. Where did the inspiration for Jazz come from?
5. What kinds of music were the forerunners of Jazz?
6. Which city became another centre of Jazz during the 1920s.
7. Which musician made Jazz popular?
*Jazz is a truly American art form*
**Task 3. America on Wheels – Answer the below questions.**
1. Why are the 1920s called the decade of automobile?
2. How was called the very first car produced in America?
3. What really made Ford a genius?
4. What advantages did the car bring to the people in general?
*The man who builds a factory builds a temple.*
**Task 4. Explain the following terms.**
1. Isolationism
2. Economic boom
3. Assembly Line
4. Prohibition
5. Flapper
6. Speakeasy
7. Bootlegger
8. Ku Klux Klan
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Jeopardy Questions and Answers from 2019 Twilight Talk
This ‘N’ That
1. Fishing guide Bob Sabatino’s Favorite fishing was: Snook at Redfish Pass
2. Teddy Roosevelt visited Captiva with a scientist in order to study: Devilfish
3. The mail boat docked at: Wulfert Landing, Matthews Wharf and Bailey Dock
4. How many cars did the big ferry carry? 11
5. Who was the first permanent family on Sanibel? Henry Shanahan
6. What was the Snooty Fox? Restaurant
7. Which long-time islanders started The Nutmeg House? Betty Sears and Evelyn Pearson
8. How many years was Henry Shanahan lighthouse keeper? 22
9. What was the original name of Periwinkle Way? Sanibel Boulevard
10. Who was the fishing guide for J.N. “Ding” Darling Belton Johnson
Roads
1. What is the name of the only turn-off of Rabbit Road? Bunny Lane
2. What road led to Sanibel’s first mansion? Algiers Road
3. What road was named after a famous fishing guide’s family? Woodring
4. What two roads in the same neighborhood are named after tropical destinations? Jamaica and Tahiti
5. What road might have been named for a seashell but is named for a flower? Periwinkle Way
6. What road is one large circle? Sand Castle Road
7. What road shares its name with an action in baseball? Bunting Lane
8. What road shares its name with a planet? Venus Drive
9. What is the longest road on the island? Sanibel Captiva Road
10. James Taylor and Carly Simon sang a song with what road’s name in it? Mockingbird Drive
Restaurants
1. What year did Timbers open?
1991
2. Where was Timbers originally located?
Rabbit Road at Sanibel Captiva Road
3. Who purchased the Quarter Deck Restaurant in 1989?
The Billheimers
4. The Quarter Deck was the home of the “_______ Breakfast Lunch”
Power
5. What could patrons of Will’s Landing see from the second deck?
A batch of baby alligators
6. What dish was Will’s Landing known for?
Coconut Fried Shrimp
7. What was Tarwinkle’s original name, for many years?
Coconut Grove
8. When did The Nutmeg House open?
1957
9. How many restaurants were on the island in 1957?
2
10. Who was the “No Permits Required” burger named after?
Dick Baker – Code Enforcement Officer
Myths
1. A stranger to the island came with a big iron cookpot. He had to crawl under the pot to avoid what pest?
Mosquito
2. Ponce de Leon was wounded by a Calusa arrow from which he later died. He was struck in what part of his body?
Thigh
3. An accident occurred when two cars were both aiming for the same ferry dock. These two cars were what percentage of the cars on Sanibel at the time?
100
4. Many types of palm trees now grow on Sanibel, but the native palm is which one?
Sabal
5. North Captiva was created by a hurricane in what year?
1921
6. What pet, named Gigi, belonged to Webb Shanahan?
Monkey
7. Which writer lost a precious manuscript when the Palms Hotel burned down?
Edna St. Vincent Millay
8. Prior to the causeway being built, how were newspapers delivered?
Bundles dropped from an airplane
9. What is Sanibel’s name based on?
A miscopied Spanish map
10. What was Captiva named for?
Voca del Cautivo Pass
Pioneers
1. This pregnant wife of an early lighthouse keeper, while sitting on the privy, was horrified by the appearance of four Cuban fisherman, who politely bowed as they passed. Who was she?
Irene Shanahan
2. This itinerant preacher held services in the Burnap Cottage while his wife ran a small store at Reed’s Landing.
George Gatewood
3. This matriarch of one of the earliest pioneered families, decided to move to Sanibel from Kentucky with her three sons and bought an existing shore on a wharf in San Carlos Bay.
Mary Beers Bailey
4. This Mississippi Riverboat Captain’s wife, who came from Trinidad, claimed her husband never made any money until he killed a rattlesnake and sold the hide.
Mary dos Santos
5. These parents of 18 children sometimes had a problem remembering their names, so they sometimes referred to them as “boy” or “girl”. They celebrated their 50th wedding anniversary in 1985.
Edmond and Elnora Gavin
6. A 1926 argument between these two people about moving The White Heron led to a confrontation between a chauffeured limo and tractor driver. Who were they?
Clarence Chadwick & John Oster
7. Referred to as the “Floating Palace”, this hotel, which didn’t float and wasn’t a palace, was owned and run by the sister of Sanibel’s second postmaster. Who was she?
Lucy Reed Richardson
8. Which early pioneer and his family took refuge from the 1910 hurricane in their Packing House and stowed their children in the vegetable bins?
George and Clyde Riddle
9. A descendant of Terevo Padilla, she piggybacked her children to the school bus during high tides and prepared coon oyster roasts while fishing in Tarpon Bay. Who was she?
Esperanza Woodring
10. Which Confederate war widow, while following her husband from battle to battle, entertained Robert E. Lee and ran the Sanibel Home School?
Laetitia Nutt
Final Question
Prior to the hurricane of 1926, what three types of vegetables grown on Sanibel (volume wise) were shipped north off the island the Sanibel Packing Company?
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Body Paragraphs Funnel Organization
The sentences below for a body paragraph about the differences between American and Japanese universities are not in the correct order.
Organize the sentence into a body paragraph using "funnel organization". Rank the sentences from 1-7.
_____ In the U.S., the relationship between students and professors is often friendlier and more casual than in Japan where students rarely meet their professors outside of class.
_____ For Japanese students, however, they feel uncomfortable visiting a professor in his or her office because they think they are interrupting the professor.
_____ The first difference between American and Japanese universities is the professors.
_____ American students therefore find it easier to approach their professors outside of the classroom.
_____ They also hesitate to call their professor because they consider that to be rude (Logan 23).
_____ Every professor at an American university has “office hours” in which students can visit the professor, ask questions about the course, or consult on his or her future.
_____ If the professor is not available, students can call him or her to make an appointment. | web | http://www.aogaku-daku.org/wp-content/uploads/2016/03/funnel_activity-2.pdf | 0.538328 | {
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Celadon
Sri Lanka is a beautiful country with a rich cultural heritage and natural beauty. It is located in the Indian Ocean, off the southern tip of India. The country has a tropical climate and is known for its lush green landscapes, stunning beaches, and ancient temples.
The capital city of Sri Lanka is Colombo, which is located on the western coast of the island. Colombo is a bustling metropolis with a vibrant culture and a mix of modern and traditional architecture. The city is home to many important government buildings, including the Parliament House and the Presidential Palace.
Sri Lanka is also famous for its tea plantations, which are located throughout the central highlands. The tea industry is an important part of the country's economy, and visitors can enjoy a cup of fresh, fragrant tea at one of the many tea estates.
In addition to its natural beauty, Sri Lanka is also known for its rich cultural heritage. The country has a long history of Buddhism, and there are many temples and monasteries throughout the island. Visitors can explore the ancient ruins of Anuradhapura and Polonnaruwa, which were once the capitals of powerful kingdoms.
Sri Lanka is a popular destination for tourists from around the world, and visitors can experience the country's unique blend of cultures and traditions. Whether you're interested in exploring the natural beauty of the island or learning about its rich history and culture, Sri Lanka has something to offer everyone.
THE STORY OF THAI CELADON
BEHIND this modern stoneware from Thailand is a story that goes back more than two thousand years in time. Celadon is known as the aristocratic oriental ancestor of the pottery family and takes its name from the elegant glaze developed by the master potters of the northern China to duplicate their beloved opaque jade. The stoneware that arrived in the Near East was credited with miraculous powers. In this ever-turbulent part of the world where violence was a part of daily life, it was believed that poisoned food would change color when it was served on Celadon…
LONG before this happened, however, around the 14th century, a King of Siam visited China and brought back some 300 potters. Kilns were established and from them emerged the fabulous Siamese Celadons that were known as “Sankaloke”. For several generations, large quantities of “Sankaloke” were shipped to the Philippine Islands, Borneo, India, Persia and Egypt. But the Kilns of Siam had to be abandoned, too…at about the time that potters of China were destined to give up their craft. For some 600 years, not a single piece of the famous Celadon stoneware was produced.
ONLY recently, this ancient art was revived in Thailand…with a duplication of the old methods using the same raw materials. No synthetic, commercial dyes or clays are used in the production of modern Thai Celadon. All of the elements needed for this stoneware are from the earth and the jungles, and each piece is finished by hand.
This is how our Thai Restaurant became
CELADON
SAMRAB CELADON
THB 1,500++ per person
ข้าวติ่มซำทรงเครื่อง
KHAO TANG KAKE SONG-KRUENG
Traditional Thai Snack “Rice Cracker” arranged with Hokkaido Scallops Toasted Dried Shrimps, Toasted Coconut, Peanut, Lime, Siamese Ginger Palm Sugar and Shrimp Paste Dipping Sauce
ยำส้มโอข้าวไก่หมูไก่กับทุ่งย่าง
YAMSOM-O KHAO YAI GAI KUB GOONGYAANG
Pomelo Salad, Shredded Coconut, Ground Peanuts Grilled Chicken and Prawns
แกงรั้งจาน
GAENG LANJUAN
Red Shallot, Lemongrass, Kaffir Lime Leaves, Galangal, Sweet Basil and Fresh Chilies
แกงกะทิกั้มปูทะเลถั่วฝักยาว
GAENG KATI KAMPOO THALAY TAUFAKYOW
Crab Claw in Southern Yellow Curry and Long Beans
กะปีก้า
KAPI KUA
Sun-dried Seabass in Coconut Milk and Shrimps Paste Tamarind Juice, Palm Sugar and Thai Fish Sauce
เป็ดทอด หนังกรอบซอสพริกไทยอ่อน
PED THOD NHANGKROB SAUCE PRICK THAI ORN
Deep-fried Duck Confit with Young Green Pepper Corn Fresh Thai Herbs Sauce
Main dishes are served with steamed Thai jasmine rice and organic rice berry
ไอศครีมกะทิทรงเครื่อง มะพร้าวผัด
ICECREAM KATI SONG KRUENG MAPROAW PAO
Homemade Coconut Ice Cream with Condiments Roasted Young Coconut
กาแฟ หรือ ชา
CAFE RUE CHA
Coffee or Tea
SAMRAB SUKHOTHAI
THB 1,200++ per person
เมี่ยงก๋วยเตี๋ยวเนื้อปู
MIANG GUAY TI EW NUEA POO
Rice Noodle Wrapped with Crab Meats Palm Sugar & Shrimp Paste Dipping Sauce
พลาเนื้อไบรณ
PLAA NUEA BOLAN
Spicy Salad of Grilled Charolais Beef with Chaopraya Eggplants Fresh Thai Aromatics Herb, Roasted Chili Paste ‘Yam’ Dressing
ต้มยำกุ้งแม่น้ำ
TOM YAM GOONG MAENAAM
Spicy River Prawn Soup, Lemongrass, Lime juice & Bird’s Eye Chilies
แกงเขียวหวานปลาดุกทะเลถั่วฝักยาว
GAENG KIEW WARN PLA DUK THALAY BAI YEERA
Green Curry with Sea Catfish, Peppercorn and Fresh Cumin Leaves
มะระหวานผัดไก่
MARA WAAN PHAD KAI
Wok-fried Chayote fruits with Egg and Garlics
Main dishes are served with steamed Thai jasmine rice and organic rice berry
เพื่อกห้อมน้ำกะปิ และข้าวม่ากروب
PUEAK HOM NAAM KATI KHAO MAO KROB
Warm Taro in Coconut Milk and Fresh Pandanious Leaves, Crisp Young Green Rice
กาแฟ หรือ ชา
CAFE RUE CHA
Coffee or Tea
All Prices are Subject to 10% Service Charge & Applicable Government Tax. | web | https://www.sukhothai.com/media/1347/celadon_lunch_menu_2017.pdf | 0.469783 | {
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STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK
MASTER SYLLABUS
CITA 180 – Introduction to Programming
CIP Code: 11.0201
Created by: Robert House
Updated by: Thomas Burl
Canino School of Engineering Technology
Decision Systems
Fall 2021
A. TITLE
: Introduction to Programming
B. COURSE NUMBER: CITA 180
C. CREDIT HOURS (Hours of Lecture, Laboratory, Recitation, Tutorial, Activity):
# Credit Hours: 4
# Lab Hours per Week:
# Lecture Hours per Week:
Other per Week:
Course Length (# of Weeks): 15
D. WRITING INTENSIVE COURSE:
E. GER CATEGORY:
F. SEMESTER(S) OFFERED: Fall/Spring
G. COURSE DESCRIPTION:
In this course, students will learn the fundamentals of programming problem-solving with algorithms. Students will learn how to work work with variables to store information for later use. Student will put the following coding structures into play – sequential, decision, and repetition to solve a problem. Students will then focus on the reuseability of code with methods and modules.
H. PRE-REQUISITES/CO-REQUISITES:
a. Pre-requisite(s): CITA 152
b. Co-requisite(s):
c. Pre- or co-requisite(s):
I. STUDENT LEARNING OUTCOMES:
J. APPLIED LEARNING COMPONENT:
Yes______ No_______
If Yes, select one or more of the following categories:
Classroom/Lab___
Internship___
Clinical Practicum___
Practicum___
Service Learning___
Community Service___
Civic Engagement___
Creative Works/Senior Project___
Research___
Entrepreneurship___
(program, class, project)
K. TEXTS:
The C Programming Language, Brian W. Kernighan and Dennis M. Ritchie,
http://citeseer.ist.psu.edu/viewdoc/download?doi=[REDACTED_PHONE]&rep=rep1&type
=pdf&ei=Zc
oTuDCDOLj0QHI9vSWDg&usg=AFQjCNHhHGkz21dQ1FHDdmlqOrGGMrcKiA
The Practice of Programming, Kernighan and Pike, http://asaha.com/download/DNDg2Mw-
C Puzzle Book, Alan R. Feuer,
http://www.4shared.com/document/5cBlBLhr/The_C_Puzzle_Book.html
L. REFERENCES:
The Basics of C Programming, Marshall Brain, http://www.howstuffworks.com/c.htm# C Programming Language, DI Management, http://www.di-mgt.com.au/cprog.html Programming Tutorials: C++ Made Easy and C Made Easy, Cprogramming.com, http://www.cprogramming.com/tutorial.html#ctutorial
M. EQUIPMENT:
Computer class room
N. GRADING METHOD: A-F
O. SUGGESTED MEASUREMENT CRITERIA/METHODS: programming
P. DETAILED COURSE OUTLINE:
assignments, exams, and quizzes
I. Problem Solving Techniques and Algorithm Development
b. On the use of algorithmic notation
a. Steps in problem solving
c. Pseudo-code notation
II. Functions
b. Parameters and arguments
a. Declarations and definitions
c. Various argument passing methodologies
III. Selection constructs
b. Format of selectors
a. Boolean expressions
IV. Iterative constructs
b. For constructs
a. While constructs
c. Sentinel considerations
V. File I/O
b. Declarations
a. Types of file
c. Using multiple input/output files
VI. Structures and Classes
b. Common uses
a. Definition
c. Public/private components in structures
d. Accessor functions
Q. LABORATORY OUTLINE: | web | https://www.canton.edu/media/curriculum/CITA180.pdf | 0.509371 | {
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Mental Health Awareness Week 2020
For more information and guidance on mental health and well-being during lockdown please see the Safeguarding and Well-being section of our website:
https://bishopchalloner.org.uk/catholic-college/about/safeguarding/covid-19-safeguarding-and-child-protection-addendum
Monday: Stay Connected
- Text a friend and ask them how the are doing
- Turn off your electronic devices and spend the day talking only to those you live with
- Complete work with your buddy: set a timetable to complete work at the same time, during breaks call or text each other to see how it is going
Young Minds has published advice on how to stay connected during lockdown… https://youngminds.org.uk/blog/how-tostay-connected-during-lockdown/
Tuesday: Take Notice
- Take notice of your own achievements by writing a list of things you are good at. These could be things such as… listening to my friends, helping my brother, completing my Maths homework, participating in my dance club. If you are struggling to think of things ask a friend or family member to help.
- Take notice of other people's achievements by pointing out to them what you think they are good at.
Friday: Be Active
Wednesday: Give
- Give thanks by sending a friend, neighbour or family member a thank you note/postcard
- Write a thank you message to our key workers. The message could be posted, written in chalk on your drive way, as a poster put up in your window
-
Give your time to those you appreciate… you could do some gardening for them or make them dinner.
- Take a walk, bike ride or run with your family
- Do some gardening
- Hoover the house
- Try a Youtube yoga lesson
Find some more ideas at…
https://bishopchalloner.org.uk/activity-ideas
- BC Performing Arts – Plank Challenge
- BC School Games
Thursday: Keep Learning
- No matter what age we are, it is important that we always keep our brains active. Today is a good day for learning a new skill, take 30 minutes today to focus on learning something new. You may decide to ask someone that you live with to teach you one of their skills.
On the Bishop Challoner website we have a wealth of ideas for you https://bishopchalloner.org.uk/activity-ideas
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Tonwell St Mary's School Curriculum Overview of Intent for Computing
Overall aims:
We aim to ensure that all children become digitally literate and able to flourish in an ever changing digital world. We recognise that knowledge and understanding of ICT is of increasing importance for children's future both at home and for employment. We aim for children to be safe, responsible, creative and competent users of technology.
Our unique context:
Due to the unique context of our school with mixed-age classes and rolling programmes of study, we have organised our curriculum for Computing in the following ways: Our Computing curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using, as well as understanding, technology. These strands are revisited repeatedly through a range of themes during children's time in school to ensure the learning is embedded and skills are successfully developed. Our intention is that Computing also supports children's creativity and cross curricular learning to engage children and enrich their experiences in school.
In EYFS, basic computing skills are taught through a combination of adult-led and child-initiated activities. Children have weekly discrete Computing lessons in KS1 and KS2 using the online program 'Purple Mash'.
Tonwell Ten: Algorithm, bug/debug, character, code, database, e-safety, input, output, spreadsheet, website
EYFS
journey, program,
Continuous provision and regularly available: ipads, laptops, beebots, IWB, CD player and CD's, headphones, thermometers, clocks, timers, digital scales.
ELG: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
KS1 Year A
Unit 1.1
Unit 2.5
Unit 1.4
Unit 1.9
Unit 1.2
Unit 2.6
Unit 1.8
Unit 1.7
Unit 2.1
Online Safety &
Effective
Lego
Technology
Grouping
Creating
Spreadshee
Coding
Coding
, design
Presenting Ideas
KS1 Years A
& B revisited objectives
Log in, username,
password, special
characters,
Avatar, my work, log out,
topics, tools, learning apps.
Direction, code,
challenge, arrow, position,
input,
cancel, reverse, rewind, steps, start,
forward, backwards, opposite,
output,
right turn, left turn, clockwise,
debug,
instruction, algorithm.
Pictogram, question, data,
facts, statistics, information,
collate, binary tree, sorting,
avatar, database,
search, select, store.
Search, database,
e-safety,
World
Wide
Web, search
engine, website,
internet,
Email, attachmen
t, digital
Animation, illusion,
movement
, drawings, models, E-
Book, tablet,
font, file, sound
effect, speech,
display board.
Bpm, compositio
n, digitally, instrument,
musical sounds,
Vocal, sound
effects
(Sfx), soundtrack,
tempo, volume.
footprint.
* Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
* Write and test simple programs.
* Use logical reasoning to predict the behaviour of simple programs.
* Organise, store, manipulate and retrieve data in a range of digital formats.
* Communicate safely and respectfully online, keeping personal information private and recognise common uses of information technology beyond school.
Year A
Spreadsheet,
backspace key, delete, copy and
paste, columns, cells, data,
calculations, count tool, equals
tool, image toolbox, lock tool,
move cell tool, rows, columns,
speak tool.
Data, collate, sort, criteria,
information, keywords,
research, mind map,
Venn and
Carroll diagrams,
tables, pictograms,
bar charts.
Concept map, knowledge, node,
text, images, animated, quiz,
non-fiction, factual,
presentation, speech, audience,
narrative.
mode, input,
memory, spacebar, left,
attachment, file, stored, binary
block graph, line graph, amount.
Hardware
Investigato
What is the difference
hardware software?
Motherboa graphics,
card, circuit speakers,
Year A
Year B
PU – lift the pen up off
thought, visual.
What factors do
, quiz, entertainment.
Computing Skills Ladder
The purpose of the skills ladder is to break down the revisited objectives to show the expectation for each year group. This is not to limit what children can achieve but to give guidance to staff to support short term planning and implementation of the intent document.
* Identify and correct some errors, e.g. Debug Challenges.
* Use a range of media in their digital content including photos, text and sound.
* Know the implications of inappropriate online searches.
* Use of timers to achieve repetition effects are becoming more logical and are integrated into their program designs.
* They create linked content using a range of software such as 2Connect and 2Publish+.
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Safety tips
Key pointers for litter pickers
Remember
If heading out alone to do your Plastics Challenge let someone know where you're going and what time you expect to be back.
Please check current government guidelines on social distancing, and make sure you follow them. For more information, visit gov.uk/coronavirus
Always use gloves, or a litter picker, to pick up plastics and litter and cover any cuts and grazes before you start.
Wash your hands after the challenge and before you eat, drink or touch your face.
Do play 'Spot the hazard' with any children and take a look through our 'Water safety pack' before taking them out on the challenge.
Stay safe
Don't reach into the water to collect any plastics or litter. Always stay away from the water's edge.
Don't climb up or down any embankments, over any barriers restricting access, or try to reach the off side of the water.
Don't touch sharp or jagged items, such as broken glass, and any bulky items which are too heavy to lift.
Don't handle any sharps, needles, dead animals or dog poo.
Don't reach into any areas that you cannot see clearly as there could be safety hazards.
Don't take any risks. If you see anything dangerous, sharp, heavy or hazardous, do not pick it up. Report it to us on 0303 040 4040 or let us know at canalrivertrust.org.uk/ contact-us | web | https://canalrivertrust.org.uk/refresh/media/original/41959-plastics-challenge-safety-tips.pdf | 0.49865 | {
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Elaeagnus pungens
Elaeagnus pungens
silverthorn
Common Synonyms: none
FLEPPC Category: 2
FDACS Listed Noxious Weed: No
IFAS Assessment
North
INVASIVE
Central INVASIVE
USDA Hardiness Zone: 7a-9b
Growth Habit: Evergreen, thorny,
quickly growing shrub
Origin: China and Japan
South
INVASIVE
Florida Introduction Date: 1800's
Chemical: Foliar treatments using solutions of glyphosate or imazapyr with a surfactant in water; Upper stems and young bark basal spray treatments using a 20% triclopyr ester in a petroleum base (mineral oil); large stems and freshly cut stumps can be treated with 10% imazapyr, 50% triclopyr amine, or 20% glyphosate in water with a non-ionic surfactant. [CAIP]. No known biologi cal control
Control Methods: Mechnical: repeated tilling or mowing.
Useful Resources:
Langeland, K.A. and K. Craddock Burks. 1998. Identification and Biology of Non-Native Plants in Florida?s Natural Areas. IFAS Publi cation SP 257. University of Florida, Gainesville. 165 pp.
IFAS, UF. 2017. Assessment of Non-Native Plants in Florida's Natural Areas. Elaeagnus pungens. https://assessment.ifas.ufl.edu/ assessments/elaeagnus-pungens/Accessed September 19, 2017.
Dave's Garden. 2017. PlantFiles: silverthorn (Elaeagnus pungens). http://davesgarden.com/guides/pf/go/56674/Accessed Septem ber 19, 2017.
Comments: Introduced as an ornamental landscape plant
Description: Planted as a landscape plant for its ability to quickly grow into hedges. Evergreen, thorny shrub that grows 1 to 8 m high. Grows upright or can be viney or climb ing in habit. Stems and bark red-brown in color. Leaves alter nate, lance-shaped with entire-wavy margins and are 5 to 10 cm long and 0.5 to 5 cm wide. Scales are present on both leaf surfaces with upper waxy green and lower silver. Flowers are small (0.5-1.5 cm long), white-pale yellow, shaped like a bell, and have a sweet aroma. Flowering occurs in the fall with 1 to 3 flowers per axillary cluster. Fruits are round, red, drupes that are covered in silver scales.
Can hybridize with native Elaeagnus species
Habitat: Can tolerate a wide range of habitats due to its tolerance of salt, shade, and drought including coastal grass lands, beach dunes, hammocks, and ruderal settings. | web | http://fnai.org/Invasives/Elaeagnus%20pungens.pdf | 0.42349 | {
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Re-Discovering Plantain
Plantain
Plantago major (LINN.)
Family: N.O. Plantaginaceae
Synonyms - broad-leaved plantain, common plantain, white man's foot, snakeweed, ripple grass, waybread, slan-lus, waybroad, cuckoo's bread, englishman's foot, buckhorn plantain, dog's ribs, hock cockle, rub grass, dooryard plantain, round-leaved plantain, weybroed (Anglo-Saxon), Che Qian Zi (China), Breitwegerich (German), Tanchagem-maior (Portuguese), Llantén común (Spanish), Llantén major (Spanish)
Parts Used - Root, leaves, flower-spikes.
Description – No, it's not a green banana – but a common weed that you walk over every day on your front lawn. Plantain is a low dwelling perennial plant with oval, ribbed short-stemmed green leaves and can be found almost 1 everywhere in New Zealand as in most of the world though is thought to be indigenous to Eurasia . Plantain spreads by seeds does not seam fussy where it grows. It thrives in sun or shade, and in almost any soil condition. The leaves form basal rosettes the leaves may grow up to about 6" long and 4" wide depending on their soil and light conditions. Plantain sends up a leafless flower stock in summer - autumn when the stalks can be up to ten inches tall.
Plantago lanceolata is also commonly found in New Zealand. To compare, Plantago major has wide rounded leaves, with a flowering spike covered with small seeds whereas Plantago lanceolata has longer, slender pointed ribbed leaves and a flowering stem, with a mostly bald head except for a light ring of tiny flowers on the top (you may remember playing soldiers with them as children). They both have the same medicinal uses.
History - Plantain was brought to New Zealand by the Early Settlers and was quickly nicknamed English Mans Foot (or Whiteman's Foot) because it seemed to grow wherever the settlers went. Early Christians considered 2 plantain a symbol for the well-trodden path of the multitude that followed Christ . Nowadays this prolific weed that is taken for granted by most New Zealanders, and even considered a pest by many, is one of the most notarized herbs in history dating as far back as Alexander the Great (356 B.C.-323 B.C.) who used plantain to cure his headaches and Pedanius Dioscorides (40 BC-90BC), who studied medicine in Egypt and was a physician in the Roman Army used plantain for its soothing, cooling, healing and softening properties. The Anglo-Saxons (450 A.D. to 1066 A.D.) listed plantain as one of their 9 sacred herbs. Desiderius Erasmus (1466 -1536) a classical scholar, stated that plantain was an antidote for the toxins of poisonous spiders. King Henry the VIII (1491-1547) was an amateur in medicine. The British Museum has his collection of 114 favorite recipes, written in his own hand. He used plantain as one of his basic herbs. William Shakespeare (1564-1616) spoke of plantain in his plays "Love's Labour's Lost" (iii,i), "Two Noble Kinsmen" (I,ii) and "Romeo and Juliet". From Romeo and Juliet: "Radish, Raphanus sativus Romeo. Your Plantain leaf is excellent for that, Benvolio. 3 For what, I pray thee, Romeo? For your broken skin."
More recently the German Commission E. (Germanys version of the "FDA") have scientifically tested Plantain with good result; proving that it is effective for wound healing and as a treatment for lung conditions, including bronchitis, asthma, coughs, mucous membrane irritations, upper respiratory infections. Research has also 4 shown that it is valuable used topically for skin problems.
5 Studies have also shown that plantain can stop diarrhea in children.
Active Compounds and Medicinal Uses - Dr John R. Christopher a pioneer in herbal medicine writes - The plantain fruit stimulates gastric mucus secretion and growth of the gastric mucosal cells. Plantain's flavonoids can increase the thickness of this layer. The lectins in plantain seem to bind some mannose oligosaccharides 6 that are on some bacteria which help them attach to the gastric and intestinal linings.
The tannins (astringent), allantoin (promotes wound healing, speeds up cell regrowth/healing and softens skin), apigenin (anti-inflammatory flavonoid), aucubin (a glycoside, a powerful anti-toxin, increases uric acid excretioin by the kidneys), baicalein, linoleic acid, oleanolic acid, sorbitol and iridoid glycosides in plantain are considered the major factors in making it a mild anti-inflammatory, as well as an antimicrobial, antihemorrhagic and an expectorant. Aucubin is another glycoside in plantain. It acts as a sedative, anaesthetic, alterative, antiseptic, anti-viral, anti-toxic ,anti-histamin, anti-inflammatory, anti-rheumatic, anti-tumor, anti-cancer, anti-carcinogenic, a 7 diuretic an expectorant, a hypotensive and an organoleptic. This glycoside has been studied numerous times.
Plantain contains high levels of beta carotene (A). It also has ascorbic acid (vitamin C) and vitamin K. Plantain 8 also contains silica which makes plantain high in calcium. This herb is high in mucilage especially the seeds.
Also active in plantains are monoterpene alkaloids, triterpenes, phenois, sugars and the flavonoids lutelin, scutellarin, baicalein, nepetin, hispidulin, plantagoside, and acteoside plantamajoside. Plantain also contains other plant acids such as chlorogenic, citric, ferulic, neochlorogenic, fumaric, hydroxycinnamic, salicylic, ursolic, and benzoic acids. Catalpol stimulates the production of adrenal cortical hormones. This increased the production of adrenal gland androgens, has an anti-inflammatory ability, seems to help in wound healing and 9 increases the production of sex hormones.
Simple Home Remedies – Known as Snakeweed because of its abilities to draw poison from a wound. Plantain is so helpful when suffering from a bee sting, insect bite, stinging nettle sting or even a splinter. Just pick a fresh leaf chew it up and hey presto you have a "spit poultice". Apply fresh spit poultices (with a sticky plaster if you have one) to the affected area as required every few hours, and problem solved!!
Most Herbalists admire Plantain as an effective cellular regenerator, which makes it incredibly good at healing wounds. Plantain poultices, tinctures, creams and oils are essential for families and animals. It is wise to make sure you have plenty of homemade plantain cream or infused oil or tincture at the ready for any necessary situation. Having said that a fresh source of plantain is never far away!!
An infused oil of plantain is easy peasy to make and a great basic to have on hand. Choose a dry, sunny day and harvest the plantain in the afternoon (once the dew has dried). Wipe the leaves clean of any moisture and debris with a tissue then pack tightly into a dry clean jar. Cover with olive oil (first pressed, cold pressed is best) to the top. Make sure the jar is out of direct sunlight and let it sit at room temperature for six weeks. Every day for the first week, top up the oil so that it completely covers the leaves. After six weeks, strain out the plant material. You now have your own beautiful emerald green, medicinal plantain oil! Once you have made a good infused oil it can easily be added to creams and salves.
You can also blend plantain into your breakfast smoothies; its bitter action is great for digestion, detoxing and liver cleansing. Yum Yum!!
Plantain is not only fantastic for people problems, but is also a valuable Animal Remedy. Drizzle the oil onto cuts, wounds, rashes, stings and other skin conditions. The Plantain will draw out any contaminants before effectively healing the damaged tissue. Try blending the Plantain with a few drops of Tea Tree Oil or Grapefruit seed extract for their added antifungal properties; this mix is excellent for treating the many fungal complaints suffered by horses.
As always be sure you correctly identify your herb and be careful not to harvest from areas that may be contaminated by sprays or pollutants.
This is just a brief overview to wonders of Plantain. Just a taste to stimulate your curiosity there is so much information available on this incredible herb.
Plantain is the third most common weed in New Zealand, which is great for us, as it is a very effective healer, it is everywhere and it is free!
Bibliography
4 The Complete German Commission E Monographs, by Mark Blumenthal – 1998 www.botanical.com 1, www.prairielandherbs.com www.herballegacy.com 2, 3, 4, 5, 6,7,8,9.
This information sheet, Re-Discovering Plantain, has been researched by Carolyn Press-McKenzie of the Herb Federation of New Zealand for Herb Awareness Week 2010 | web | https://herbs.org.nz/wp-content/uploads/2016/04/Plantain.pdf | 0.484849 | {
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Feeling dumb all of a sudden
Written by Deb Egenberger Thursday, 08 April 2010 13:40 -
If you drive 40 miles to the next town at 40 miles per hour and return at 20 miles per hour, what is your average speed for the round trip?
In which U.S. state capital city does water boil at the lowest temperature?
Words such as "faculty" or "troupe" belong to what special category of nouns that names groups composed of members?
I used to think straight A's in high school and graduating from college with honors made me a pretty smart woman.
Then I sat through a high school quiz bowl competition.
It's a combination of "Jeopardy" and "Are You Smarter than a Fifth Grader?"
Six students each from two opposing schools play individually, buzzing in quickly to answer obscure questions. If the response is correct, the kids collaborate as a team for bonus points.
Although self-control was sometimes difficult, I did manage to resist the urge to raise my hand or blurt out answers.
Maybe that's because I didn't know as many answers as I thought I should and fear of failure kept me quiet.
1 / 2
Feeling dumb all of a sudden
Written by Deb Egenberger Thursday, 08 April 2010 13:40 -
I sat there listening intently as these teenage brainiacs found answers to such things as: What is the smallest whole number less than one times 10 to the 4th power that includes the letter A?
Huh?
Quiz Bowl is a fantastic academic competition that broadens knowledge and encourages confidence. What the kids don't already know, they learn from listening.
As a matter of fact, one of the answers has already come in handy for me as allergy season hits full swing:
There is considerable clinical evidence that pressing a finger strongly to the region immediately below the nose can inhibit what reflex reaction?
For those who won't sleep until they get them, here are the answers to the above questions: 26.7 mph, Santa Fe, collective nouns, one thousand and sneezing.
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HOW DO YOU SPELL "D.J."? I OFTEN HEAR IT ON THE RADIO.
"Dee jay"—this is a short term for "Disc Jockey" which is slang for the person who plays records on the radio.
AS WE KNOW, AMERICA IS THE CENTER OF POP MUSIC, BUT BRITISH SINGERS PLAY AN IMPORTANT ROLE IN AMERICAN POP MUSIC. THEY ARE EXCELLENT. STILL BRITAIN ISN'T THE CENTER OF THE POP MUSIC. THIS MUST HAVE SOMETHING TO DO WITH THE NATION'S "POWER" OR SOMETHING LIKE THAT, DON'T YOU THINK SO?
I think Britain is one of the most creative centers of modern music. But, you ask about "pop" music. Since "pop" is short for "popular", America generally decides what is "pop" and what is not, due to its enormous music-buying market. "Pop" has very little to do with creativity, in my opinion.
CAN YOU TELL ME HOW TO LISTEN TO THE NEWS ON I.C.R.T.?
Read the Chinese newspapers first and get an idea of what is happening around the world. Then read the China Post. By the time you listen to that day's news on I.C.R.T., it will be easy for you to understand and even pick up some vocabulary words!
I WISH TO MEET SOME FOREIGNERS. I THINK THEY WOULD BE HELPFUL TO MY ENGLISH. SIR, WOULD YOU MIND INTRODUCING SOME WESTERNERS THANKS.
Please be aware that no one likes to feel "used", and that includes foreigners who are befriended by Chinese merely for their English speaking ability. Perhaps you can advertise at C.C.U. and other colleges for "language exchange" with foreigners. That way you may find someone willing to help you with your English while you help them with Chinese.
WHAT'S THE DIFFERENCE BETWEEN "RESOURCE" AND "SOURCE" AND HOW DO I USE THESE WORDS?
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Gyldendal Norsk Forlag 2019 88 pages Original title: Paulas reise Finnmark 1994 ISBN: [REDACTED_PHONE]
FOREIGN RIGHTS
Gyldendal Agency
P.O. Box 6860 St. Olavs plass
NO-0130 Oslo
Tel: +[REDACTED_PHONE]
[REDACTED_EMAIL] http://eng.gyldendal.no
Torunn Berge
Paula's Journey Finnmark 1944
A dramatic escape.
Paula was fourteen years old when she had to leave her home and flee south. All the houses in Finnmark and North Troms would be burned to the ground, forcing everyone to leave. Would she ever be reunited with her family? And what would she do now that she no longer had a home?
This is the story of a girl who experienced the dramatic forced evacuation of 1944 – as well as a fact book about the war and the lives of children and young people in Finnmark at this time.
The book has the character of a documentary and works well as a vital reminder of what happened. Extensive source material is reworked and made accessible to the audience, not least through its good, attractive layout.
- Dag og Tid
Torunn Berge
Torunn Berge (b. 1956) lives in Nesodden. She studied graphic design at the Westerdahls School of Advertising and worked as a book designer at Gyldendal from 1984 to 1996. She has since worked as a freelance graphic designer, and studied non-fiction writing for children and young adults at the Norwegian Institute for Children's Books in 2014–2015.
Gyldendal Agency
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Welcome to Pk-3
Welcome to PK-3! We are excited to have you in our class next year. We have a lot of fun activities to help prepare you for PK-3.
We have made a list of suggestions of ways to engage and prepare your child for PK-3 this summer
Social emotional skills
* Practice our Pre-k moto "Take Time to be Kind."
* Play board games to practice turn taking, following rules, and learning how to win and lose gracefully.
Early literacy
* Have an adult or a sibling read to you each day
* Practice writing letters and learn their sounds
- Use crayons, pencils, paint, shaving cream or even just water and a paintbrush on a hot day outside. If you know your sounds, practice writing words. Sound them out. Write about a special day or about a picture your drew.
* Go on a letter hunt! Have an alphabet page printed out and cross off any letter you see until they are all gone.
* Practice Heggerty Phonemic Awareness at home by watching these videos
- https://heggerty.org/qr/pk8/?view=summer
Math Skills
* Cook with your parents. Making a recipe is a great way to practice math, science, literacy, and daily living skills!
* Pool Noodle Pattern: You can use them for learning math and have fun. Cut them in slices, count and sort them by colors.
Fine/Gross motor skills
* Play outside! Those big muscles need to be exercised too. Run around, play in water or sand boxes, use bubbles, hula hoops, and visit playgrounds.
* Have Fun outdoors: Create a Hopscotch by your garage or sidewalk. Write numbers or letters in each box and play saying the letter, sound or number.
* Fun Activity at the beach: Sensory skills. Collect seashells. Sort them by sizes, count them and make a fun craft.
Summer BLESSINGS
Lord God, Creator of all things, guide our steps and strengthen our hearts, during these months of summer and vacation days. Grant us refreshment of mind and body. We ask this through Christ our Lord. | web | https://www.trinityknights.org/cms/lib/FL01934191/Centricity/Domain/178/Pk-3%20Summer%20Work%20Packet.pdf | 0.439829 | {
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R.E.
P.E
Beebots- understanding algorithims, programming
Year One Curriculum
Summer Term: Our Glorious Globe
English – Talk for Writing
- To retell and change a familiar story - Dear Zoo, Pinocchio / The Boy Who Cried Wolf
- Power of Reading–Olga da Polga
- Poetry
- To follow and write instructions by identifying its features.
- Non-fiction- non chronological reports / pets
- Phonics: To revisit learnt graphemes
Mathematics
- To make halves and quarters.
- To share and group
- To count to 100
- To find Tens and Ones
- To compare numbers and make number patterns
- To tell the time to the hour and half hour
- To use Next, Before and After to describe time and estimate a duration of Time
- To learn the days of the week and the months of the year and to be able to put them in the correct order?
- To recognise coins and notes and determine their value
- To find the volume and capacity of a container using non-standard units?
- To describe and compare volume using the terms 'half' and 'quarter' and 'heavier and lighter'
Computing
- To use computers safely.
- To begin to touch type.
- To programme using Espresso coding- simple inputs.
Science
- To name the basic parts of animals and explain that some animal parts have a different name from the equivalent human part.
- To understand that living things can be grouped in different ways.
- To identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
- To identify and name a variety of common animals that are carnivores, herbivores and omnivores.
Geography
- To identify the characteristics of the four United Kingdom countries.
- To identify the continents around the world, identify key oceans around the world and how they are different.
- To learn about native animals of various countries
- To identify animals native to each continent
History
- Royal Family Tree
- To make comparisons between Queen Elizabeth and Queen Victoria
Art /DT
- Sculptures and Collages to create a 3D sculpture using recycled materials
- To design, assemble, join and combine materials to make a puppet. To evaluate own and others work
- Places of Worship.
- Religion and Rituals
PHSCE
- Money Matters
- Living in the wider world - Britain
- Invasion Games
- Gymnastics: Traditional Tales
- Games: Sports Day
Music
- Charanga – Round and Round, Your Imagination
- To respond to different moods in music, repeat short rhythmic and melodic patterns and create original, imaginative, sounds in response to given starting points.
- To identify repeated patterns and take account of musical instructions.
Mandarin
-
To learn the numbers 0-10
- To learn common feeling expressions
- To appreciate the importance of Festivals
British Values:
- Freedom to make their own choices in school and learning
- Celebrating achievements Individual liberty
- Making safe choices Rights and responsibilities. | web | https://www.wentworth.essex.sch.uk/download_file/force/2616/235 | 0.418852 | {
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POPULATION.
Insert Population according to last Census, and if none has ever been taken, according to the last means of Information that may be accessible.
Total: [REDACTED_PHONE],209
According to Census of 1861.
[262] | web | https://nso.gov.mt/wp-content/uploads/1867_Chapter17.pdf | 0.477875 | {
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| Test | Page |
|----------------------------------------------------------------------|------|
| Test 1: What do you do on a nature walk? | 4 |
| Test 2: The Princess and the Pea | 6 |
| Test 3: Mr Majeika | 8 |
| Test 4: The Colour of Home | 10 |
| Test 5: Playtime | 12 |
| Test 6: Fantastic Mr Fox | 14 |
| Test 7: Sky the Unwanted Kitten | 16 |
| Test 8: Letter from Class 2A | 18 |
| Test 9: Hansel and Grethel | 20 |
| Test 10: The Sheep-Pig | 22 |
| Test 11: A Day Out | 24 |
| Test 12: Nim’s Island | 26 |
| Test 13: Holiday Diary | 28 |
| Test 14: Neema and the Three Lions | 30 |
| Test 15: The Monkey and the Dolphin | 32 |
| Test 16: How do Fireworks Work? | 34 |
| Test 17: The Fox and the Ghost King | 36 |
| Test 18: The Otter Who Wanted to Know | 38 |
| Test 19: The Fly | 40 |
| Test 20: Kaleidoscopes | 42 |
| Test 21: All About Otters | 44 |
| Test 22: Ernest Shackleton | 46 |
| Progress chart | 48 |
**Notes for parents, teachers and other adult helpers**
A pull-out answers section (pages A1 to A8) appears in the centre of this book, between pages 24 and 25. This provides answers to all the questions, along with guidance on marking the papers. Remove the pull-out section before the child begins working through the tests. | web | https://www.schofieldandsims.co.uk/moredetails/775-b.pdf | 0.461487 | {
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Oregon semaphore grass
(Pleuropogon oregonus)
THREATENED
Flowering spike (left), habit (center), and habitat (right) of Oregon semaphore grass. Photos by Jordan Brown (left) and ODA staff (center and right). If downloading images from this website, please credit the photographer.
Family
Poaceae
Plant description
Oregon semaphore grass is a perennial arising from slender rhizomes with purplish red scales and long soft internodes. The culms are erect, soft and spongy, and 55-90 cm tall. Sheaths are overlapping and closed for 3/4 their length, the lower sheaths loose, purplish red, and nearly smooth, the upper ones scaberulous and striate. Ligules are white, lacerate, membranous, and 4-5 mm long. Leaf blades are erect, flat, slightly scaberulous on the upper surface and sometimes also the lower, abruptly narrowed to an acute, mucronate apex, and 8-18 cm long by 0.4-0.7 cm wide, the uppermost blades reduced. Racemes are somewhat erect with slender axes 6-20 cm long bearing 6-8 spikelets on 2-12 mm-long pedicels. Spikelets are erect or ascending, spreading toward one side of the raceme, 2-4 cm long, and green tinged with purple, each bearing 7-14 flowers, the upper florets pistillate, the lower perfect. Glumes are pale and membranous, unequal, and 2-4 mm long; rachilla joints are 2-3 mm long; lemmas are strongly 7-nerved, 5.5-7 mm long by about 3 mm wide, with an erect awn 6-10 mm long at the apex; paleas are approximately equal to the lemmas, each of the two palea keels bearing a slender, erect to spreading awn 2-7 mm long attached about onethird from the base of the palea; anthers are brown to purple, 4 mm long.
Distinguishing characteristics
Pleuropogon refractus is the only other species of Pleuropogon that occurs in Oregon. Although similar in appearance to Oregon semaphore grass, P. refractus is taller (100150 cm tall versus 55-90 cm tall), has awnless paleas (versus paleas with a pair of awns), and occurs west of the Cascade Mountains (versus east of the Cascades).
When to survey
Surveys for Oregon semaphore grass should be completed when the species is in flower and/or fruit, from June through July.
Habitat
Oregon semaphore grass is an obligate wetland species occurring in wet meadows and marshlands in areas of sluggish moving water at elevations ranging from about 10001700 m (3300-5600 feet).
Associated grasses and sedges include Beckmannia syzigachne, Deschampsia caespitosa, D. danthonioides, Glyceria borealis, Hordeum brachyantherum, Carex athrostachya, C. nebrascensis, C. saxatilis, and Eleocharis palustris.
Range
One of the rarest grasses in North America, this species is known from several small occurrences divided between two disjunct population centers in eastern Oregon, one in southern Lake County and one in southern Union County, separated by a distance of approximately 370 km (230 miles). The majority of Oregon semaphore grass plants are located on private lands, and thus are not protected by state threatened and endangered species legislation. Attempts have been made to create three new populations of Oregon semaphore grass on administratively protected lands in Lake and Grant Counties, but transplant success rates have been mixed and the long term survival of these created populations is tenuous.
Oregon counties
Lake, Union
Federal status
Species of Concern
Threats
Possible threats to Oregon semaphore grass include heavy grazing by livestock and habitat loss due to agricultural development or hydrological alterations within sites occupied by the species. A few extant occurrences are very small and at risk of extirpation due to chance events.
Did you know?
Oregon semaphore grass was first collected in 1886 by W. C. Cusick in Hog Valley, probably near Union in Union County, Oregon. It was collected again in 1901 by A. B. Leckenby in Union, Oregon, then in 1936 by M. E. Peck from a location west of Adel in Lake County, Oregon. Unobserved for decades afterward, the species was reported as extinct or endangered in the late 1970s by state and federal watch groups, until it was rediscovered in Lake County in 1979, likely from the same location where it was last collected by Peck, 47 years earlier.
References
Benson, L. 1941. Taxonomic studies. American Journal of Botany 28:358-359, 362.
But, P. P. H., J. Kagan, V. L. Crosby, and J. S. Shelly. 1985. Rediscovery and reproductive biology of Pleuropogon oregonus (Poaceae). Madroño 32:189-190.
But, P. P. H. 1977. Systematics of Pleuropogon R. Br. (Poaceae). Ph.D. thesis, University of California, Berkeley, California.
Chase, A. 1938. New grasses from Oregon. Journal of the Washington Academy of Sciences 28:52-53.
Chase, A. 1950. Pleuropogon In: Hitchcock, A. S., and A. Chase, Manual of the grasses of the United States, 2 nd ed. Vol. 1. pp. 94-98.
Meinke, R. J. 1982. Threatened and endangered vascular plants of Oregon: An illustrated guide. Unpublished report for the U.S. Fish and Wildlife Service, Region 1, Portland, Oregon. Oregon Department of Agriculture, Salem, Oregon.
OFP (Oregon Flora Project). 2010. Oregon Plant Atlas. http://www.oregonflora.org/atlas.php. Accessed August 25, 2011.
ORBIC (Oregon Biodiversity Information Center). 2010a. Rare, threatened and endangered species of Oregon. Institute for Natural Resources, Portland State University, Portland, Oregon. 105 pp. Available at http://orbic.pdx.edu/documents/2010-rte-book.pdf (pdf document, 971 kB). Accessed December 10, 2010.
ORBIC (Oregon Biodiversity Information Center). 2010b. ORBIC element occurrence database. Portland, Oregon. | web | https://www.oregon.gov/oda/programs/PlantConservation/SiteAssets/Pages/AboutThePlants/PleuropogonOregonusProfile.pdf | 0.490388 | {
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www.nightingalesociety.com [REDACTED_EMAIL]
Who was Florence Nightingale and why does she matter now?
Nightingale was the major founder of the modern profession of nursing, and health care pioneer, who became famous for leading the first team of British women to nurse in war–the Crimean War of 1854-56.
The Bicentenary of her birth (May 20, 1820) will be celebrated in 2020, we hope not just for Nursing Week, but throughout the year, with a new look at her key ideas and the relevance today.
While Nightingale was famous in her lifetime, and for a long time after it, she is little known today and often mis-represented. She wrote a lot! Not just her most famous book, Notes on Nursing; published in 1860, the same year that her training school opened.
So, here are some key points on her work and legacy:
* Nightingale wanted nursing to be an independent profession; nurses would take medical instructions from doctors, but no doctor would hire, fire, discipline or promote a nurse, decisions for senior nurses.
* Her vision for the profession included a career path, with increases in salary and responsibility, and made nursing a well-paying profession. Giving superintendents power to hire, discipline, etc., was to remove it from doctors, then 100% male when nurses were 100% female, and an unspoken measure to prevent sexual harassment of vulnerable women nurses.
* Nightingale consistently argued for good salaries and working conditions for nurses, holidays of at least a month per year; decent pensions; good living conditions during training; and hospital design to save nurses' energy for patient care. Hospitals should hire cleaners, and nurses ensure that the job was done.
* "Army nurses," before Nightingale's time, were recruited from among the wives and widows of privates and non-commissioned officers (doctors were always officers), were paid less than cooks and laundresses, and reported to a sergeant. They did not even speak to a doctor. The belief that Nightingale wanted nurses to be "subordinate to doctors" misses the point, for when her nursing school started, in 1860, women lacked even a high school education, let alone university. Doctors had university/medical qualifications.)
* Nightingale succeeded in improving the status of nurses, from being a "domestic" service occupation in the 1861 Census, to being grouped with "medicine" in 1901 In the army, nurses became "officers," like doctors.
* She did pioneering work on occupational health and safety as early as 1858. In 1871, she published a pioneering study of maternal mortality post-childbirth, Introductory Notes on Lying-in Institutions. Throughout her life, she worked with doctors, architects, engineers and statisticians to achieve great reforms.
* Nightingale worked to turn the terrible workhouse infirmaries into real hospitals, calling for the same quality of care available to the rich also for the poor.
* Hand washing is the single most effective means of infection control known– Nightingale began urging it in 1860. Hospital architects are turning back to Nightingale for her insights on sunlight and gardens in healing.
* Her writing is now available in a 16-volume Collected Works of Florence Nightingale, collected from more than 200 archives world wide.
Don't want a 16-volume series? See the 200-page paperback with highlights: Lynn McDonald, Florence Nightingale at First Hand (London: Bloomsbury 2010) and Florence Nightingale, Nursing and Health Care Today (New York: Springer, 2018) 267 pages.
For short articles on what Nightingale actually said and wrote see: http://www.uoguelph.ca/~cwfn/short/index.htm.
For short backgrounders, links, and other resources, see www.nightingalesociety.com.
Did you know?
Did you know that there is a Nightingale Society? Which promotes knowledge of her great contribution to nursing and public health reform, plus its relevance today, and defends her reputation and legacy when attacked. To get on the list for (occasional) updates:
[REDACTED_EMAIL]
Did you know that the Bicentenary of Florence Nightingale will be celebrated in 2020?
Do you want to make this a real celebration, with a revisiting of her pioneering ideas and vision, to reflect on how they might be relevant to meeting the challenges of nursing and health care today? Get in touch! [REDACTED_EMAIL] | web | http://nightingalesociety.com/wp-content/uploads/2019/02/1-why-nightingale-matters-today.pdf | 0.48774 | {
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Making Healthy Choices
Dickinson-Iron District Health Department
"Serving the community since 1936 in Health Protection, Health Education and Disease Prevention"
Statistics:
* Over the past 15 years, the number of adults who are obese has steadily risen. An estimated 62% of Michigan adults were overweight or obese in 2004.
* Overweight and obesity are linked to increased risk for over 30 preventable chronic diseases and conditions, including the leading causes of death - heart disease, cancer and stroke – which, together, caused more than 50,000 deaths in Michigan in 2005.
* According to the 2003 Michigan Behavioral Risk Factor Survey, only 3% of adults in Michigan engage in the four essential healthy lifestyles: healthy weight, adequate fruit and vegetable intake, adequate physical activity and no smoking.
* Healthy behaviors, primarily moving more, eating better and not smoking and avoiding secondhand smoke can reduce a person's risk for chronic disease (e.g. heart disease or diabetes).
SERVICES AVAILABLE:
Dickinson-Iron District Health Department ([REDACTED_PHONE] or ([REDACTED_PHONE] www.didhd.org
Michigan Steps Up
At www.michiganstepsup.org, you can create a FREE Personal Plan to help you step up to healthier living by helping your set goals for moving more, eating better, and stopping smoking or avoiding secondhand smoke. You can also get healthy recipes a list of wellness events in your community. These events are a great way to get you and your family moving more. And if you are looking for a list of smokefree restaurants in your area, you'll also find that here.
My Family Health Portrait
A fun, free, and easy way to create a portrait of your family's health is available at www.hhs.gov/familyhistory.
Field Cod
WHAT YOU SHOULD KNOW:
Reduce Your Risk
Controlling high blood pressure and high cholesterol, reducing smoking and exposure to secondhand smoke, being more physically active and avoiding excessive weight will reduce your risk of chronic disease.
Adults should get 30 to 60 minutes of moderate intensity physical activity at least five days a week, and children and adolescents should have at least 60 minutes of moderate physical activity five days a week.
According to the Dietary Guidelines for Americans (2005), a healthy diet emphasizes fruits, vegetables, whole grains, and fat-free or low-fat milk and milk products; includes lean meats, poultry, fish, beans, eggs, and nuts; and is low in saturated fats, trans fats, cholesterol, salt (sodium), and added sugars.
Know Your Family Health History
Knowing your family health history can help you and your health care provider understand your current and future health risks, allowing you to make important lifestyle changes and identify which types of screening (such as blood pressure or mammograms) are most important for maintaining your health.
RESOURCES:
Michigan Steps Up www.michiganstepsup.org
My Family Health Portrait
www.hhs.gov/familyhistory
Michigan Tobacco QuitLine
[REDACTED_PHONE]
The Quit Line provides cessation services to Michigan residents who want to quit using tobacco. The Quit Line offers a personal health coach and participant toolkits to help tobacco users gain confidence and motivation they need to quit for good.
Governor's Council on Physical Fitness, Health and Sports Endorsed Events in Michigan
http://www.michiganfitness.org/endorsements | web | https://didhd.org/docs_public_health_facts/DecemberHealthyChoicesFactSheet.pdf | 0.434593 | {
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SHERRILLTREE SPOTLIGHT: PREVENTING ACORNS AND GUMBALLS
Many homeowners are frustrated every year by their trees dropping nuts or fruit on the lawns. When trees are stressed, they can drop thousands of acorns, causing a huge nuisance. The same is true for gumballs and walnuts. Most people have no idea that products even exist that can solve this problem. Instead of jumping to drastic measures such as removing the tree, homeowners can treat the tree with a deflowering agent, which aborts seed production if applied at the right time. The product is called Snipper, and will drastically reduce the number of acorns, gumballs, or other fruits falling from your trees.
Snipper is applied using a microinjection capsule, which are sold in boxes of 25. To apply you simply drill a hole into the base of the tree, and push the capsule in. Capsules are placed one every four inches around the circumference of the tree. The chemicals will be injected directly into the xylem of the tree, allowing them to be taken up into all of the trees tissues. If done at the right time, this will kill emerging flowers, preventing them from being pollinated and creating fruit. This action has no negative effect on foliage or overall tree health.
An application of Snipper in early spring when flowers are budding can drastically reduce acorns, gumballs, nuts and fruit. This can be applied to: Ash, Black Locust, Black Walnut, Cherry, Cottonwood, Crabapple, Gingko, Hackberry, Hickory, Honey Locust, Maple, Oak, Olive, Persimmon, Plum, Tree of Heaven, Sweet Gum, and Sycamore trees.
The most important thing about applying Snipper is the timing. It has to be injected into the tree when flowers are budding, but not after they are fully formed and being pollinated. If the product is applied before flowers have budded, there will be no effect, and if it is applied after flowers are pollinated, it will be too late. A close eye has to be kept on the tree to realize exactly when the flowers are starting to bloom. Snipper should be stocked before it is needed; if you wait until you see flowers to order it, it will arrive too late.
General Instructions (Read Entire Label):
* Apply only during flowering period.
* Use one 5 mL Snipper microinjection unit for each 4" of tree trunk circumference.
* Unless otherwise noted, microinjection units should be installed in the stem and root flares near the ground line (i.e., 2.0-8.0" from the soil surface).
* Microinjection units containing Snipper may require up to several minutes or more to empty depending on the health of the treated tree and local weather conditions.
* Remove with caution. Never assume that microinjection units have depressurized completely because they appear nearly empty or empty
* Do not leave capsules uncovered and unattended. The look like toys or food to children and animals.
*Note: Snipper has been observed to be between 75-95% effective preventing acorns, nuts and other fruits except for gumballs. Due to the nature of Sweetgum Tree reproduction, which is multiple waves of flowers, with very little uniformity, Snipper needs to be applied multiple times per tree, and even then the effectiveness is much lower than in other trees. Effectiveness of preventing gumballs depends entirely on timing of application. | web | http://legacy.sherrilltree.com/site/pdfs/Acorn-spotlight.pdf | 0.446958 | {
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Module 8: The New Student
Suggested Progression
Shift their awareness from what they're listening for to what they're feeling for. Exercise: Hnnn
Begin the process of letting their brain "do the math" on purpose
Exercise: Hunn-ee
Introduce them to head register: feel, sound, support Exercise: Disney Chipmunk, SOVT (lip trills, etc.)
Explore sensory-based registration Exercise: Wiley Coyote, Octave jumps
Introduce Nasty Triangle: raise awareness of narrowing feeling Exercise: Whole step slide (either register)
Further "doing the math" with a more balanced sound. Exercise: Ya-ya stretch, Single note balance
Begin "vocal camouflage" familiarity.
Exercise: Octave arpeggios, modified register separation
Blending exercises
Song coaching | web | https://www.neurovocalmethod.com/_files/ugd/35d5f8_486b2d49906a4b19badac6cc7207e10e.pdf | 0.46236 | {
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Fact Sheet:
WINTERIZING Zone 5-7
The weather not the calendar determines when to winterize the outdoor perennials. When the temperature drops below freezing, take steps to shelter them. Your plants need to be hardy and well protected against the wind and cold. NYC winters can bring temperatures in the teens or below. Take proper measures and you will be rewarded when you spot the first green shoots retuning in the Spring. Here are tips to ensure survival through winter's worst.
First step is moving plant containers back against the wall clustered close together for protection against strong winds. Cover up with mulch (compost* or packing peanuts) to provide insulation. Place containers inside larger pots ones, fill up spaces between pots with mulch to provide an extra measure of protection. Stop watering and cover up with mulch at the first freeze.
Wrap sides of pots in layers of bubble wrap or burlap covered with plastic to guard against moisture in dormant periods when water requirements are minimal. Clean and put away empty pots. Store empty clay and terracotta pots upside down or on their sides in a dry place so they do not crack or shatter in freezing temperatures. Clean empty concrete, cement or clay containers too large to move and cover with lids or plastic sheeting. Be sure to clear all snow and ice from plants before Spring Planting season. Tropical and flowering plants that do not have a dormant period winter well as House Plants.
*Free compost is available at the Central Park Compost center located at the end of the 102nd St transverse (east side of the through road). Take a shopping cart, a box and shovel or trowel and bring some home for yourself and neighbors. The Parks Department makes it up by working over leaves, branches and other materials.
Gardening Information and Updates www.parkwestcommunitynetwork.org
August 9, 2016 | web | http://parkwestcommunitynetwork.org/pwcnGardeningWinterizing.pdf | 0.448447 | {
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