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noticeable exception was the hospital at Matara (see box). By this time decomposition of the corpses meant that identification of facial features was almost impossible (Image 9). Nevertheless, some victims were identified by their clothes or personal affects. The quality of the photographs was very variable, especially where commercial photographers were employed.
**Image 9. Victim identification photographs taken two days after the tsunami, Sri Lanka December 28th 2004**
*Image provided by Dr Perera, Galle Hospital*
Management of the dead in Matara General Hospital
The management of the dead in Matara General Hospital has been highlighted as an example of good practice. Within 24 hours, the hospital treated between 1200-1300 patients and received 470 dead bodies. After 72 hours, 547 bodies of Sri Lankans and 15 foreigners had been received by the hospital. The Hospital director, Dr Padmatilaka, who is also a trained forensic pathologist, instructed a nurse to be responsible for processing the dead bodies using a simple protocol:
- Each body was given a unique number
- Digital photographs of each body were taken on arrival
- Other relevant features of the victim were noted
- Personal belongings were removed and packaged separately and given the same number as the body
At the end of the first day 270 victims had been identified by relatives. Photographs of the remaining bodies were displayed in a slide show on a computer set up in the outpatients department. A further 211 victims were identified from the photographs. The remaining 66 unidentified bodies were buried after 72 hours in a mass grave in Matara cemetery by order of the local magistrate. Subsequently, about half of those buried have also been identified from the photographs and personal belongings.
| SRI LANKAN | FOREIGN |
|------------|---------|
| | |
| Adult | Adult |
| 453 | 11 |
| Children | Children |
| 94 | 4 |
| Male | Male |
| 157 | 1 |
| Female | Female |
| 296 | 3 |
Key learning points
- A single person was responsible for processing the dead
- A simple standard protocol for processing was developed and followed systematically for each victim
- Bodies were numbered and basic identifiable features recorded
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Lambs On Green Hill
Author:
Source:
Formation:
Music:
A1
A2
B1
B2
© Dan Seppeler, 2011
Notes
1 Allemande: right hands joined, balance forward and back, then change places, women twirling under the mans arm
2 A1/A2 are written out as separate pieces to show the timing but the movement should be continuous, arriving back in the center in time to fall back on the last 2 bars. There is not time to push off into the cast.
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SOC 3 300 – Soc ciology o of Devel loping Countries s
CourseDescriptio on
This cours economic of women and politi the crucia materials, such as Ch se is a sociolo c, political, an n, religion, mi cal issues. Th al role LDCs p , and contribu hina, India, an ogical examin d social aren ilitary, climate e course sugg lay in their in uting to a ma nd Brazil and ation of the s as. Topics cov e change, ter gests a variet teraction wit rket for the f the dynamics status of the l vered range f rrorism, politi ty of different h the industr finished produ s of their grow less develope from the ques cal economy, t approaches rial world, fro ucts of the de wth will also ed countries ( stion of demo , and other g to developm om migration eveloped wor be discussed (LDCs) in ocracy to the lobal, sociolo ment and discu to producing rld. Rising pow . role ogical usses g raw wers
Instruct tional Mat terials
Soomo,U Understanding g Developmen nt, 4e [Webte ext], (Asheville, NC: Soomo o Publishing,2013).
CourseLearning O Outcomes
1. Discover whatis it like having to live on$1 a day.
2. Determine to w what extent living on $1 aday permeat tes the ThirdWorld.
3. Analyze the old dest and mos st basic formof developme ent.
4. Ex xamine the history of aid a and its moresignificant successes and f failures.
5. Discover how i infrastructure e has improve ed from its ea arliest efforts s in the develo oping world.
6. Ev valuate the extent to whic ch local impro ovement in de eveloping cou untries has su ucceeded.
7. Id dentify how schools help students make e intelligent e economic cho oices.
8. Determine how w human cap pital is used an nd what effec ct gender disp parity has onthese decisio ons.
9. A to nalyze how fu o the develop unding in the ping world to e form of aid, alleviate the investment, a problems cau and loans mo used by warfa oves from ind are. dustrialized na ations
10. Analyze what t the North/South divide me eans.
11. Determine what role health h plays in dev veloping econ nomies.
12. Assess the diff ference betwe een programs that provide e help and th hose that enable self‐help.
13. Decide what st trategies areworking for d developing ru ural communi ities.
14. Assess the role es that culture and religion n play in rural l developmen nt.
15. Ex co xamine the ro onditions the ole that the In y set to effec nternational M ct this funding Monetary Fu g. nd and World d Bank play in n transfers an nd the
16. Determine what non‐stateinvestment from multinat tional corpora ations (MNCs s) consists of.
17. D m iscover what manner. microloans a are and how M MNCs help ex xploit the use e of human ca apital in a pos sitive
18. A su ssess the way uccess for dev ys that high w veloping state wages, an ope es. en economy a and controllin ng inflation ca an contribute e to
19. D re etermine wh esources can y private inve serve as ince estment, ope ntives to furt n political co ther economi mpetition an c developme d the intellige ent. ent use of natural
20. D n ecide why go ecessary to d ood governan evelopment. ce, a sound financial syste em, and a fair r system of ju udicial justiceare
21. Assess why enforceable env vironmental r regulations are critical to s sustaining development.
22. U co se technolog ountries. y and information resourc ces to researc ch issues in so ociology of de eveloping | web | https://www.strayer.edu/content/dam/strayer/sites/default/files/course_guides/SOC%20300.pdf | 0.420212 | {
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PROGRAMMES 2017
Stile Antico is anything but antique. Their sound has the urgency and freshness you get from young voices, and an amazing rhythmic vitality. Perhaps the most ravishing sound I heard this year.
The New Yorker
WITH THE VOICE OF MELODY
Stile Antico presents personal favourites in a rich and enticingly varied journey through some of the most outstanding music of the Renaissance. Each of the 12 members of the group has chosen one musical gem drawn from five centuries of glorious repertoire, including the ever-popular and uplifting O Clap Your Hands by Orlando Gibbons, William Byrd's stirring Vigilate and works by the prolific Thomas Tallis. For those new to the repertoire, this programme provides the audience with an engaging introduction to Renaissance vocal music, whilst also offering existing fans the chance to hear some "old favourites".
DIVINE CONSOLATIONS
Music of reflection and hope by Bach and his predecessors
In this alluring programme, Stile Antico explores an exquisite selection of German Baroque repertoire. Delving into the rich tradition of Lutheran funeral music written to console and uplift the living, the ensemble traces a journey from the polyphonic works of the late Renaissance (often performed in Bach's Leipzig), by way of Schütz's masterpiece, the Musikalische Exequien , to Bach's longest and most moving motet, Jesu meine Freude . This programme marks the first time that Stile Antico has collaborated with basso continuo
IN A STRANGE LAND
Elizabethan composers in exile
Queen Elizabeth I may not have wanted "to make windows into men's souls", but faced with threats at home and abroad, her regime dealt increasingly harshly with supporters of the old Catholic religion. Torn between obedience and conscience, several of England's most talented musicians - Philips, Dering and Dowland - chose a life of exile abroad. Those Catholic composers who remained in England – chief amongst them William Byrd and Robert White - expressed their spiritual exile in music of astonishing intensity and emotional impact.
Also available…
for Passiontide and Easter for Advent & Christmas
[REDACTED_EMAIL] +44 (0)[REDACTED_PHONE]
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September 2018
ACCIDENTS
BACKING UP SAFELY
Most minor accidents occur when a driver is parking and backing, so this is no time to let up for even a second. These accidents are a result of the driver not spending the necessary time to complete the backing up process successfully. Backing is not easy but it is easy to become complacent. There are generally 3 reasons drivers have difficulty backing … over steering, going too fast & improper setup. It takes patience, practice and good planning to safely execute most backing maneuvers. You are the one who has to evaluate your situation and make it happen … safely and accident free.
Safety Tips for Backing Up ~
Eliminate as many distractions as possible. Turn off the radio, CB, phone, and get totally focused on the backing maneuver.
Get out of the truck and check out the area you are backing in to. Look for obstructions building overhangs or low hanging wires. A complicated backing maneuver may require to get out and look several times.
GO SLOWLY. Check the position of the tractor and trailer constantly. Also remember, the faster you are going the harder it is for you to compensate for over steering.
Know your truck's blind stops and use your mirrors properly. You may have to adjust them several times for certain backing situations … take the time to adjust them as required.
Always roll down your window. This allows you to be able to look out the window if you need to and also allows you to hear if someone is yelling for you to stop or if someone is blowing their horn.
Most importantly …. when in doubt the best word to remember is GOAL …. Get – Out – And – Look
… is the lucky winner of the gift card this month for turning in his signed newsletter.
Safe Driver Award Winners 2017-2018
I have read and understand the above information regarding "Backing Up Safely".
Signature
Date
KNOW SAFETY! | web | https://dcmtransport.files.wordpress.com/2018/10/know-safety-september-2018.pdf | 0.442422 | {
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Primula Selection Mixed -Seeds - buy 1 get 1 free
1 packet contains Primula Selection Mixed - 30 Seeds
Rating: Not Rated Yet
Price
Sales price R 145
Discount
Ask a question about this product
Description They appreciate full sun in the spring, but must have semi-shade as the temperatures warm. They are quite tolerant of being transplanted, even when they are in bloom.
Common name:
polyanthus
Color: Most colors except green
Bloom time: Seasonal bloomer
Height: 0.50 to 1.00 feet
Difficulty level: easy to grow
Planting & Care
The primrose seeds should be sown on the surface in the autumn. As they are difficult to grow from seed in many areas you may prefer to use plants bought from a garden center; plant these out following the last frost of spring. In both cases small varieties of Primrose should be spaced about 15 to 20 cm apart; and larger Primula varieties about 40 cm apart
Sunlight:
Full Sun
Soil: well-drained soil
Water: medium
Temprature: 6-12ºF / 3-6ºC
Fertilizer: Apply any organic fertilizer
Care:
When starting off primrose from seed indoors do so about 2 to 3 months in advance (with a view to transplanting them outdoors after the last frost of spring).
The seeds should be mixed into soil and put in a plastic bag.
1 / 2
Powered by TCPDF (www.tcpdf.org)
Care:
They have a preference for a cool soil so it is good to supply a mulch before summer.
It is fairly easy to look after primrose, Cowslip and other Primula members.
Primula should be fed with a non-organic fertiliser just before flowering.
Special Feature:
Medicinal use:
Primulas are a delightful indoor plant, a true harbinger of spring. They also will grow in the garden, but will not thrive in the heat of summer. Use ayurvdic
Note:
for medicinal use, please consult appropriate doctor before use.
Reference:
http://www.missouribotanicalgarden.org/PlantFinder/PlantFinderDetails.aspx?kempercode=b564 http://www.gardenershq.com/Primula-Primrosecowslip.php
Reviews
Sunday, 27 August 2017
Can this plant be grown through seeds
Dimple Kataria
Thursday, 24 August 2017
I have this plant in different flower colour variety.
Swati Singh
Tuesday, 22 August 2017
Do yu have scented flpwer plants also?
Saikiran Saikiran
More reviews
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1. Write short notes on any four of the following:
(a) Characteristics of a spoken language
(b) Fluency versus Accuracy
(c) Ice breakers
(d) The process-oriented approach to teaching
(e) Using newspaper headlines for teaching communication skills
(f) Functional syllabus
Give examples whenever necessary.
2. Discuss the role of language games in a 'communicative' classroom. Also illustrate this with the help of two language games.
OR
Explain how you will teach *modals* to class VIII students keeping in view the following:
(a) Teaching grammar in realistic situations
(b) Teaching grammar as discourse
3. What is meant by efficient reading? Explain with examples the characteristics of efficient reading.
OR
Define the role of silent reading and reading aloud in the process of acquiring good reading skills. What kind of texts would you select for silent reading and reading aloud? Give reasons for selecting the texts.
4. Bring out the importance of simulation and role play in a language classroom with the help of activities. Also discuss the role of the teacher in such activities.
OR
What is the role of motivation in a language classroom? Discuss how you will use TV watching habit of children as a motivational strategy for language learning.
5. Discuss the importance of monitoring in the language classroom with illustrations from your own teaching-learning experience. What aspects should you monitor in your teaching context and how do you propose to do it?
OR
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Workshop 6: Leadership and Innovation
Rachel Vaughan
EASPD
Luk Zelderloo
Former Secretary General
EASPD
Leadership
The 4 Cs of leadership
connection
culture
competence
character
Emotional leadership styles
commanding
pace-setting
visionary
democratic
affiliative
coaching
The servant leader, the people manager, the laisser-faire type, the bureaucratic leader, the accountable, the flexible, the adaptable...
Leadership is the ability to:
• Go beyond the known, the seen
• Absolutely believe in what you’re doing…. knowing it is so relative
• Provide stability and reassure people
• Empower people, let them grow … even if over your head
• Think strategically while mopping the floor
• Embrace loneliness and celebrate success
• Build networks and alliances
Embrace Loneliness
Build Networks
Absolutely Believe
Go Beyond
Empower and Value
Stability and Coherence
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6070 PEDIATRIC TRAUMA CONSIDERATIONS (AGE < 12 YEARS)
Spinal Immobilization
A. Context/Special Considerations:
B. 60-80% of spine injuries in children occur at the cervical level
C. Children < 8 age year are more likely to sustain high C1-C3 injuries
D. Less force is required to injure the cervical spine in children than adults
E. Children with Down Syndrome are at risk for cervical spine injury
F. Avoid strapping abdomen- children are abdominal breathers
G. Use age/size appropriate immobilization devices
H. Proper immobilization of pediatric patients should prevent:
1. Flexion/extension, rotation, lateral bending or axial loading of the neck (car seats do not prevent axial loading and are not considered proper immobilization technique)
2. Non-neutral alignment or alteration in normal curves of the spine for age (consider the large occiput)
3. Twisting, sliding or bending of the body during transport or care
Spinal Immobilization criteria:
A. Be conservative. Children are difficult to assess and "clinical clearance" criteria are not well established, as in adults
B. Immobilize the following patients as well as any child you suspect clinically may have a spine injury:
1. Altered Mental Status (GCS < 15, AVPU < A, or intoxication)
2. Focal neurologic findings (paresthesias, loss of sensation, weakness)
3. Non-ambulatory patient
4. Any complaint of neck pain
5. Torticollis (limited range of motion, difficulty moving neck in history or physical)
6. Substantial torso Injury (thorax, abdomen, pelvis)
7. High Risk MVC (head on collision, rollover, ejected from the vehicle, death in the same crash, or speed > 55 m/h)
8. Diving accident | web | http://emsccolorado.org/uploads/Denver_pediatrictrauma.pdf | 0.419671 | {
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Week beginning 27/09/2021
This week's learning...
This week we will continue to explore this term’s topic – Human Rights. This will be reflected in our story of the week ‘Super Duper You’. We will celebrate each child and recognise what makes them unique and special.
We will also continue our unit on how to stay safe on the internet and the importance of not sharing personal details.
During our maths sessions we will be looking into different patterns around our environment and also using different materials to create our own.
For Fit Friday this week, we will be practising our running and coordination skills through a range of outdoor games and activities.
STAR moments
What have we been learning last week?
- Look!
- It says only school people are allowed, no strangers!
- I’m making a beautiful picture for mummy and daddy.
- Can you see the wolf?
- We are looking for pumpkins!
- We are making a house and the wolf goes huff and puff!
Well done for everyone’s amazing efforts with behaviour and attitudes towards learning. This week, our happy leaves go out to:
RA: Yusra - Well done Yusra for becoming more confident in having conversations with her teachers and peers whilst building positive relationships!
RB: Amina - For being a lovely friend to a new child who she looked after and showed around the Reception environment.
RS: Omari - Well done for coming in with a positive attitude every morning and always trying your best at writing your name and following Reception’s routines.
Don't forget!
- P.E. days: Mondays & Fridays (come in wearing your kit).
- Wear the correct uniform everyday. Follow the link for information: https://star.newham.sch.uk/information/school-uniform/
- Wear your Fit Friday kit on Fridays. If you haven’t purchased this yet, the P.E. kit will be acceptable. Follow the link to purchase your personalised kit: https://www.personalisedjustforyou.org.uk/back-to-school
- Ensure your child has a water bottle. No juice, please!
- Ensure all your child’s belongings are clearly labelled.
- Please make sure your child has a set of spare clothes to change into incase of any accidents or incidents during wet play!
Over to you... Home learning
- Practise name writing every day.
- Read a story daily.
- Talk about your child’s day at school.
- Discuss changes in the weather.
Keep in touch!
Email: [REDACTED_EMAIL]
Twitter: @Star_Primary
Website: https://star.newham.sch.uk/
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Crimes of Opportunity
Did you know that there are two types of criminals? There is the predatory criminal and there is the opportunist. The predatory criminal is one who targets a person specifically, because you have something specific that they want. For example, maybe you have a rare but expensive car, a coin collection, or some expensive jewelry that was seen and then bragged about to the wrong person. A predatory criminal is an individual who takes the time to rehearse scenarios and form a plan about how they are going to get what they want from you. And, these types of criminals don't just stop because their target's property is hard to get, they will just keep trying until they find a way. Even banks are susceptible to predators, because the fact is, a predator is not easily deterred. Fortunately for us, predators are rare, but opportunist criminals are everywhere. A criminal who is an opportunist may not be looking to commit a crime but will commit one when the opportunity arises. For instance, a car that is parked on the side of the road or in the driveway running; or a garage door that is open, but no one is around tending to either situation. Maybe a purse is sitting open while the owner is facing away, preoccupied with something else. These situations and more are opportunities for crimes. One of the things that we can do to protect ourselves from opportunistic criminals is by making crime prevention a habit. Plainly stated, if a criminal is going to steal from you: Make. Them, Work for it! Become a hard target. Don't let bad habits or laziness make you a victim of crime. Crime prevention involves knowing your neighborhood by getting to know your neighbors, it's about putting away and locking up precious items, marking your property and taking precautions that will become everyday habits. Criminals learn from our behavior and they change when we change, so we must always be one step ahead of them. Safeguard your home and vehicles and the items inside. Get educated and stay up to date about what you can do to help keep opportunists at bay.
No one ever leaves a big, red blinking target around their vacant home or car thinking this would be a good day to be burglarized, but by putting those pictures out on Facebook from your current vacation place saying, "Wish you were here!" ...that's exactly what you are doing. Check in with family or friends with other non-social media forms to say that you are doing well, but leave the picture posting and excitement from your travels for when you come back.
Check and re-check your car to make sure that windows are rolled up, doors are locked and that NOTHING is in view in your car, that means NOTHING. What you consider to not be worth anything can be worth something to someone else, so even leaving spare change in your car can be a tantalizing draw to an opportunist.
Opportunist criminals can get pretty bold when they see something sitting right out in the open and think no one is watching. For example, package thieves, also known as Porch Pirates, are almost as daring as anyone can get. They walk or drive down the street, see your package and make the bold move of running up to your porch at any time of the day and run off with the delivery. With most packages being dropped off and stolen from front porches, it may be best to consider other options such as, asking a friend, relative or neighbor to have the package delivered to their address if they are available to take and sign for it. Other considerations are to have the item shipped to your place of work (if permitted), or ask the delivering company to delay the package or look into other services the company may offer for a fee or for free to make sure that your package can get to you safely.
Remember that opportunist are everywhere, so do what you can to secure your property while you are away from, or in and around your home. One of the most important things that you can understand is that crime prevention is everybody's business, and that crime prevention starts with you. | web | https://www.wscpa.net/uploads/1/1/9/8/119821114/crimeofopportunity.pdf | 0.436632 | {
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Published on Books for Keeps - the children's book magazine online (http://booksforkeeps.co.uk)
Home > Superbabe
Superbabe
Books Reviewed:
Superbabe [1]
Issue:
60 [2]
Reviewer:
Judith Sharman[3]
New Talent: Editors Choice:
off
Media type:
Book
BfK Rating:
0
[3]
Superbabe is one of those books that are destined to drive parents crazy through having to be read again and again and again and again... Deborah van der Beek captures some of the most ghastly things that a one-year-old is likely to get up to and puts them into comic strip format that heightens the suspense, allowing older brothers and sisters to gasp smugly yet appreciatively as the horror story unfolds a step at a time!
Running Order:
50
Source URL (retrieved on Jan '21): http://booksforkeeps.co.uk/issue/60/childrens-books/reviews/superbabe
Links:
[1] http://booksforkeeps.co.uk/childrens-books/superbabe
[2] http://booksforkeeps.co.uk/issue/60
[3] http://booksforkeeps.co.uk/member/judith-sharman | web | http://booksforkeeps.co.uk/printpdf/issue/60/childrens-books/reviews/superbabe | 0.435605 | {
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Chicken Fried Rice
Makes 6 servings | Grains • Protein • Vegetables
Ingredients
■ 3 - 4 green onions, sliced
■ 2 eggs, beaten
■ 2 Tablespoons canola oil
■ 1 ½ cups pre-cooked chicken or 1 10-ounce pouch of chicken
■ 2 Tablespoons low-sodium soy sauce
■ 3 cups cooked brown rice
Directions
1. Wash hands with warm, soapy water for 20 seconds.
3. In a skillet or electric skillet, cook green onions in oil until tender. Add egg and cook to a scrambled egg consistency. Remove egg from pan.
2. If rice is not cooked, follow directions on package and cook it first.
4. Increase heat to high. Add rice, eggs, chicken, and soy sauce. Stir constantly until rice is heated through.
Variation
■ Add Veggies- In step 4, add 1½ cups of canned vegetables or a 10-ounce bag of frozen vegetables.
Recipe from the Cent$ible Nutrition Program. Learn how to save money, cook quick and healthy meals, and stretch your food dollar by contacting your local CNP educator.
[REDACTED_PHONE] | https://uwyocnp.org/ | [REDACTED_EMAIL]
This material was funded by USDA's Supplemental Nutrition Assistance Program – SNAP. This institution is an equal opportunity provider. This material was funded by USDA's Expanded Food and Nutrition Education Program-EFNEP. USDA is an equal opportunity provider and employer. | web | https://uwyocnp.org/wp-content/uploads/2024/01/Chicken-Fried-Rice-2024.pdf | 0.448781 | {
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www.9thHuddersfieldScouts.org.uk
Games – April through May
Map Symbol Grid
Equipment: map symbol board, 1 dice per Team, 1 map per Team, 1 Leader per Team;
1. 1 Person from each Team comes out and shakes a dice – this is the number along the bottom of the board;
2. Shake the dice again – this is the number up the side of the board;
3. 5 points for getting symbol correct at 1 st attempt; 3 points at 2 nd attempt;
if still wrong, can go back to Team to describe the symbol & look for it on the map, and come back to name symbol correctly – 1 point;
Kangaroo Hop
Equipment: 1 tennis ball per team
The Teams line up in files, a chair in front of each. The first Person grips the ball between his knees and hops round the chair and back to his place. He hands over the ball to the next Person, who does the same. The first Team to finish is the winner.
Cat & Mouse
Equipment: None
Organise the players into a rectangular grid, or maze, spaced so that they stand two arms lengths away from their partners in all 4 directions. If you have an awkward number of players you may leave out up to 2 players - they will be given roles later in the game. Before the game starts it is best to rehearse changing the maze:
1. Start with all the players facing in the same direction with their arms spread to their sides - this should create a number of rows.
2. On the command 'Turn' everyone should turn round 90° - don't be too worried which way just as long as it is a quarter turn. This changes the maze from rows to columns.
Two players a 'cat' and a 'mouse' will run around the maze, the cat trying to catch and tag the mouse. They may run around the maze and along the lines of arms but must not pass or stretch across them. You can shout 'Turn' at any point during the game to change the maze. Thus you may suddenly prevent the mouse getting caught or put the mouse very close to the cat.
When the mouse is caught start again with another pair or start with a new mouse and allow the old mouse to 'grow' to a cat.
Motorway Crash
Equipment: A bean bag or a similar sized object
Boys sit in teams in a circle. One boy from each team is given the name of a car (eg. Ford, Nissan, Rolls, Jaguar, etc.) When that name is called out those boys get up and run round the circle Various calls are made that the boys have to react to:
Join the M1- Change direction Steep Hill- Walk Puncture- Hop
Fog- Pidgin Steps
Accelerate- Start running Crash- Collect object
When 'Crash' is called the boys run back through their own place and into the middle of the circle to pick up some item placed there. Once 'Crash' has been called the Persons can't change the direction they were running in.
Rope Tie
Equipment: Ropes – lots!
Tie as many ropes together [using a reef knot] as possible in the time allowed.
April-May th
(Crosland Hill)
9 Huddersfield
Scout Group
Hunt The Map Symbol
Equipment: 1 set of OS map symbols per Team, 1 pen per Team, 1 sheet paper per Team;
1. distribute 3 sets of OS amp symbols around room, corridor, & entrance;
2. each Team has to find [only] their set of 20 & write down what they are.
N-S-E-W
Equipment: None
1 wall is north, 1 south, 1 east, & 1 west.
Corners are NE, SE, SW, & NW.
Call a compass direction & Persons have to run to there.
After a couple of times, last one there is out & sits in middle of room!
Grab A Tail
Equipment: Neckers
1. Persons are in a circle, in Teams [Red Captain, Red 2nder, Red Person 3, Red Person 4, Red Person 5, then Green Team, then Blue Team];
2. Each Person has his/her necker pushed into back of trousers, with a 'tail' showing;
3. Leader calls out, eg, "Person 3" & Person 3 has to run clockwise round circle and capture the tail of the Person in front;
4. 1 successful – 5 points; 2 nd successful – 3 points; 3 rd successful – 1 point. | web | http://9thhuddersfieldscouts.org.uk/Archive/Programmes/Cub%20Weekly/April-May%20Games.pdf | 0.43284 | {
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Risk Assessment for Field Trips
There are no unusual risks in a visit to the McClung Museum. Students may be dropped off from the bus directly in front of the museum. The bus can pick them up in the same manner. There are no streets to cross, and no traffic can pass the bus while it is loading or unloading. All activities take place inside the museum.
Two small risks may occur inside the museum.
1. The restrooms are on the floor below the main exhibit hall where most of the museum's education programs take place. If students need to visit the restroom, they must go down the stairs. Students are cautioned about the need to walk on the stairs, and the museum's guard watches students and will correct them in no uncertain terms if they are not moving slowly.
2. In one of the museum's galleries, Archaeology and Native Peoples of Tennessee, elementary-age students may participate in hands-on activities using a pump drill, stone tools for grinding corn, and hollow-core drilling (turning a hollow piece of river cane in a hole in a rock with sand in it). The pump drill has a short wood balance bar that can hit a student's arm or knee if they put that in the way, and corn grinding can cause a kernel to fly up. Students are required to wear protective goggles at all times when close to the corn grinding tools, and they are warned specifically about the balance bar. Detailed instruction and demonstration of all hands-on activities is given prior to students touching
anything, with emphasis on safety. During the activities, the trained presenter constantly watches the students to ensure instructions are followed.
Emergency Plan:
The McClung Museum participates in the Emergency Management Plan of the University of Tennessee. This plan may be viewed at: safety.utk.edu. As all buildings at UT do, the museum also has a Continuity of Operations Plan (COOP), which is part of the Emergency Management Plan. It includes an evacuation plan, a severe weather plan, and a bomb threat plan.
The museum's security guard, a Community Service Officers of the UT Police Dept., is at the museum all hours that the museum is open. The security guard is always in a visitor area, and has radio communication with the UT Police Dept. at all times. Should an emergency occur, s/he notifies the dispatcher at UT Police and a regular officer is summoned, as well as the director of the museum. At the time of notification, the dispatcher would also summon First Responder personnel as necessary. The museum security guard is familiar with the evacuation plan, severe weather plan, and bomb threat plan, and directs that all employees and visitors exit the building (in the case of evacuation) or takes shelter in the designated areas. The museum director is responsible for coordinating with emergency personnel. | web | https://mcclungmuseum.utk.edu/wp-content/uploads/sites/78/2019/04/FieldTripRiskAssessment.pdf | 0.493946 | {
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Stormwater doesn't go "away".
Ever think about your local storm drain or catch basin? No? Most people don't. It connects to what's called a "storm sewer" and is designed to "catch" rainwater, let road sand settle out to be pumped out later, and then get the water to the watercourse nearest you.
Because of that word storm "sewer", unfortunately, many people think that the water that goes down a storm drain, like the water that goes
down the toilet, treatment
Saltonstall, the Branford River, the Farm Creek, Pisgah Brook, Ward's Mill Pond, the Supply Ponds, Pine Gutter Brook, Sheldon Creek, Long Marsh Creek, Pine Creek, Squaw Brook, Jarvis Creek/Stony Creek, Hoadley Creek, goes to a sanitary sewer and to the sewage plant. It doesn't. It goes directly to Lake River, Queach Brook, Mill Creek, Sybil
Lidyhites Pond, Lindsley Pond, all the swamps, marshes and salt marshes, and, of course, Long Island Sound.
And when it goes into that creek around the corner, it takes with it all the things the rain water has picked up on its travels: fertilizer, grass clippings, leaves, litter, oil that dripped from your car, pet waste, soap suds from washing your car…you get the idea.
So what can you do?
* Keep grass clippings and leaves out of the street;
* "Adopt" your local storm drain – clean leaves and litter off the top;
* Sweep fertilizer off the driveway, sidewalk & street & put it back on the lawn;
* Clean up after your dog – flush, put in the garbage, or bury in the yard;
* Fix any car oil leaks promptly; clean up fluid spills;
* Wash your car on the lawn or at a car wash – "biodegradable" soap doesn't mean "non-toxic";
* Never put anything down a storm drain – even "natural" things like sand or leaves clog it. Clogged drains can't trap sediment, may cause flooding, and encourage mosquito breeding;
* Educate your neighbors; join a program to label storm drains; volunteer to test water quality; talk to Branford River Project at 481-5765 or Friends of Farm River Estuary at 481-4506. | web | http://branford-ct.gov/filestorage/285/287/368/Stormwater_Intro.pdf | 0.422346 | {
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Embattled - This heraldic cross calls to mind the battlements of a fortress or castle, and thus may be used as a symbol of the Church Militant (the church here on earth; as opposed to the Church Triumphant, or those who have to be with the Lord). This symbol is also known as a ellee cross. Fleurie - The liliform end caps of this cross remind us of the Holy Trinity. Greek - An ancient cruciform with arms of equal length. This cross is also known as the crux immissa quadrata. - This complex form is composed of a central cross made of four tau crosses monogram of the name Jesus Christ. It consists
used in Christian art atop the scepter of Jesus as He reigns in glory. This is also sometimes called the Cross of Victory or cross and orb. "Thanks be to God! He gives us victory through our Lord Jesus Christ." - 1 - This is a symbol of the Holy Spirit, from the account of Jesus' baptism. | web | http://northumberlandpresbytery.org/wp-content/uploads/2013/06/Christian-Symbols.pdf | 0.426854 | {
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Heartbeat
Monday, January 21
Issue 17
Creative students' art attack against injustice
Our 6th Form students turned protesters recently as they produced artwork against injustice.
Students chose topics as diverse as world peace, body shaming, racism and equality before setting about getting their message across via the medium of art.
Among those taking part was Emily Hogan (12S), who explained more about the work she helped produce. She said: "During NOCN week, we had a day creating protest art. My group decided to base ours on world peace. We painted the world with a peace sign in it and then wrote messages around the outside such as 'equality' and 'racism'." Overseeing the event was Head of RE, Mr Moorhead. He said: "Having had sessions that discussed being a positive change maker, we looked about how we could make a statement using art to express our feelings."
"Guided by the Holy Spirit, the students in Years 12 created Christian protest art.
"Their Art teachers, Ms Yoxall, Miss Burke and Miss Murphy, were very impressed by their creativity and optimistic vision.
"The protest art is very impressive and again echoes the optimism and compassion of our students.
"I am very grateful to the Art department for guiding and helping the students fulfi l their potential."
The pieces of work were produced for the National Open College Network (NOCN) series of Religious studies.
News in brief
There is a 'Meet the Professionals' event in the 6th Form Centre on Wednesday. On Thursday, there is a charity Race Night from 5pm in the Lower Site Hall. Sixth Form Information Evening is on Thursday (see ad on p2) and, on Saturday, there is Comedy Bingo at Lower.
www.sacredheart.seft on.sch.uk
Charity work praise for Y8
Our Year 8 students were treated to a special Awards Assembly last week for their outstanding charity work.
paign to raise money for Isabel Morison.
as sponsored silences through to their work at the recent Christmas Fayre.
The students received prizes and certifi cates for helping organise and taking part in a number of activities that have helped boost the coffers in the College's ongoing cam-
The much-loved Music teacher is trying to raise money for potentially life-saving treatment against brain cancer; treatment which is only available in America.
Our students' fundraising work has seen them raise money through activities such
Speaking at the Assembly, Mrs Laybourne said: "We wanted to have this Assembly to recognise the fantastic work Year 8 have done and say thank you to all of you. You have been brilliant." | web | https://sacredheart.sefton.sch.uk/wp-content/uploads/2021/03/hb201819iss17.pdf | 0.426033 | {
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Barley Yellow Dwarf Disease of Wheat
Pierce Taylor and Peng Tian
MU Plant Diagnostic Clinic
In Missouri, barley yellow dwarf (BYD) is a disease that can infect a wide range of cereal crops, primarily barley, wheat, oats, and rye. The disease is a significant threat to cereal production worldwide, with estimated losses of up to $1 billion annually, causing yield loss between 11% and 33% and sometimes up to 80% (Miller and Rasochová 1997). Viruses that cause this disease are commonly referred to as barley yellow dwarf virus (BYDV), maize yellow dwarf virus (MYDV) and cereal yellow dwarf virus (CYDV) and belong to different genera in the same family Luteoviridae (Walls III et al). This disease primarily spread by over 20 types of aphids, which feed on infected plants and then transmit the virus to healthy plants as they move between fields. Symptoms of infection includes yellowing or reddening of leaves, stunted growth, and reduced yield and quality and can vary depending on the crop and the severity of the infection. Vigilant monitoring and management practices are essential for minimizing the impact of the disease on farmers and food security.
Typically, BYD disease causes discoloration at the leaf edges and midrib before the leaf tip. Leaves become light green or yellow and may have apparent purple staining. Plant growth may become stunted or have a rigid upright growth form due to BYDV. Symptoms are most apparent between 50°F and 65°F. The size and distribution of these symptoms is associated with the feeding activities of aphids. Plants that are symptomatic in fall or early spring suffer greater yield losses. Late spring or summer infections can cause yellowing of the upper leaves, but generally there is minimal stunting or yield loss.
Management of BYD disease of Wheat:
There is currently no known cure for BYD, but genotype, environmental stress, plant age at the time of infection, and the plant general health will all play a role in how the disease impacts yield and grain quality. To reduce the spread of the virus, preventative measures such as planting less susceptible varieties, controlling aphid populations through insecticides or cultural practices, and planting when aphid populations are low are necessary. Researchers are also working on developing new strategies for managing viral diseases in cereal crops, including using RNA interference to silence viral genes and prevent replication.
Reference:
Miller and, W. Allen, and Lada Rasochová. "Barley yellow dwarf viruses." Annual review of phytopathology 35, no. 1 (1997): 167-190.
Walls III, Joseph, Edwin Rajotte, and Cristina Rosa. "The past, present, and future of barley yellow dwarf management." Agriculture 9, no. 1 (2019): 23. | web | https://extension.missouri.edu/media/wysiwyg/Extensiondata/Pro/PlantDiagnosticClinic/Docs/barley-yellow-dwarf-disease-of-wheat.pdf | 0.430365 | {
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FAITH FORMATION PROGRAMS AT CBC
Christian Brothers College is a Catholic, Lasallian high school founded on the mission of Saint John Baptist de La Salle and the Brothers of the Christian Schools. De La Salle was called by God to
formation program. Much like De La Salle and his Brothers in 17 th Century France, our faculty and staff provide experiential, sacramental faith based education which respects each individual student. We teach students to grow closer to God and their faith through involvement in worship, service, academic pursuit and community based retreats.
Catholic education is always engaged in partnership with the family, as parents are the primary educators of their children. All responsible for raising children are partners in proclaiming and witnessing to the person and life of Jesus Christ. De La Salle repeatedly and emphatically insisted his schools assist the student's parents in developing the faith life of their children.
provide a human and Christian education to the young – particularly the poor – so all might realize their own salvation (to live an abundant and meaningful life here on earth and in heaven). CBC has an active, vibrant faith
* A four year religious education curriculum designed according to the framework of the US Conference of Catholic Bishops.
* A four year Christian Service requirement with varied and ongoing opportunities made available by CBC faculty and staff who chaperone.
* A four year retreat program.
* Weekly prayer groups.
* Lasallian Youth Group.
* Ongoing and regular opportunities to help our outreach programs – through donating money and goods.
* 30 Hour Famine.
* A Lasallian Youth gathering hosted at one of three Midwest Lasallian universities annually.
* All school liturgies, prayer assemblies and guest speakers.
* Small group liturgies or prayer services offered once per semester.
* Periodic celebration of Adoration of the Blessed Sacrament and Benediction, and weekly opportunities for Confession, especially during Advent and Lent.
* Celebrations of our founder and our mission two weeks during the year.
* Servant Leadership ceremony for the rising senior class.
Because we seek to lead all students to a more abundant and meaningful life while working in partnership with parents to develop and deepen the faith life of our students, all CBC students will be invited to participate in at least one retreat experience each year. In addition, all will be invited to participate in other ministry events such as those listed on this page. We hope by providing this small component of overall Christian education, our students will engage in the same mission and put it into practice over their four years at CBC.
* Mission trips to places such as Chicago, New York, the Blackfeet Indian Reservation in Montana, the Glenmary Farm Missions in Tennessee, Emmaus Farm in Lewis, Kentucky, the Pro-Life March in Washington, DC, and more.
* T.A.S.K. Camp (Team Activities for Special Kids) each summer.
* Spiritual and Vocational counseling.
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Night Vision Activity
Preparation: You will need an adult to hold a candle or flashlight and to read a story about nighttime creatures. Each child will need a piece of paper and a colored crayon or marker, but don't look at the color ahead of time!
1. Ask an adult to hold a candle or flashlight while they read a story about nighttime creatures. While the kids are listening, they can also look at the candle and imagine the night life of the creatures of the story.
2. When the story ends, blow out the candle or shuts off the flashlight. What do you see at that moment? How is your vision?
3. Right after the light goes out, draw or write something on the paper with your colored crayon or marker, and try to guess which color you have. Remember this guess for later.
4. Wait a few minutes in the dark, and notice if your vision is changing. If it is, how so? What is different? How do you feel after 10 minutes? 20 minutes? 30 minutes? Tell your family what has changed over time, if you can see better in the dark over time, and how that makes you feel.
5. Once you have finished your discussion, use the candle or flashlight to look at the drawing that you made on the paper. Did you guess the color of the crayon or marker correctly? Then think about an owl and their eyes. Would it be useful for them to have more cones in their eyes (to see color)? Why or why not?
6. Even though people can see a little bit in the dark, after we let our eyes adjust, can we operate in the darkness like nighttime animals? Why or why not? Share your thoughts. | web | https://visitthereach.us/wp-content/uploads/2020/10/Final-NightVision.pdf | 0.438006 | {
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AZ: Transforming Education Through Technology (TETT)
Sheryl Hart
Arizona Department of Education Adult Education Services
Email:
[REDACTED_EMAIL]
Introduction
Background:
The current situation in Arizona:
The number of people needing adult education
Expectations placed on adult education
Resources directed toward adult education
We cannot continue doing things the same way.
Why TETT?
Purpose:
* Increase capacity of existing AE system
* Accelerate learning
* Foster independent learning
Maintain high outcomes
What does TETT look like?
TETT
TETT Components:
* One-to-one model- students are loaned a device (netbook or laptop) and are taught how to use it
* Limited face-to-face time with an emphasis on Independent Learning
* Online resources- ABE/ASE students use PLATO; ESL students use USA Learns; PLUS additional online tools and resources
The Pilots:
TETT Data Collection:
Attendance:
* Attendance hours
* Number of enrolled learners
* Weeks in program
Academic Outcomes:
* Percent of Educational Gains
* Pre/Post TABE scale scores
* Percent of GEDs achieved
Cost:
* Paid teacher time
Additional Data:
* Student surveys
* Teacher surveys
* Summary reports
* Classroom observations
* Anecdotal observations
Cohort One Results:
Cohort One Results:
Lessons Learned (so far)
* Logistical Barriers
"You want us to give students a computer????"
* Student Skills
"Most of my students are not ready to be independent learners!"
* Teachers Need More Training and Prep Time "With limited F2F time, 'winging it' is not an option!"
Next Steps
* Implement Cohort Three: January 2013
* Analyze Cohort Two data and identify matching classes to compare TETT to traditional and DL: January – February 2013
* Cohort Three ends: June 30, 2013
* Analyze Cohort Three data and identify matching classes to compare TETT to traditional and DL: July – August 2013
* Final TETT Report: December 2013
Quotes from TETT Students…
"Every day I discover the wonderful that is Google. It has been very useful for my work too…"
"To use the computer for search and to learn that there is an open world on the Internet where [it] is easy to access and learn."
Quote from a TETT Teacher…
"When I saw a webinar about the new computerized 2014 GED Test, I didn't feel as scared for my TETT students as I do for my regular GED students."
Questions?
For more information, please contact:
Sheryl Hart
Arizona Department of Education Adult Education Services
Email:
[REDACTED_EMAIL] | web | https://nrsweb.org/sites/default/files/Arizona_TETT_508.pdf | 0.469865 | {
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Burr Ferry to DeRidder
Time: 4 Hours
Start your drive in the small community of Burr Ferry, which lies on the Texas/Louisiana border. Here you can see remnants of breastworks built during the Civil War. The byway heads south on Highway 111, passing the Clear Creek Wildlife Management Area, then turns east at US 190. A good stopping point is DeRidder, a charming town with a lot of history. The Beauregard Parish Museum, housed in a former railroad depot, is filled with local artifacts; it is especially noted for its more than 3,000 dolls. Legend has it that a little girl named Lois Loftin had no dolls growing up, so she began accumulating them as an adult and left her collection to the museum. Other historic buildings include the First National Bank in DeRidder, with its 1930s lobby. If you're into fast horses and fancy roping, check out the action at the Beauregard Parish Civic Center-Covered Arena, which hosts rodeos year-round.
DeRidder to Oakdale
Time: 4 Hours
Along this stretch of the byway, look for blackberry farms and azaleas, dogwoods and mayhaws. Stop in Sugartown, the first permanent settlement in southwestern Louisiana, and take the town cemetery's one-mile forest walk. A bit farther is Elizabeth, once a busy sawmill town. The town's city hall is housed in a historic hospital building. Near Elizabeth, visit the West Bank Wildlife Management Area*, where you can stretch your legs and do some birdwatching. Take note of the orchards in this area, where lemons, peaches, blueberries, pecans, and muscadines are grown. This leg of the byway ends in Oakdale, where the recently opened Leatherwood Museum, housed in a circa 1880s building, tells the story of the region's timber industry. Cap your drive with a visit to the J's Seafood Restaurant, known for its home-cooked meals.
Merryville
If you continue down Highway 111 from Burr Ferry (rather than heading east at US 190), you will reach the town of Merryville. Here you will see the grave of Leather Britches Smith, a famed outlaw gunned down in 1912. Sites to see include the Merryville Museum and Burks Log Cabin. The cabin was raised in 1883 and moved to Merryville, where it sits in front of the museum. Just north of Merryville is the Clear Creek Wildlife Management Area*. In winter months, you'll see northern wildlife arriving in search of warmer climes. Wild turkeys are plentiful in Clear Creek's rolling hills.
* To visit any of Louisiana's Wildlife Management Areas, you must have either a valid Louisiana fishing or hunting license OR a Wild Louisiana Stamp. You can buy these online at www.wlf.louisiana.gov or by calling [REDACTED_PHONE] or at any vendor that sells hunting and fishing licenses, such as Bass Pro Shop, Walmart and Academy Sports. If you are buying a license or stamp for short-term use, you will be given an authorization number; that, plus a valid I.D., allows you to visit the WMA and hunt or fish. Prices vary for hunting and fishing licenses. The Wild Louisiana Stamps costs $2 for a one-day stamp.
Louisiana Myths & Legends Byway LouisianaMythsandLegends.com
Overview Itinerary | web | https://louisianamythsandlegends.com/sites/default/files/byway-overview-itinerary.pdf | 0.504106 | {
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3,311 Number of children in the United States who died in motor vehicle related accidents in 2011.
309 Number of children whose lives were saved due to restraint use in 2009 alone.
**INSPECTION STATIONS**
Safe kids coalitions operate about 500 permanent child passenger safety inspection stations throughout the United States. Inspection stations are open regularly to teach parents and caregivers how to safely transport children. You'll find them in central locations such as General Motors dealerships, hospitals, fire stations, and insurance companies.
**CHILD PASSENGER SAFETY**
Did you know?
- Motor vehicle crashes are the number one cause of death among children ages 1 to 19.
- Children ages 2 to 5 who use safety belts prematurely are four times more likely to suffer a serious head injury in a crash than those in child safety seats or booster seats.
- Of those children ages 8 and under who died in vehicle crashes in 2011, 29% were unrestrained.
**CAR SEAT CHECKUP**
- **RIGHT PLACE** Kids are VIPs, just ask them. We know ALL VIPs should ride in the back seat, so keep your children ages 13 and under in the back seat!
- **RIGHT DIRECTION** Keep your kid in a rear-facing car seat until they are 2 years old. When he or she grows too big for a rear-facing car seat, move your child to a forward-facing car seat.
- **INCH TEST** Once your car seat is installed, give it a good shake at the base. Can you move it more than an inch side to side or front to back? A properly installed seat will not move more than an inch.
- **PINCH TEST** Make sure the harness is tightly buckled and coming from the correct slots (check car seat manual). Now, with the chest clip placed at armpit level, pinch the strap at your child’s shoulder. If you are unable to pinch any excess webbing, you’re good to go. | web | https://www.benglasslaw.com/library/SAFEKIDS.pdf | 0.425418 | {
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THEMATIC COURSE TITLE:
20 th CENTURY AMERICAN ART (1900-1950): FROM ASHCAN TO ABSTRACT EXPRESSIONISM
STUDENT LEVEL:
8 th – 12 th Grades (Period 7?)
TEACHER:
Ms. Coffin, Art History
COURSE DESCRIPTION:
The objective of this course is to take a look at the many art movements and original styles that artists developed in the United States from 1900 to 1950. It will feature a multimedia approach to painting, sculpture, photography, design, and more. The course will include the art of Ashcan School artists like George Bellows, Photo-Secessionist Alfred Stieglitz, Depression Era photojournalist Dorothea Lange, political muralist Diego Rivera, Southwestern paintings of Georgia O'Keeffe, Harlem Renaissance artist Romare Bearden, and conclude with the drip paintings of Jackson Pollock.
In 1913, the modern art movements of Impressionism and Cubism in Europe came to America via exhibitions like the Armory Show in New York City. The Armory Show not only greatly inspired American artists but also led them to embrace controversy. In fact, much of American painting and sculpture since 1900 has been a series of revolts against tradition. New Schools of thought developed like the Ashcan School whose focus was often to reveal the poverty prevalent in America's cities rather than their prosperity.
However, the aftermath of World War I and the Depression led many artists in the United States to reject the modern trends introduced in the Armory Show. Instead, they often illustrated agricultural and industrial themes in American society. Grant Wood's American Gothic showcased the austere and strict morals of farm life while Charles Sheeler's Classic Landscape carefully captured the precision of machines in modern cities. Edward Hopper's New York Movie, on the other hand, revealed a more individual style of realism by concentrating on the loneliness and alienation prevalent in modern society.
The completion of the Santa Fe Railroad encouraged American settlers to travel across the west, as far as the California coast. New artists' colonies started growing up around Santa Fe and Taos, the artists' primary subject matter being the native people and landscapes of the Southwest. Images of the Southwest became a popular form of advertising. Artist, Georgia O'Keeffe, was one of the first modern artists to embrace the southwestern subject matter and became famous for her paintings of the flowers, bones, and landscapes of New Mexico.
The Harlem Renaissance was another significant development in American art following World War I. In the 1920s and 30s, a new generation of educated and politically astute African-Americans sponsored literary societies, art, and industrial exhibitions to combat racial stereotypes. The movement introduced a range of talents within African-American communities. It included artists and Jazz musicians from across America, but was centered in Harlem.
When the Great Depression hit, president Roosevelt's New Deal created several public arts programs. The purpose of these programs was to give work to artists and decorate public buildings, usually with a national theme. The style of much of the public art commissioned by the WPA was influenced by the work of Diego Rivera and other artists of the contemporary Mexican muralist movement. After WWII, the drip paintings of Jackson Pollock took the world by storm. Paris was no longer the heart of the art world. By the 1950s, New York artists' had taken center stage! | web | http://td.edu/wp-content/uploads/2015/09/FROM-ASHCAN-TO-ABSTRACT-EXPRESSIONISM-Coffin.pdf | 0.483407 | {
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predicted that after his death the lake would dry up and become a country called *Li-yul*, with the city of ‘U-then’ (*Hu.then* in Mr. Thomas’ transcription) as its capital.
Mr. Rockhill has compared with this tradition the legends relating to the draining of the lakes which were believed to have once occupied the present valleys of Kashmir and Nepāl, as well as Bod-yul or Tibet. Its resemblance to the ancient legend which represents Kashmir as having been originally the lake of Satīsaras deserves special attention, in view of that close connexion of Khotan legendary lore with Kashmir which we shall have occasion to note hereafter. I have fully discussed the Kashmir legend, as told by the Nilamata Purāṇa and also by Kalhaṇa, in my ‘Memoir on the ancient geography of Kashmir’¹¹. A reference to it will show how closely the rôle here ascribed to Buddha and his two companions corresponds to the part played in the Kashmir legend by Brahman and the gods Viṣṇu and Balabhadra, who upon the former’s command drained the lake by piercing the mountains. Buddha’s stay on Mount Gośringa seems to reflect the position taken up by Brahman and his divine host on the lofty peaks of the Naubandhana Tirtha in the mountains south-east of Kashmir. This close relation between the Khotan legend and the one told of Kashmir in the Nilamata Purāṇa is all the more noteworthy because the Kashmir legend had assumed in Buddhistic lore a materially different form, as seen from the account of Hsüan-tsang and Mr. Rockhill’s extracts from the Tibetan canon¹¹ᵃ. Thus the transfer of the Kashmir legend to Khotan cannot be attributed to any specifically Buddhist channel or agency.
The ‘Annals of Li-yul’ begin the story of the foundation of Khotan with a reference to King Aśoka, who is said to have ruled over India 234 years after the death of Buddha¹². ‘At that time the lake had dried up, but Li-yul was uninhabited.’ In the thirtieth year Aśoka’s consort bore a son, whom the king, alarmed by the soothsayers’ prediction that he would be king in his father’s lifetime, caused to be abandoned. ‘But when the child had been abandoned, there arose a breast on the earth from which he derived sustenance.’ For this reason he was called Kustana or ‘breast of the earth’ (*sa.nu*)¹³. This child was miraculously carried off by Vaiśravaṇa to the king of China (*Rgya*), who had 999 sons, but wanted one more to complete a thousand, and brought up the boy. Kustana having found out his true origin ‘wanted a kingdom for himself’, and accordingly when twelve years old he ‘got together a host of 10,000 men, and with them went to seek a home in the west, and while thus employed he came to Me-skar of Li-yul’.
About that time Yaśas¹⁴, a minister of Aśoka, had been obliged to leave India as ‘his relatives had become obnoxious to the king; so he left the country with 7,000 men, and sought a home to the west and to the east, and thus he came into the country below the river of U-then’¹⁵. Two followers of Kustana who had run away from Me-skar, came at Tola
¹¹ See Stein, *Rājat.*, II. pp. 388 sq.; also i. 26–27 with note.
¹¹ᵃ See *Mémoires*, i. pp. 168 sqq.; Rockhill, loc. cit., pp. 167 sq.
¹² If this date refers to the year of Aśoka’s accession, it approaches closely to the probable chronology of Buddha and Aśoka as ascertained by recent researches. Aśoka’s accession took place about 272 B.C. and circ. 487 B.C. appears to have been in Aśoka’s time the accepted date for Buddha’s death; see V. Smith, *History of India*, pp. 40, 137. That the chronology of the ‘Annals of Li-yul’, such as it is, was derived from sources different from those which Tibetan Buddhism generally relied on, becomes evident from the fact that, according to Mr. Rockhill, none of the Northern Buddhist texts known to him place Aśoka the Pious later than a hundred years after Buddha; comp. *Life of the Buddha*, p. 233, note 4.
¹³ *Life of the Buddha*, p. 234. The spelling *Kusthana*, regularly followed in Mr. Rockhill’s extracts is evidently an error of transcription. The text, according to Mr. Thomas, has always *sa.nu*. The meaning indicated shows that Skr. *Kustana* is intended.
¹⁴ Mr. Rockhill gives two forms of this name *Yaśa* and *Yaśas*; but it is evident that the Sanskrit name *Yaśas* is meant, borne by a person who figures in the traditional story of Aśoka as current in Northern Buddhism.
¹⁵ Mr. Rockhill notes that here and elsewhere the rivers of Khotan are referred to by the expression *shel-ichab* or | web | https://dsr.nii.ac.jp/toyobunko/VIII-5-B2-7/V-1/images/PDF/0210.pdf | 0.495205 | {
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AVISO À POPULAÇÃO
DATA E HORA DE EMISSÃO:
04-JAN-21 / 12:00
Nº 01/2021
CÉLULA DE AVALIAÇÃO E MONITORIZAÇÃO DE RISCOS
TEMPO FRIO
De acordo com a informação meteorológica disponibilizada pelo Instituto Português do Mar e da Atmosfera (IPMA), prevê-se um agravamento das condições meteorológicas, salienta-se:
* Tempo frio, céu com períodos de muito nublado;
* Possibilidade de aguaceiros fracos;
* Vento em geral fraco predominando de nordeste, tornando-se moderado (20 a 30 km/h) a partir da tarde do dia 6 de janeiro;
* Neblina ou nevoeiro matinal, formação de gelo ou geada.
* Manutenção das temperaturas mínimas abaixo dos 5ºC
Acompanhe as previsões meteorológicas em www.ipma.pt
Avisos Meteorológicos
EFEITOS EXPECTÁVEIS
Face à situação acima descrita, poderão ocorrer os seguintes efeitos:
* Intoxicações por inalação de gases, devido a inadequada ventilação, em habitações onde se utilizem aquecimentos com lareiras e braseiras;
* Incêndios em habitações, resultantes da má utilização de lareiras e braseiras ou de avarias em circuitos elétricos;
* Eventual formação de gelo em troços de estradas com ensombramento permanente;
* Necessária especial atenção aos grupos populacionais mais vulneráveis, crianças, idosos e pessoas portadoras de patologias crónicas e população sem-abrigo.
AVISO À POPULAÇÃO
MEDIDAS PREVENTIVAS
O SMPC recorda que o eventual impacto destes efeitos pode ser minimizado, nomeadamente através da adoção de comportamentos adequados, pelo que, e em particular nas zonas historicamente mais vulneráveis, se recomenda a observância e divulgação das principais medidas de autoproteção para estas situações, nomeadamente:
* Verifique se equipamentos de aquecimento se encontram em boas condições de funcionamento;
* Não utilize equipamentos de aquecimento de exterior (esplanadas) em espaços interiores;
* Se utilizar lareiras, salamandras ou equipamentos a gás mantenha a correta ventilação das divisões de forma a evitar a acumulação de gases nocivos à saúde;
* Desligue os equipamentos de aquecimento quando se deitar ou sair de casa, de forma a evitar incêndios ou intoxicações;
* Tenha especial atenção com os idosos e crianças para evitar queimaduras;
* Evite a exposição prolongada ao frio e às mudanças bruscas de temperatura;
* Use várias camadas de roupa adequada à temperatura ambiente;
* Proteja as extremidades do corpo, use luvas, gorro, meias quentes e cachecol;
* Ingira bebidas e alimentos quentes.
Estar atento às informações da meteorologia e às indicações da Proteção Civil e Forças de Segurança.
www.prociv.pt
www.ipma.pt
DATE AND TIME OF ISSUE:
04-JAN-21 / 12:00
WARNING NR. 01/2021
RISK ASSESMENT CELL
COLD WEATHER
According to the meteorological information provided by the Portuguese Institute of Sea and Atmosphere (IPMA), we expect a worsening in weather conditions, with:
* Cold weather;
* Light showers;
* Generally weak wind from the northeast, becoming moderate (20 to 30 km / h) from the afternoon of January 6 th ;
* Morning mist or fog;
* Minimum temperatures below 5ºC.
Follow the weather forecasts in www.ipma.pt
Weather Warnings
Cold Weather – Yellow [04 JAN 06:43 – 06 JAN 09:00]
Persistence of low minimum temperature values
ANTICIPATED EFFECTS
In view of the situation described above, the following effects may occur:
* Poisoning by gas inhalation, due to inadequate ventilation, in rooms where heating with fireplaces and braziers are used;
* House fires, resulting from the misuse of fireplaces or from malfunctions in electrical circuits;
* Ice on the road sections with permanent shading;
* Special attention is needed to the most vulnerable population groups, children, the elderly and people with chronic pathologies.
PREVENTIVE MEASURES
The Portimão Municipal Civil Protection Service - SMPC recalls that, the possible impact of these effects can be minimized, namely through the adoption of appropriate behaviours, therefore, and in particular in the most historically vulnerable areas, it is recommended to observe and disclose the main self-protection measures for these situations, namely:
* Check your heating equipment and make sure it is in good working order;
* Do not use outdoor heating equipment in indoor spaces;
* If you use fireplaces, stoves or gas equipment, maintain the correct ventilation of the rooms in order to avoid the accumulation of gases, harmful to your health;
* Turn off heating equipment when lying down or leaving the house, in order to avoid fires or poisoning;
* Pay special attention to the elderly and children to avoid burns;
* Avoid prolonged exposure to cold and sudden changes in temperature;
* Wear several layers of clothing suitable for room temperature;
* Protect the extremities of the body, wear gloves, a hat, warm socks and a scarf;
* Eat hot drinks and food.
Follow the weather information and indications from Civil Protection and Police.
www.prociv.pt
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The following is a Character Counts! student nomination:
Student: Madison Daniska
Grade: 2
School: Three Rivers Union School
Comment: Nominator Jami Beck says, "Madison knows how to play by the rules. Her classmates like to play with her because she treats everyone the same. She knows how to take turns and she is well-liked by her peers."
Pillar represented: Fairness
Through the Character Counts! program, the Tulare County Office of Education and the Visalia Times-Delta/Tulare Advance Register recognize local students who exhibit good character. | web | https://tcoe.org/docs/default-source/character-counts/student-of-the-week/2021-22-np-pdfs/12.30.21_madison_three-rivers-union.pdf?sfvrsn=50af0c08_3 | 0.438297 | {
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HOW TO MANAGE EXAM STRESS
- Make a plan
- Break down topics into manageable amounts
- Take breaks every 30-45 mins and reward yourself
- Look after yourself - Eat brain foods and exercise
- Make sure you know when and where your exam is, and how the exam paper will look
UNHELPFUL STRATEGIES TO AVOID
- Leaving everything until the last minute and then try to cram
- Only drinking energy drinks and eating junk food
- Pulling all nighters. Sleep is important!
- Revising in a distracting environment
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A POET'S SCIENCE.
BY MIRIAM ALLEN DEFORD.
JULY 8, 1922, will mark the centenary of Percy Bysshe Shelley's untimely end in the waters of Via Reggio. How many who will celebrate him then as poet and idealist, will remember also his keen interest and life-long delight in the problems of natural science?
Chemistry and astronomy were the only two sciences at all known to Shelley. In 1820, when he wrote that most charming of poetic epistles, the "Letter to Maria Gisborne", he expressed his passing interest in the workshop of her son, Henry Reveley, the engineer, with his
"Forms of unimaginable wood, . . . .
Great screws, and cones, and wheels, and grooved blocks"; but Shelley's enthusiasm for Reveley and his steamship, so rudely interrupted by a real or apparent attempt to defraud him, was more humanitarian than scientific. From the days at Eton, however, when the embryo poet set trees on fire with gunpowder and a burning-glass, or "raised the devil"—and his tutor—with electric batteries; even from earlier days, when he brought stained hands and singed clothing to the nursery at Field Place, and tried to "shock" his little sisters into a cure for chilblains; Shelley's great interest lay in chemical and physical experiments, that gave free scope to fancy and were too primitive to call for the exactness alien to the romantic nature of the experimenter.
Eton brought Adam Walker, the self-taught lecturer on natural philosophy, with his orrery and his talks on the planets. Shelley has spoken of the flood of joy and wonder that swept over him when first he realized the existence of a plurality of worlds. He purchased an orrery of his own, and a solar microscope, that, though it was pawned afterwards to relieve an acquaintance's distress, was recovered, and seems to have been the last scientific instrument that Shelley disposed of in his wandering life.
At Oxford, during his five meteoric months there, Hogg has described Shelley's rooms—a mass of retorts, phials, crucibles, mingled with books and personal belongings "as if the young chemist, in order to analyze the mystery of creation, had endeavored first to reconstruct the primeval chaos." A spot burned by a chemical in the new carpet was being rapidly enlarged by its owner's frequent tripping as he crossed it. "An electrical machine, an air-pump, the galvanic trough, a solar microscope, and large glass jars and receivers, were conspicuous amidst the mass of matter". It was a symbol of Shelley's wide and undisciplined researches in science. Natural history was always nearly allied in his mind to witchcraft; it was the romance, the strangeness and the mystery of life that seized upon his eager imagination. One lecture on mineralogy was enough—he could not even endure it to the end; and mathematics and the exact science were closed to such a temperament as his.
But this very romanticization and idealization of nature gave, to Shelley glimpses into the future which are often amazingly accurate. If he dreamed of the philosopher's stone and the elixir of youth, he foresaw also the wonders of irrigation, of aerial navigation, of applied electricity. "It will be possible, perhaps, at no very distant date," he said, "to produce heat at will and to warm the most ungenial climates—as we now arise the temperature of our apartments to whatever degree we may deem agreeable or salutory. But if this be too much to anticipate, at any rate we may expect to provide ourselves cheaply with a fund of heat that will supersede our costly and inconvenient fuel, and will suffice to warm our habitations for culinary purposes and for the various demands of the mechanical arts." How Shelley would have greeted the thought of harnessing intra-atomic force!
Again: "What a mighty instrument would electricity be in the hands of him who knew how to wield it? What will not an extraordinary combination of troughs of colossal magnitude, a well-arranged system of hundreds of metallic plates, effect? The balloon has not yet received the perfection of which it is surely capable; the art of navigating the air is in its first and most helpless infancy. It promises prodigious facilities for locomotion, and will enable us to traverse vast tracts with ease and rapidity, and to explore unknown countries without difficulty. Why are we still so ignorant of
the interior of Africa?—why do we not despatch intrepid aeronauts to cross it in every direction, and to survey the whole peninsula in a few weeks?” This same Africa was to be turned from a desert to a garden by properly directed irrigation.
With the swift onslaught of disaster, following those Oxford months, and with the troubles and journeys of his too few years to come, Shelley never afterwards had opportunity for scientific investigation or speculation. Even so early, it was tinged, not only with poetry, but with philosophy and humanitarianism, the two other loves of his life. Chemistry was to open up the study of “things themselves”, as opposed to their outward forms; the shadow the balloon that flew over Africa was to be the promise of freedom to its million slaves. For a brief time, in London, he thought of studying medicine as a profession; he even attended Abernethy’s lectures on anatomy at St. Bartholomew’s Hospital. His eager assistance to Reveley’s ill-fated steamboat, his ardent interest in the casting of its giant cylinder, proved that his love of science slept: it was not dead. All his life he visited the homes of the poor who surrounded him,—not only as a friend, but more or less as a physician, tending them in illness with the scraps of learning remembered from the weeks he “walked St. Bartholomew’s”. But in every such enterprise, though the initial attraction—as in the building of the great dam at Tremadoc—might be purely scientific, before very long Shelley was caught by the philanthropic aspects of the undertaking.
Shelley’s science was strictly that of a poet—not reasoned and classified, as Goethe’s was, for example, but personal, exalted and speculative. Even so, however, it is a phase of the life and thought of a great writer and a great man that affected much of his most unrelated work, and that should not be left to die forgotten in the archives of biography, a hundred years after he went to find if it be true that “after we die we wander as spirits through the other planets.” | web | http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=3550&context=ocj | 0.42682 | {
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HALLOWEEN SAFETY FOR OUR PETS!
1. Lots of people like to have fun during the Halloween festivities, but our pets can truly be "spooked" by all of the noises and costumes. Halloween is a holiday with many dangers for our dogs and cats.
2. Dressing up is fun for everyone, but may not be very fun for our pets. If your pet tolerates a costume, there are some things to keep in mind.
3. Your pet must be comfortable at all times. Avoid any costumes that use rubber bands or anything that might constrict circulation or breathing. Likewise, avoid costumes with toxic paints or dyes. Your pet's costume should be inedible.
4. If your pet appears uncomfortable in any way, allow him to dress up in his "birthday suit".
5. Costumes on people can be equally scary to pets. Masks, large hats, and other costume accessories can confuse pets and may even trigger territorial instincts. It is not unusual for pets to act protective or be fearful of people in costumes, even if they normally are very social with that person.
6. Remember, you are responsible for controlling your pet and insuring that he does not bite any of the neighbourhood ghosts.
7. The two biggest concerns for pets during the holiday are injuries and poisonings. .
8. The excitement of the day may be too much for even the bestbehaved dog. Constant visitors to the door as well as the spooky sights and sounds may cause some pets to become fearful, These pets could run away and become injured in a variety of ways.
9. Consider allowing your dog to spend Halloween in his own special place inside with special treats, safe and secure from the goblins. Even if you have a fenced yard, Halloween is definitely not a good night for your dog to be outside without supervision and restraint.
10. Some Halloween decorations can be unsafe as well. Fake cobwebs or anything resembling a string can be tempting to cats, leading to a foreign body obstruction.
11. Candles inside of pumpkins are easily knocked over, burning your pet or even starting a fire.
12. Keep your pet away from the Halloween candy. Chocolate can be toxic to pets and even small amounts can cause heart problems and vomiting.
13. Lollipop sticks and foil wrappers can become lodged in your pet's digestive tract, causing painful obstructions.
14. Candy that is sweetened with Xylitol® can cause low blood sugar in dogs and has been implicated in liver failure as well.
15. Although the threat is probably minimal, many people are concerned about black cats during this time of year. It might be wise to keep all cats indoors during this holiday.
16. If you can't keep your cat indoors, considering a boarding facility or your family veterinarian. It may help to keep your friend safe!
17. Go to www.MyVNN.com to see a large library of pet health care videos. | web | http://petkareclinic.com/wp-content/uploads/2014/09/Halloween-safety-for-pets-VNN-2011.pdf | 0.43428 | {
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Days 8-14 - Readings: Whole Bible
Tips:
* Genesis 22 is one of the richest prophetic pictures in the Bible. Abraham the ancient father (i.e. God the Father) escorts his beloved son Isaac (i.e. Jesus) to offer him as a sacrifice (i.e. the cross). The events even transpire on Mt. Moriah in the city of Jerusalem (2Chr 3:1) where Christ would be crucified.
* Three of Job's friends arrive in chapter two to comfort him in his affliction. They did a wonderful job of sitting quietly and supporting him for seven days. However when they speak, an angry torrent of godly truth and false accusation rushes out. Notice that Job's three friends are taking turns responding three times to him:
| Part 1 | • Job, then Eliphaz • Job, then Bildad • Job, then Zophar |
|---|---|
| Part 2 | • Job, then Eliphaz • Job, then Bildad • Job, then Zophar |
Look for this:
8. How the sinfulness of Sodom affected Lot's family (Gen 19); The lack of support Job sensed from his friends (Job 12)
9. How many ways Isaac's sacrifice foreshadows Jesus (Gen 22); How Job viewed humanity (Job 14)
10. What Eleazar was doing when Rebekah appeared (Gen 24); What Job thinks of his friends' support (Job 16-17)
11. What Esau traded for his birthright (Gen 25); What Bildad expected to happen to Job (Job 18)
12. What Jacob called himself when stealing the blessing (Gen 27); What Zophar expected for the wicked (Job 20)
13. How Leah tried to get Jacob to love her (Gen 29); The flaw Job saw in his friends' arguments (Job 21) | web | http://ownit365.com/wp-content/uploads/2014/11/WB-days-008-014.pdf | 0.526438 | {
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Hello, did you that Colorado is one mile high above sea level. And we have the cleanest water. We are called the Centennial state because it was made a state one hundred years after we became a century. Have a great year! Ms. Solano's Kindergarten
Raquel Sterczek
Morton Elementary
7006 Marshall Ave.
Hammond, IN 46323 | web | http://www.missrsterczek.com/images/postcard-exchange/2011-2012/PostcardExchangeColorado.pdf | 0.449305 | {
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May 1, 1994
8:51 P.M. violet-green swallow entered nesting box at late twilight, almost dark.
May 2, 1994
First violet-green swallow entered nesting box 6:20 A.M., left 1 minute later.
Average of per cent frequency of birds at Bee House. Rufous hummingbirds once every 2 days (no artificial feeding) feeding on flower of madrona. American Crow (1-8) once daily. Rufous-sided towhee once every 3 days. Song sparrow once a week, Dark-eyed junco once every weeks. House finch once a week. Some days no waterbirds except 10-12 glaucous-winged gulls. American robin once a month. Violet-green swallows 3 times a day in numbers of 1-3, or groups of 5-10 birds in air. Townsend chipmunks once every day. Eastern gray squirrel once every 3 days.
4:06 P.M. 3 river otter swam north past Bee House.
7:19 P.M. bald eagle on nest.
8:05 P.M. Can't believe so few birds in N Lopez Sound in the last 3 weeks.
May 3, 1994
6:15 A.M. First glaucous-winged gulls to roof top Bee House, also first violet-green swallows; they spent 1/3 of their time sunning (with backs toward sun) from limbs of Douglas fir and from roof top Bee House. They preened feathers most of time.
9:00 P.M. 4 river otter swam S past Bee House.
May 4, 1994
2:08 P.M. river otter swam S past Bee House.
May 5, 1994
2 violet-green swallows arrived south nesting box at 6:30 A.M. 6:51 A.M. 6 violet-green swallows trying for nesting boxes on Bee House.
6:52 A.M. no swallows in area for 3 minutes.
2:18 P.M. first aggregate of glaucous-winged gulls in front of Bee House, | web | https://digital.lib.ku.edu/islandora/object/ku-bee%3A10046/datastream/PDF/download | 0.431099 | {
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Fishing Coloring Pages for Kids
Print & Download - Engage Your Children with Fishing Coloring Pages
Fishing coloring pages are a fantastic way to engage children in a fun and educational activity. These pages not only provide entertainment but also help in developing their fine motor skills, creativity, and patience. Whether you're looking for a quiet activity at home or a classroom project, these coloring pages are perfect.
Benefits of Fishing Coloring Pages
1. **Creativity**: Coloring allows children to express themselves through art. They can choose colors that represent their favorite fishing scenes or create their own imaginative designs.
2. **Fine Motor Skills**: Holding a crayon or marker and coloring within the lines helps improve hand-eye coordination and dexterity.
3. **Patience**: Coloring can be a slow process, which teaches children to be patient and focused.
4. **Learning**: Coloring pages often feature simple scenes related to fishing, such as fish, boats, and lures. This can introduce basic concepts about nature and the environment.
5. **Relaxation**: The act of coloring can be very calming and relaxing, helping children unwind after a busy day.
Where to Find Fishing Coloring Pages
You can find a variety of fishing coloring pages online. Websites like ColoringPages.org offer a wide range of free printable pages suitable for different age groups. Simply search for "fishing coloring pages" on your preferred search engine to access numerous options.
Tips for Using Fishing Coloring Pages
- **Supplies**: Ensure you have all necessary supplies, including crayons, markers, and possibly colored pencils for more detailed coloring.
- **Safety**: Supervise young children to prevent them from using sharp objects and to ensure they color within the lines.
- **Variety**: Rotate between different themes to keep the activity interesting and to cover various aspects of nature and the outdoors.
Incorporating Fishing Coloring Pages into Learning
You can use these coloring pages as part of a broader learning experience. For example, you could discuss the different types of fish shown on the pages, talk about fishing techniques, or even create a mini-science lesson about aquatic life.
Conclusion
Fishing coloring pages are an excellent tool for parents, teachers, and caregivers to foster creativity, develop fine motor skills, and promote relaxation in children. With a wide array of options available online, there's no shortage of ways to incorporate these pages into your child's learning and playtime. Enjoy exploring the world of fishing through the lens of art! | web | http://stabilo4kids.ru/raskraski/pdf/454.pdf | 0.47951 | {
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Ecclesiastes 4:9-12 (NLT)
Two people are better off than one, for they can help each other succeed. If one person falls, the other can reach out and help. But someone who falls alone is in real trouble. A person standing alone can be attacked and defeated, but two can stand back-to-back and conquer. Three are even better, for a triple-braided cord is not easily broken.
I. The Power of Community in the Trinity
When He had been baptized, Jesus [God the Son] came up immediately from the water; and behold, the heavens were opened to Him, and He saw the Spirit of God descending like a dove and alighting upon Him. And suddenly a voice [God the Father] came from heaven, saying, “This is My beloved Son, in whom I am well pleased” (Matthew 3:16-17 NKJV).
A. God is an eternal triune being – God the Father, God the Son and God the Holy Spirit.
B. The three Persons of the Godhead act separately and uniquely – but in perfect unity – Oneness.
C. God’s got His own small group going on.
D. This threefold cord makes the Enemy shudder.
You say you have faith, for you believe that there is one God. Good for you! Even the demons believe this, and they tremble in terror (James 2:19 NLT).
II. The Power of Community in Relationships
Then the man and his wife heard the sound of the Lord God as He was walking in the garden in the cool of the day, and they hid from the Lord God among the trees of the garden (Genesis 3:8 NIV).
The phrase, “one another” is used nearly 100 times in the New Testament. But the phrase is derived from only one word in the Greek – the word – allelon – meaning “one another, each other, mutually, reciprocally.”
(Kinda reminds ya’ of a threefold cord, huh!)
And all those references? The majority are telling us how we as believers are – and are not – to treat “one another” in community….
Around 1831, Wilhelm Albert, a German mining official developed what soon grew to be standard piece of equipment in industry and construction throughout the world – iron rope – the grand-daddy of our modern steel cable.
Prior to Albert’s invention, individual wires had been laid parallel, side by side, bound together, and then covered with tarred hemp yarns.
But Albert’s iron rope was made by first twisting pieces of wire together to form strands. Then three or more of those strands were twisted together to form a wire rope which was far superior in strength, service-ability and cost.
Likewise, it is good when believers join together, side by side, for worship and ministry. But it is far better when believers intertwine their lives and their giftings in community relationships as well as in worship, ministry and outreach. After all, a threefold cord is not quickly broken….
A. The first small group was in the garden. (Threefold Cord)
B. God created a man and a woman to fellowship with Himself.
So God created human beings in His own image. In the image of God He created them; male and female He created them. Then God blessed them and said, “Be fruitful and multiply” (Genesis 1:27-28 NLT).
C. When Adam and Eve left out God, sin entered the world. (Threefold Cord)
So when the woman saw that the tree was good for food, that it was pleasant to the eyes, and a tree desirable to make one wise, she took of its fruit and ate. She also gave to her husband with her, and he ate (Genesis 3:6 NKJV).
III. The Power of Community in the Church
For where two or three gather together as my followers, I am there among them” (Matthew 18:20 NLT).
A. This is like God in the Garden with those He loves.
B. The Power of the Church in community prayer.
“Again I say unto you, That if two of you shall agree on earth as touching any thing that they shall ask, it shall be done for them of my Father which is in heaven” (Matthew 18:19 KJV).
After this prayer, the meeting place shook, and they were all filled with the Holy Spirit. Then they preached the word of God with boldness. All the believers were united in heart and mind. And they felt that what they owned was not their own, so they shared everything they had. The apostles testified powerfully to the resurrection of the Lord Jesus, and God’s great blessing was upon them all (Acts 4:31-33 NLT).
C. The Power of the Church in a united purpose.
Then make me truly happy by agreeing wholeheartedly with each other, loving one another, and working together with one mind and purpose (Philippians 2:2 NLT).
A person standing alone can be attacked and defeated, but two can stand back-to-back and conquer. Three are even better, for a triple-braided cord is not easily broken (Ecclesiastes 4:12 NLT). | web | http://citypoint.church/wp-content/uploads/2018/09/2018-09-09-Power-of-3.pdf | 0.495945 | {
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Program Types
Residencies, Workshops,
Performances (Interdisciplinary)
Professional Development In-
Services: Teachers, Teaching
Artists
Language Proficiencies
English
Fees
Contact to inquire
Availability
Contact to inquire
Audiences
Schools (grades pre-K-5), college level, young adult, adult, at-risk, seniors, persons with disabilities, social service groups, hospital/Health Care Groups, ESL
Venues
Schools, libraries, parks & recreation centers, performing arts centers, community centers, senior centers, colleges & universities, festivals
Technical requirements
Counties
Clark, Lincoln, Nye
Amy Lowe
Performing Arts: Music
Chicago, IL ([REDACTED_PHONE]
www.amylowe.org [REDACTED_EMAIL]
Multi award-winning-singer, songwriter, storyteller Amy Lowe believes that when people have an opportunity to create together whether they have experience or not, they gain self-confidence and also experience interpersonal success. Music provides new ways to communicate diverse ideas. Source material for creating original songs and stories come from a variety of resources such as, literature, personal stories, oral histories, folktales; daily news, social issues, the environment and so much more. Music is a perfect vehicle to help teach people of all ages and backgrounds how to collaborate in a variety of diverse settings, from the classroom to the community.
Over the years Amy has used songwriting and storytelling to help build bridges between people, teach history, bring books to life, entertain, teach English as a second language to adults and so much more. She has written award-winning songs that have helped teachers teach math concepts to Chicago Public School age children as well as, helped the students improve their math scores.
As a Teaching Artist Amy, feels lucky to have had the opportunity to work with so many people from different socio-economic, religious and cultural backgrounds as well as, populations from the very young to the very old. These populations include: families, individuals, inner-city, suburban, rural and university, international students as well as, people with different cognitive ability.
Amy is a Teaching Artist with several arts organizations including: The Nevada Arts Council; The Illinois Arts Council; Ravinia Festival - Music Discovery Program - Reach, Teach, Play; Merit School of Music – EC Community Partners Program; Urban Gateways: Arts for Learning and, The University of The Potomac - Chicago – ESL Adjunct Faculty.
She has over 20 years' experience designing programs that integrate the arts into the curriculum. Amy has appeared in over 1000 elementary schools, high schools, community centers, festivals and universities throughout the country as a performer, workshop facilitator, and teaching artist.
Schools & Communities Workshops
Singing Stories– Oral History & Music, Literature & Music,
Early Childhood Music: moms & babies
ESL Through Music & Drama
Lively Musical program – Past to Present independent living
Professional Development Workshops
Master Classes: Teaching & Learning, Music & More
Interdisciplinary Arts Across the Curriculum: for parents, teachers & staff
& ESL adult learners
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Communities 4 Families
Literacy Event Report
Date: January 2015
Organization: UWSA Day Care
What is the name of activity for which the grant was used?
Family Literacy Event
Describe your program and its success
We started our event with a guest story reader and then we moved in groups from station to station. We had 6 stations in total, including: art, movement activities,story telling, book bag activity, science activities and a station run by a blind person. At the end we offered a light snack with sandwiches and pickles.
We invited a blind man and his dog to our event. He read in Braille and we held up the picture book. It was a very interesting and educational activity for the children.
What do you think was the biggest impact of this program?
We have had positive comments from parents and children on our literacy event. We saw a lot of interactions between different families that we tried to encourage. | web | http://communities4families.ca/wp-content/uploads/2016/11/UWSA-Day-Care-2015.pdf | 0.432634 | {
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What Parents & Carers Need to Know about HOW TO COMBAT ONLINE BULLYING
Defined as “ongoing hurtful behaviour towards someone online”, cyber-bullying makes its victims feel upset, uncomfortable and unsafe. In the digital world, it has numerous forms – such as hurtful comments on a person’s posts or profile; deliberately leaving them out of group chats; sharing embarrassing images or videos of someone; or spreading gossip about them. Cyber-bullying can severely impact a young person’s mental health … so, in support of Anti-Bullying Week, we’ve provided a list of tips to help trusted adults know what to look for and how to respond to it.
1. GET CONNECTED
Playing online games together with your child or connecting with them on social media (including video calling through) is not only fun but also an excellent way of establishing some common ground. It’s also a chance for you to both see or done online – as well as keeping an eye on who your child is communicating with in the digital world.
2. KEEP TALKING
Regular chats with young people about their online lives are good practice in general, but they can also be an excellent refresher to help them deal with bullying situations. Topics you might want to revisit include why it’s important to keep certain information private we know and trust, and why passwords should always remain secret (even from our best friends).
3. STAY VIGILANT
Observe your child while they’re using technology and just after they’ve finished. Are they acting normally, or out of character? Possible signs of a problem may be if they become unusually withdrawn, jumpy or anxious, angry or repeatedly checking their phone. When in doubt or unsure, you may want to check in with them to see if everything is OK.
4. MAKE YOURSELF AVAILABLE
If an online bullying incident does occur, it may take a while before your child feels comfortable about what happened. Just gently remind them that they can always come to you if they need to talk – and that they won’t be in trouble. You might also suggest a trusted friend or family member they could turn to, in case they feel too embarrassed to tell you directly.
5. BE PREPARED TO LISTEN
When conversations about online bullying do take place, they’re likely to be difficult, emotional and upsetting for both you and your child. Actively listen to your child while they’re bringing you up to speed, and try not to show any judgement or criticism – even if they don’t handle the situation in exactly the way you would have hoped.
6. EMPOWER YOUR CHILD
Depending on their age, your child might not want a parent involved in their issues for them’. In that case, talk through the options with them (blocking the perpetrator, deleting the app and so on), and let them decide which choose the path they take, you’re putting them in control but are also demonstrating that you’re there to support them along the way.
7. REPORT BULLIES ONLINE
Cyber-bullying often takes place through a particular app, social media platform or online game. If this is happening to your child, encourage them to report the offender to the app or game in question – ideally with screen grabs to support their claim. Most apps and games have reporting tools specifically to stamp out abusive behaviour and protect users.
8. ENCOURAGE EMPATHY
Protecting themselves online is the priority, of course, but your child should also feel empowered to help if they witness other people facing victim to cyber-bullying. Even if they don’t feel confident enough to call someone out on their abusive behaviour online, they can still voluntarily report that person to the app or game where the bullying occurred.
9. SEEK EXPERT ADVICE
Victims of online bullying frequently experience feelings of isolation and anxiety, a loss of self-esteem and confidence, and even thoughts of self-harm or suicide. If you think that an incident of cyber-bullying is affecting your child’s mental wellbeing, then seek psychological support for them. Visit www.nos.org.uk/resources details in the central panel below.
10. INVOLVE THE AUTHORITIES
If the nature of any online bullying makes you suspect that your child is genuinely in imminent physical danger – or if they are being shown whatsoever of explicit images being shared as part of the bullying – then you should gather any relevant screenshots as evidence and report the incidents to your local police force.
FURTHER SUPPORT AND ADVICE
If you or your child need additional help with an online bullying issue, here are some specialist organisations that you could reach out to.
Childline: talk to a trained counsellor on 0800 1111 or online at www.childline.org.uk/get-support/
National Bullying Helpline: counsellors are available on 0845 225 5787 or by visiting www.nationalbullyinghelpline.co.uk/cyberbullying.html
The NSPCC: the children’s charity has a guide to the signs of bullying at www.nspcc.org.uk/what-is-child-abuse/types-of-abuse/bullying-and-cyberbullying/ and can be reached on 0808 800 5000
Meet Our Expert
Dr Claire Sutherland is an online safety consultant, educator and researcher who has developed and implemented anti-bullying and cyber safety policies for schools. She has written various academic papers and carried out research for the Australian government comparing internet use and sexting behaviour of young people in the UK, USA and Australia. | web | http://www.vyners.hillingdon.sch.uk/_site/data/files/about%20us/keeping-safe/358C8CD9E00DA94F62AA9BF01BD5BAC0.pdf | 0.509958 | {
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A FEELING (NAUSEA)
And, how does it feel? To define things which can never be had.
To point a finger and designate a thingness, as opposed to another.
A dingy perimeter all about the body, only defined by everything, shouting,
from the edges. Whoever called a star a star was not thinking of a wheel
of iron grinding down on itself, of nothing but an engine; whoever said that light
was light was only thinking of themselves. What is not light also spreads—a comfort—
a cradle—a holding, it might just say, “Here, all this space, just for you,” and then retire
to an agnostic slumber. It is strange—and incongruent what people define things by.
In a battle to escape the pain of the eventual, a finger points to reshuffle bodies—you first.
Then tries to hold that body responsible for returning to tell, what really happens when the last of a body scatters like the fringes of laughter. | web | https://physicsandastronomy.pitt.edu/sites/default/files/page14_0.pdf | 0.455869 | {
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ELAN 5/7312 Teaching Poetry in Elementary & Middle School Spring 2012 Mondays, 5:00-7:45
JoBeth Allen ([REDACTED_EMAIL], 546-0234)
Welcome poets and teachers of poets! We'll use several structures to help our exploration of a poetic approach to life and learning.
~ Poetry Workshop – we'll begin every class with reading and writing poetry. Bring in your favorites, spend some time gathering new poems, and try your hand at writing a wide variety of poetic forms.
~ Poetry Pedagogy – discussion of readings in grade-level groups; we'll discuss how to apply our readings with children of various ages, abilities, and needs.
~ Classroom Poetry Project – working with young poets (see below)
Gather it all in your Poetry Notebook, a resource notebook that includes
1) your own poetry, notes and drafts, with at least three poems developed as final drafts, and a final reflection on your growth as a poet,
2) a resource section that included notes on your readings (which we will also use in pedagogy group discussion – please bring each time, I do check ),
3) a written response to a Poetry Event (poetry reading, open mic, or slam; poetry session at Children's Literature Conference, etc. – be a part of the local poetry scene, it's pretty amazing), and
4) a detailed write-up of your Classroom Poetry Project
Graduate Credit Options – a) mentor an undergraduate student who is team teaching with you, b) read and report on how you would incorporate the ideas in an additional book or 8 articles and integrate what you learn in your pedagogy group discussion and Classroom Poetry Project if relevant, c) create a poetry data base including how you might share the poem (e.g., in a writing workshop, content area lesson, etc.), or d) design your own option - make it meaningful!
Classroom Poetry Teaching Project
Share the poetry practices we're learning with students. As we read and discuss various strategies, approaches, and practices, you can select those that seem most appropriate for your students if you have your own classroom. If you are not currently teaching, make arrangements with someone in the class who is teaching to team-teach if possible. That's one of the great advantages of a splitlevel class. If that's not possible, I'll help you find a teacher who has a lively poetry writing workshop, or you can contact a any strong teacher (including ESL, special education, art, music, counseling, etc.) who is incorporating poetry in his or her curriculum. All planning, instruction, gathering resources, and other involvement will be collaborative.
Please arrange to teach poetry at least 10 hours – you'll love it, and I predict your students will beg for more poetry time. You'll create plans, implement them, carefully document your plans and what actually happened, and reflect as you go on how your students respond and what you'll do differently next time. Teaching poetry may occur across the semester, or in a more concentrated unit, e.g.:
A series of poetry workshops inspired by those in our readings A poet studies (e.g., Eloise Greenfield, Gary Soto, Nikki Grimes, Jacqueline Woodson, or Karen Hesse; I'll share guidelines)
Creating poetry centers like those we'll do in class
Incorporating writing and reading poetry with a particular content area or unit (e.g., studying the ocean, responding to a novel, writing poetic biographies of famous people, etc.)
Children's Literature Conference
I encourage you to attend poetry sessions at the Children's Lit Conference. The 43 rd Children's Literature Conference will be held Friday and Saturday, March 23-24 at the Georgia Center. For more information on the conference go to http://www.coe.uga.edu/gcba/
Policy on Absences
You have one excused absence for the semester. I know things come up – your own illness, a sick child, a conference out of town, etc. However, I hope everyone will make an effort not to miss more than once – we need your ideas, your questions, and your poetry!
If you miss more than one class you need to make the second one up. Options include an additional 2 hours of teaching and reflecting on your teaching in your Teaching Journal, or reading an additional book and writing about what you got from the book that will help you in teaching poetry (I have many such books to loan).
ELAN 5/7312 Teaching Poetry Syllabus Spring 2012
DATE FOCUS
PREPARATION, EVENTS
| Apr 30 | Nature Poetry Celebration Field Trip to Botanical Gardens |
|---|---|
* Georgia Heard, Awakening the Heart
* Flynn & McPhillips, A Note Slipped Under the Door
* Sara Holbrook, Practical Poetry: Meeting Content-Area Standards
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KETOSIS
"Ketosis", in its clinical definition, refers to a specific metabolic change resulting in increased levels of ketones in the blood. This occurs when the cow breaks down body tissue in an attempt to meet energy demands around calving. The liver gets overwhelmed, and instead of making glucose, it makes ketones. Ketones in high levels are toxic to the cow, especially the brain. This article looks at the effects of negative energy status and the syndromes we call "ketosis".
Energy intake is dependant on dry matter intake (DMI). DMI is linked to feed supply and demand. Feed must be provided and the cow must want to eat. Feed quality and quantity also play a role but, generally, on any given diet eating more will increase nutrient supply to the cow. Ketosis may affect individuals or the whole herd! There may be big variation in the speed of onset of clinical or subclinical signs. High performing animals can go from health to death in less than 12 hours, while others may have a chronic and insidious problem that could take days to weeks to develop before the severity is obvious.
Causes:
Some of the more common causes of ketosis include poor transition management & feeding, poor colostrum feeding, inadequate feed offered, poor rumen function i.e. acidosis, lack of fibre, sudden feed changes; high protein - low sugar grass, bad weather, nutrient deficiencies i.e. minerals, carbohydrates; activity e.g. walking distances, fighting, mob changes, fast motorbikes.
Clinical signs of Acute Nervous Ketosis
no cud in the mouth, tongue flicking like lizards, high stepping, starry eyed and rapid blinking, they may appear blind, have odd vocalisation, are suddenly off milk, they might have profuse diarrhoea ("watery" due to swelling of gut lining), milk fever. You may only notice sudden unexplained deaths.
Cows may be drooling, frothing at the mouth, hyperactive, frenzied behaviour, chewing with
Clinical signs of "Dopey" Ketosis
Dull lethargic "couldn't care less" cows, look tired with head and ears down. They have a dragging walk, poor appetite, the eyes may be partially shut, and appear sunken, with "fat" lower lids. They often have diarrhea and poor milk production.
Treatment
Ketotic cows are not eating, so they will have complicating problems like low calcium and magnesium. Treatment is aimed at correcting the metabolic imbalances, so give them calcium & magnesium, and IV dextrose. Drench with energy sources like monopropylene glycol (Ketol), starter drench, molasses, by-pass fats. Inject with B12 to stimulate appetite and liver function. If you have a herd problem consider using products like rumensin. Re-establish rumen function. The first priority is feeding bland long fibre e.g. hay or straw. Reduce energy output. Stop Milking these cows!!!. Individual cows should not be milked until they have good rumen function i.e. the gut is wider than the udder. Start with once a day milking when resuming milking. Whole herds—consider once a day. Reduce activity—keep clinically affected cows close to the shed, take feeds to them. Finally, provide covers or shelter, especially during wet, cold and windy weather. | web | https://www.thecowvets.co.nz/files/Ketosis.pdf | 0.491446 | {
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ABSTRACTI♀︎N
By Emma Langridge January, 2023
In 1968, the National Gallery of Victoria opened its doors on its inaugural exhibition, The Field. This was a landmark event: a comprehensive survey of abstraction in Australia.
The work of forty artists was presented, including hard-edge, geometric, colour and flat abstraction. The intention was to underscore a vastly underappreciated genre which favoured form, line and colour, whilst eschewing representation and figuration.
In 2018, The Field was recreated. All attempts were made to replicate the original exhibition, down to the silver walls of the gallery space.
However, by recontextualising the exhibition in the 21 st century, the curators also reiterated the gender imbalance, underscoring it, emphasising it. Of the forty artists, thirty-seven were men - and three were women. Normana Wight, Janet Dawson, Wendy Paramor were the only females whose work was included.
This was less than five years ago.
We live in a time where we collectively look to the past and turn over rocks, attempting to rediscover what was there all along, We reinterpret, rewrite and rediscover what was lost, redressing past inequalities in order to provide a fairer assessment of what really happened, and to move forward with the intent to be fairer. We are aware that so much has been omitted from the history books.
In the year 2023, an exhibition highlighting the work of women abstract artists in Australia should not be needed. These artists work daily at their practice, which is also to say that it is an everyday activity.
So, though it should not be needed, for now it is absolutely necessary.
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Why freedom of speech survives
Actually, most people don't give a bugger about freedom of expression.
That's because they have it readily at hand via social media, and because it's been around for centuries, having been wrested from English monarchs who cut out the tongues of those who said the "wrong" thing.
I found a public survey once that asked people to rank 10 modern freedoms, and freedom of expression came last, well below things like the right to drive a car.
Don Brash has whipped up new debate about it, a brouhaha that overshadowed the recent death of one of the country's greatest freedom of expression advocates, a man who changed modern journalism in New Zealand nearly 40 years ago with his courageous exposure of the brittleness of mainstream thinking.
Warwick Roger, who died last week after a long battle with Parkinson's Disease, started our first "new journalism" vehicle in 1981, a glossy Auckland magazine called Metro with content modelled on in-depth reporting of the kind emerging in the US.
Its long stories – some up to 15,000 words – resembled those written by American journalists like Tom Wolfe. They used literary devices usually found in fiction, and didn't necessarily conform to the tenets of standard "balanced" journalism.
Although investigative journalism dates back in New Zealand to the 1860s and often appeared in the 20th in what seems an unlikely forum, Truth newspaper, Roger was the first to acquaint us with Wolfeian writing presented in a magazine with high production standards and leading-edge design.
For the first time, the art director was as important as the chief subeditor, but although the look was as important as the content, the latter was game-changing because it regularly examined issues in meticulous detail and drew conclusions that influenced politics, the economy, the law, medicine and social trends.
Not all its words were lofty, mind you. One of Roger's most powerful was the magazine's gossip column, a vicious outlet for the lampooning of the self-important. Roger penned it most of the time under cover of the pseudonym Felicity Ferret.
Auckland's glitterati loved it during most of the 80s but lost their senses of humour after the 1987 crash. They started to demand retractions. One case in 1994 led to a two-week defamation trial in which a rival gossip columnist successfully sued Metro; Roger was finally outed as the person with acid in his pen.
Such diversions were unimportant in the long run. In 1987, Roger published a landmark expose of what his headline dubbed the "unfortunate experiment". The story, by Sandra Coney and Phillida Bunkle, revealed a project at National Women's Hospital in Auckland deliberately left 127 women suspected of having cervical cancer untreated so researchers could compare outcomes. Eight died.
The story has been acclaimed one of the top two or three investigative stories published in New Zealand, because it led to a commission of inquiry and fundamental changes in the way doctors must relate to their patients. It was typical of Roger's fierce need to seek all angles that he later published an article defending of one of the hospital's leading researchers.
For those who follow the paths journalism takes, one of Roger's unique strategies was to hire mainly writers with no journalistic background. He had a jaundiced view of mainstream media and wanted to shape the work of those with fresh insights. Some of the country's greatest media writers – for example, Steve Braunias and Tim Wilson (today on TV's Seven Sharp) – emerged from that process.
Roger first achieved prominence as a feature writer for the Dominion and the Auckland Star, but although the latter had given much space to the pioneering work of Pat Booth on the Arthur Thomas murder case, it insisted Roger had to meet standard length limits for stories (about 2000 words).
He wrote long, and his stories were stitched together, making it impossible for subeditors to cut him. Already a devotee of American non-fiction outlets like The New Yorker, he felt it was time New Zealand had its own repository of the "journalism of outrage".
He left the Star and started Metro in a small operation that would grow under his genius to include North & South (edited by his wife, Robyn Langwell) and a stable of other successful magazines.
I'll always remember Warwick for his sense of humour. One day after Metro had yet again scooped the Star, I arrived at work to find a packet of bitter pills on my desk. He'd sneaked in and left them there. | web | https://jimtuckermedia.files.wordpress.com/2018/08/25-08-2018-jt-column-freedom-of-speech-advocate.pdf | 0.502866 | {
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Madras School of Social Work
PG Department of Social Work Aided
DAY-2 SOCIAL ADVOCACY
Title of the Programme: Social Advocacy
Date
: 09/02/2021
Day:
Tuesday
Total No. of Students Attended: 24
Resource Person Profile:
Dr. Raj Kumar
Dr. Raj Kumar is a social work graduate from Loyola College and has completed his Post graduate Diploma in Human Resource and Development, M.A in Public Administration,
M.Phil. in Social Work, Bachelor of Laws and completed his Ph.D. in Mental Health. He is currently working in Damien Foundation India Trust as Chief Administrative officer.
This session involved student trainees from both Community Development and Medical and
Psychiatry specialization. Since the Social Work Forum observed the "Bonded Labour System
Abolition Day" the session started at 10 am.
The session stared by explaining what is Social Advocacy and later discussed the purpose of
Advocacy and the difference between Advocacy and IEC.
Social Advocacy is actively supporting a cause and trying to get others to support it as well by speaking up, drawing attention to an important solution and directing decision making towards
a solution.
Few other topics discussed under Social Advocacy are as follows:
❖ MAJOR AREAS OF ADVOCACY
-
Leadership development
- Coalition building
-
Networking
- Political Lobbying
- Promotive legislative change
-
Briefing media
-
Counteracting Opposition
❖ Stakeholders of Advocacy
- Decision makers
- Allies and partners
- Resistant groups
- Decision makers
❖ Techniques and tactics of Advocacy
- Sensitizing
- Mobilizers
- Dialoguing
- Debating
- Negotiating
- Lobbying
- Petitioning and pressuring
- Informing
For all the above topics a relevant video was shown to help the student trainees to get an understanding of the topic and to relate it to the current scenario. It also helped the student trainees to understand how social advocacy is implemented in practical level.
Finally, the student trainees were split into groups and an activity was carried out where the trainer asked questions from the day's session. The student trainees were asked to write their answers in a chart and present it to the class. Each team presented their respective chart works and inputs were given from the trainer so that they get a complete knowledge on the topic. The session got over by and the student trainees were dispersed.
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A Month's Worth of Viking Facts!
Our days of the week are named after Norse Gods. Except for Saturday which is Roman interloper!
If your town name ends in -by, -thorpe, or -ay then it was settled by Vikings!
Vikings loved a bit of honey using it to sweeten food and to make mead.
Vikings loved a good nickname including Ragnar Hairy Breeches and Ketil Flat-Nose.
Vikings warriors were often buried in boats to help them reach the afterlife, often taking weapons, jewellery, and other prized possessions with them.
To figure out how bad a battle wound was, a Viking would be fed onion soup. If the smell came out through the wound, they knew it would be too deep to heal.
There were three main classes in Viking society - Jarls (nobles), Karls (farmers), and Thralls (slaves). This is where the phrase being in thrall to someone comes from.
Viking women had the right to divorce their husbands and to inherit property. This was progressive compared with many other cultures of the time.
Poetry was important to the Vikings and they invented the roast-battle. Known as Flyting it was a poetic exchange of insults.
One of a Viking's most prized possessions would be their swords. They were often given names such as leg-biter or blood-ice.
Vikings got together to settle disputes and make laws at an event called the 'Thing'.
The Bluetooth symbol is taken from a Viking rune and named after a Viking king - Harald Bluetooth!
Lots of English words are derived from Old Norse including: wing, reindeer, glitter, ugly and cake. Why not make a glittery, ugly, reindeer cake to celebrate?
some Vikings would go into a trance like state in battle. These berserkers often wore wolf or bear skins.
Vikings landed in what is now Canada in around 1000 AD and named it Vinland.
Vikings would bleach their hair with lye to achieve beautiful blond tresses.
Viking spent most of their time farming. They grew barley, rye, and oats as well as raising sheep, pigs and goats.
The Viking age lasted for just under 300 years between 900 AD and 1066.
Vikings believed in a range of Gods including Odin, Thor, and Freyja.
Vikings loved a bit of skiing. The Norse Gods of skiing is Ullr, which is also what I yell when travelling down-hill at high speed.
Some Vikings kept pets including cats, dogs, falcons, peacocks, and bears! Imagine finding one of those in your Christmas stocking! (Not Polar bears though, they were reserved for noblemen only).
On a midwinter night, keep an eye out for a mysterious older man with a long white beard from the far north, who will arrive in a chariot pulled magical flying animals, giving out gifts (made by elves). Thats right - Odin!
Vikings were very clean and used tweezers, razors, combs and even ear spoons to keep themselves looking lovely.
The word Viking means 'pirate raid' in Old Norse.
The Vikings didn't leave many written records, their histories and beliefs were passed on through story telling called sagas.
Vikings were expert boat builders, developing keels which made their longboats easy to steer.
Vikings probably travelled further than you think, reaching Russia, Canada, Baghdad, and Morocco.
Viking cuisine was pretty diverse, including seafood (unsurprisingly), horse, cattle, poultry, rye and wheat bread as well as fruits and vegetables.
Vikings used lots of different weapons in battle, but not swords, they were important ceremonial objects. Most Vikings would use a shield and spear or axe.
Vikings believed that at the battle at the end of the world, Loki would arrive in a boat made out of dead men's toenails. Why? I have so many questions.
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26 Tips for Proper Email Etiquette
By Gabrielle K. Gabrielli, Ph.D.
1. Write concisely and professionally.
2. Use all rules of proper business writing including using active voice instead of passive voice. Use correct spelling, grammar, and punctuation.
3. Check your facts to ensure accuracy. If in doubt, do not send it.
4. Read your email message out loud before you send it.
5. Use plain text formatting. If you use html, select legible colors and fonts.
6. Address the recipient appropriately including the use of To, Bcc, and Cc.
7. Err on the side of formality, especially with salutations.
8. When the distribution list is greater than approximately 10, blind copy multiple recipients rather than displaying all email addresses.
9. Do not overuse Reply All.
10. Prevent email flaming whenever possible. If you feel angry or upset, wait one hour before sending or responding to an email message.
11. Do not copy the chain of command or reply when copied unless it is protocol.
12. Answer promptly, but don't become a slave to your email.
13. If you won't be able to respond for some time, and it is an urgent matter, respond to let the sender know that you received the message and that you are working on the response.
14. Use an appropriate subject line and correct the subject line when needed.
15. Use the high priority message option sparingly.
16. When attaching documents, limit the file size to 1MB (5MB for high speed connections) and ensure a descriptive file name and appropriate file format.
17. Do not write in ALL CAPS. It is the equivalent of yelling!
18. Delete the message thread when the topic changes or as needed when forwarding.
19. Respond at the top of a message thread, and avoid embedding responses within a thread.
20. Avoid the use of acronyms, excessive punctuation, and emoticons!!!! ☺
21. Do not request delivery and read receipts, or ask to recall a message.
22. Do not forward viruses, hoaxes, jokes, or chain letters. Always check http://snopes.com when you are sent anything questionable.
23. Do not reply to SPAM, but do remove yourself from unwanted solicitations.
24. Always close your email with your name.
25. Signature lines should include name, organization, and contact information.
26. Don't send anything via email that you wouldn't want published in the newspaper.
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ANTIFREEZE POISONING
A winter hazard is the fluid from your vehicle's radiator. Antifreeze is very sweet tasting, and dogs and cats will readily drink it. It is deadly! Antifreeze contains ethylene glycol. When ingested, the glycol is converted by the body to oxalic acid. This oxalic acid then forms crystals, which obstruct the kidneys, causing irreversible damage. Eventually, the kidneys fail; the animal goes into kidney failure, and then dies. The lethal dose for an average cat is only two teaspoons and for a twenty-pound dog, a mere quarter cup.
Signs of antifreeze poisoning: Delirium, stupor, breathing problems, drooling, vomiting, convulsions, coma, and death.
If your animal has ingested any amount of antifreeze, do not wait for signs to appear! If signs of poisoning are evident, the chances for survival are slim, so get your pet to Windsor Animal Hospital as soon as possible! Treatment includes pumping the stomach, injections of anitdote, intravenous fluids to help save the kidneys, and hospitalization for 3 to 7 days. The injections prevent the conversion of the ethylene glycol to dangerous metabolites, which destroy the kidneys.
Prevention is the best care. Keep all containers used in flushing your vehicle's radiator washed and out of reach. Do not allow the fluid to drain into the street. Collect all the fluid and dispose of it immediately and ecologically. Animals are attracted to antifreeze, and it takes only a small amount to cause problems. Please be careful. | web | http://windsoranimalhospital.com/wp/wp-content/uploads/2014/01/Antifreeze-Poisoning-v.2-24-15.pdf | 0.451633 | {
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Foreword
Preparing graduates with holistic skills for a complex and interconnected world
Dr Tayeb A. Kamali
Vice Chancellor, Higher Colleges of Technology
The world of work and the society in general are becoming more and more complex and interlinked, requiring our young graduates to have multi-layered skills and competencies and a well-honed ability to integrate these skills to solve every day problems.
As the leading provider of post-secondary education in the rapidly-developing United Arab Emirates, the Higher Colleges of Technology is dedicated to the preparation of our graduates to succeed in this dynamic new world order.
Towards this end, and in keeping with international best practice, the HCT uses an outcomes orientation in curriculum design. While each single course is designed to develop a number of learning outcomes specific to the subject, course delivery is planned to encourage and support the development of a number of broad 'graduate outcomes' that are common across all HCT programs.
It is consequently a great pleasure to introduce this publication - the first in a planned series - where faculty from across the HCT system write about various ways in which they have integrated a focus on a range of graduate outcomes into their teaching.
As outlined in HCT's Learning Model (2006), the educational experiences our students undertake are designed to ensure that as graduates, they will have the necessary meta competencies including the linguistic ability to function effectively in an international environment, the technical skills to operate in an increasingly complex technological world, the intellectual capacity to adapt to constant change, and the leadership potential to make the fullest possible contribution to the development of the community for the good of all its people.
This publication is a testament to some of the innovative approaches dedicated and professional educators at HCT are using to help our students aspire to and attain these competencies.
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Materials Management Advisory Committee
Education & Outreach Subcommittee Meeting Minutes (meeting conducted virtually) September 3, 2020 10:00am - 11:00am
MMAC Members: Don Buis (IEPA); Kay McKeen (SCARCE); John Pausma (Homewood Disposal); Marta Keane (Will County); Sunil Suthar (IEPA); Walter Willis (SWALCO); Donovan Griffith (IMA); Jessica Miller (IEPA); Karen Raithel (Peoria County)
Also in attendance: Andi Diedrich (DuPage County); Joy Hinz (DuPage County); Rose Naseef (SCARCE); Emily Freeman (MI EGLE); Elizabeth Browne (MI EGLE); Paloma Campillo (IEC)
1. Introductions
Kay called the meeting to order and welcomed participants and guest speakers.
2. Presentation by Emily Freeman and Elizabeth Browne from the Michigan Department of Environment, Great Lakes & Energy (EGLE) on Michigan's 2019 Know It Before You Throw It campaign, a state-wide effort to increase recycling participation and reduce recycling contamination.
Overview The campaign was the result of multi-year meetings with businesses, local government agencies, compost facilities, and materials recovery facilities. All participants agreed that improved guidelines and regulations were needed.
Marketing Firm The state sought out marketing professionals who conducted interviews and became experts on the topic. They helped narrow down the issues and conducted a statewide survey which drove decision making.
Key Survey Findings The amount recycled is not related to demographics, as most people understand the need for recycling Convenience is important. Based on research, the decision was made to focus on a quality campaign that encourages better recycling
Recycling Raccoons There was some risk in taking a humorous, playful approach, but the recycling raccoons were chosen because they are memorable. Each raccoon corresponds with a different waste stream (glass, paper, plastic, cardboard, metal, other). There is a dedicated website (recyclingraccoons.org) that includes recycling FAQs and resources.
Media Plan Multiple avenues were pursued, including advertisements on billboards, buses, TV, radio, websites, facebook, Pandora. The plan also included content marketing, partnerships/sponsorships (PGA tour in Detroit, U of M and MSU football games), a mascot, and press events. The popularity of the campaign resulted in earned media coverage ("free advertising" generated organically by fans, followers, customers) worth approximately $2.6M.
Materials Management Advisory Committee
Education & Outreach Subcommittee Meeting Minutes (meeting conducted virtually) September 3, 2020 10:00am - 11:00am
Local Messaging The marketing firm also developed local messages to address specific issues (ie. Hey Lansing, cardboard is recyclable; Grand Rapids, remember no plastic bags in curbside bins). Hyperlocal campaigns allowed communities that were not ready for expansion to tailor messages to the needs of the community. Some communities initially were hesitant about working with a marketing firm.
3. Q&A for Guest Speakers
What marketing firm was used? Güd Marketing conducted the campaign. $5M was the maximum amount allocated for the campaign and $3M has been spent to date. Activities had slowed down due to COVID-19.
How was the campaign funded? The campaign was part of the Renew Michigan initiative, created by former Governor Snyder and a Republican-led legislature. The initiative is funded by an online sales tax, rather than increased landfill fees as originally proposed. The Michigan Recycling Coalition (Kerrin O'Brien) helped secure the funding.
How did the word get out? There were press conferences to announce grants awarded to local communities. A mascot attended events. Legislators were eager to get involved with the campaign.
Was composting addressed? There is not a robust composting mechanism in Michigan, so the focus was on residential recycling.
4. Review of Scope of Work
Attendees identified household batteries, solar panels, and mattresses as additional items to consider targeting for diversion.
Attendees agreed to continue to analyze existing programs in Illinois and to reach out to leaders in other states to learn more about their waste reduction efforts.
5. Next meeting is Thursday, October 1, 2020 at 10:00am.
| web | https://www2.illinois.gov/epa/topics/waste-management/materials-management/Documents/MMAC%20Education%20and%20Outreach%20Subcommittee%20Meeting%20Minutes%20(09.03.2020).pdf | 0.420585 | {
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John goes to the police station by Ueno Station to report a robbery.
ジョン あのう、ほんの数分前に駅のホームで若い男に手さげかばん をひったくられたんですけど…
巡査 何が入ってたんですか。
ジョン お金はズボンのポケットに入れていたので大丈夫だったんですが、 パスポート、外人登録証明書、銀行の通帳それに仕事関係の書類を とられました。
巡査 すりやひったくりは残念ながらほとんどの場合犯人はつかまらない んですが、一応正式の届けを出して下さい。
ジョン はい、分かりました。
巡査 まず、名前、年齢、住所、電話番号、勤務先をここに記入して 下さい。
John starts filling in the form.
巡査 ひったくりにあった時間と場所は。
ジョン 場所は JR 線上野駅の三番線ホームです。時間は今から二十分 ぐらい前ですから、五時半ごろですね。
巡査 どんな男だったか覚えていますか。
ジョン だれかに背中をおされて、アッと思った瞬間にやられたので あまりよく覚えてませんが中肉中背の黒いセーターを着た男 でした。
巡査 そうですか。年は。
ジョン 多分、二十四、五歳だと思います。
巡査 分かりました。それでは届けのコピーを一枚お渡ししますから これを持っていって、パスポートと外人登録証明書の再発行を 受けて下さい。
ジョン はい。
巡査 このごろはすり、ひったくりが多いのでよく気を付けて ください。
Comment
The first place to go if you get into trouble is the police. They will not be difficult to find, as there are probably more police per population in Japan than in any other country. Apart from the main stations, there is a network of small neighbourhood kiosks known as 交番. You will often find them at major intersections. A 交番 is a useful place to go if you have lost your way because it is the job of these local police to know what is going on in their area. You should not be surprised, however, if they in turn seem inquisitive. Japanese police are permitted to carry firearms.
35.1 The passive form
若い男に手さげかばんをひったくられた 書類をとられました。
The passive form is created as follows:
The polite form of the passive is obtained by replacing る with 〜ます, and all passives become Group II verbs for the purposes of further inflection.
35.2 Uses of the passive
In general it is fair to say that Japanese use the passive far less than we do in English. We often use the passive to avoid mentioning the subject of an active verb but, as you have seen, in Japanese the subject is in any case left out wherever possible. Another way of avoiding the passive in Japanese is to use one of the many transitive/intransitive pairs that will be introduced in lesson 42.
Note that, as a rule, Japanese passives are only used when the agent is animate, or at least has animate connotations. Exceptions will be found, but you should be wary of producing such sentences yourself. When a sentence with an active verb is changed into the passive form, observe the changes of particle as subject becomes agent:
(a) When the subject or topic of the passive sentence is animate, the particle marking the agent should be に. The passive of the sentence 親は (が) 子を育て る 'parents bring up children' is 子は親に育てられる.
(b) When the subject or topic of the passive sentence is inanimate, によって marks the agent in preference to に, especially in written Japanese. The passive of コロンブスが (は) アメリカ大陸を発見した 'Columbus discovered the American continent' is アメリカ大陸はコロンブスによって発見された.
(c) You will also find から being used to mark the source. The sentence 国民は 天皇を尊敬していますか 'Do the people have respect for the emperor?' when put into the passive, 'Is the emperor respected by the people?', can become either 天皇は国民に尊敬されていますか or 天皇は国民から尊敬されていますか.
35.3 Passive with direct and indirect objects
The use of the particle に can give rise to some confusion on occasion, in particular when the sentence to be put into the passive contains both a direct and an indirect object, which also takes に. Take, for instance, the sentence:
(私は) 林さんに和子さんを紹介した。
I introduced Kazuko to Mr Hayashi.
This can be transformed into the passive as
和子さんは林さんに紹介された。
Kazuko was introduced to Mr Hayashi.
but take note that this is highly ambiguous in Japanese and might also mean 'Kazuko was introduced to me (or to some third party) by Mr Hayashi.'
35.4The 'adversative' passive
As in English, the passive can mark an action which is an intrusion rather than a pleasure. The active sentence
すりはその婦人からさいふをすった。
The pickpocket stole the purse from that woman.
would give
その婦人はすりにさいふをすられた。
That woman had her purse stolen by the pickpocket.
Note that in Japanese, as in English, the agent can be omitted if so desired:
```
その婦人はさいふをすられた。
```
That woman had her purse stolen.
and given the Japanese propensity for omitting topics when they are readily understandable from context, this sentence might be further reduced to
さいふをすられた。
(She) had her purse stolen.
Now this sentence will probably strike you as a little unusual because if the information had been reduced this far in English, in other words if we only had the words 'purse' and 'steal' to play with, the natural reaction would be to say:
さいふがすられた。
The purse was stolen.
In Japanese both sentences are in fact possible: さいふがすられた is a neutral statement and さいふをすられた, as the English translation suggests, carries with it a sense of annoyance. This use of を with a passive normally indicates that someone has been inconvenienced by an action. Compare the following:
となりに家が建てられた。
A house was built next to mine.
となりに家を建てられた。
(I am inconvenienced because) a house was built next to mine.
This form of the verb is known as the adversative passive. It can also be used with intransitive verbs, but that will be dealt with in the next lesson.
Key to conversation
Romanisation
Jon
Tabun, nijūshi-go sai da to omoimasu.
Junsa
Wakarimashita. Sore de wa todoke no kopī o ichimai o-watashi shimasu kara kore o motte itte, pasupōto to gaijintōroku shōmeisho no saihakkō ukete kudasai.
Jon
Hai.
Junsa
Kono goro wa suri, hittakuri ga ōi no de yoku ki o tsukete kudasai.
Translation
John
Excuse me, just a few minutes ago my briefcase was snatched by a young man on the platform.
Policeman What was in it?
John
I had my money in my trouser pocket so that was all right, but my passport, my alien registration card, my bank passbook and papers to do with my work were taken.
Policeman
Unfortunately in the case of pickpockets or bag snatchers we almost never catch the culprit, but for the record please submit an official notification form.
John
Yes, right.
Policeman First, fill in your name, age, address, telephone number and place of work here.
Policeman When and where was it snatched?
John
It was on platform 3 of the JR line at Ueno station. About twenty minutes ago, so that would make it about half-past five.
Policeman Do you remember what sort of man he was?
John
It all happened very suddenly, just as someone pushed me in the back, so I don’t remember very clearly, but he was a man of medium build and medium height wearing a black sweater.
Policeman I see. How old was he?
John
Probably about twenty-four or five I think.
Policeman
Right. I’ll give you a copy of the form so take it with you and arrange for the reissue of your passport and alien registration card.
John
Thank you.
Policeman Pickpockets and bag snatchers are everywhere these days. Please take care. | web | https://www.ames.cam.ac.uk/files/IMJ_33_44/Lesson%2035.pdf | 0.494482 | {
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Daniel J. Andrews WPAFB K-12 STEM Coordinator Engineering and Technical Management Directorate, AFRL/EN 2261 Monahan Way, Bldg. 196 Wright-Patterson AFB, OH 45433 [REDACTED_EMAIL]
In This Issue...
Pg.
| LEGACY Craftsman Camp | 1 |
|---|---|
| SOITA | 2 |
| STARBASE Camp | 3 |
...Join Us Next Month
* LEGACY Camps
* FLL Rookie Camp
* WOW!
INSPIRING STUDENTS IN STEM
June 2019
K-12 STEM ENQUIRER
LEGACY CRAFTSMAN CAMP
LEGACY kicked off this month with 360 students in the Craftsman Camps at Wright-Patterson AFB, Eglin AFB, Robins AFB, USAFA, and Hill AFB! 11-15 year old students participated in hands-on STEM activities including working with Rube Goldberg designs, Raspberry Pi, mBots, and much more! One student had this to say about the experience, "The LEGACY camp is really good and fun, too! You also get to learn new stuff while having fun and it gives you a taste of what college or high school is like!"
1
SOITA
The Wizards of Wright (WOW!) partnered with SOITA (Southwestern Ohio Instructional Technology Association) for teacher workshops in June. Teachers from 15 different districts in the area participated in the two-day workshops.
During the first workshop, "Put the WOW! into Your STEM Lessons," participants learned new ways to incorporate STEM into their classrooms using materials like Cubelets, littleBits, and Ozobots.
Activities were discussed that use WOW! circuitry kits while incorporating magnetism and electricity. Day two featured SOITA's Makey Makey Invention Literacy Workshop - a fun, hands-on learning experience that focused on invention literacy, making, and design thinking. Makey-Makey's are a great way to teach circuits and conductivity; allowing students to put their skills to use designing their own inventions!
The second workshop, "INNOVATION UNPLUGGED," focused on teachers interested in building a makerspace for their students, but struggle to find money in their budget. 3D printers and laser cutters are great but the maker movement is about so much more than items that are plugged in. During "INNOVATION UNPLUGGED," the principles at the core of the maker movement were discussed. Activities teachers can use were explored using low cost supplies and items they likely already own to create or add to their own makerspace.
We are already looking forward to next year's Teacher Workshops!
2
STARBASE Camp
STARBASE Wright-Patt had an exciting week of STEM fun in the month of June, working with rising fifth and sixth graders who attended two-day STARBASE Aerospace summer camp sessions. Students spent their first day of camp at the National Museum of the US Air Force. In the morning, they learned about Newton's Laws of Motion, identified the parts of a model rocket, and assembled their own rocket. In the afternoon, students toured the Presidential Plane Gallery and Space Gallery with a tour guide, interacted with a wind tunnel to identify aerodynamic designs, and topped off the day with a motion-based outer space virtual-reality experience!
The second day of camp was action packed, starting with an on-base tour of the Wright-Patterson AFB Naval Medical Research Unit (NAMRU). Students were treated with a behind-the-scenes tour of current research projects, including a look at the legendary "Kraken" disorientation device. They interacted with research personnel who shared about the many career fields that collaborate to discover new technology to keep pilots healthy and safe. Students got to try on oxygen masks, peek into machinery, and ask questions.
After the NAMRU tour, students finished the afternoon at the STARBASE campus. They use the Engineering Design Process to design "Rover Bots" using Sphero rolling robots, and competed to see whose design survived the longest in "hostile" territory. Camp concluded with a "BANG" as students launched their rockets with the help of our local rocket expert, retired Col. Ron Stauffer!
wpafbstem.com | web | http://wpafbstem.com/pages/newsletters/2019/June%202019%20EO%20Newsletter.pdf | 0.426558 | {
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Would you like your child to develop bilingualism in English and Spanish starting in Kindergarten?
Anyone can participate! Whether you speak English, Spanish or another language at home, your child can be bilingual…or trilingual.
Sound interesting?
You are invited to view a video to learn about our
English/Spanish Dual Language Program
The video will be posted in the following link https://www.naperville203.org/Page/6155 by March 18, 2022
Students who participate in dual language programs develop true bilingualism, biliteracy, and multiculturalism.
Important information to consider:
- Dual Language lottery deadline: Friday, April 8, 2022.
- Enrollment must be COMPLETE to be considered for the Dual Language lottery. Complete means that you have turned in all the paperwork and received an enrollment confirmation.
- Enrollment for Kindergarten 2022 starts on February 1, 2022. It is a two-step process that involves:
1. Entering family and student information online.
2. Presenting Proof of residency, original or certified copy of the student's birth certificate and legal custody documents (if applicable) at our Centralized Enrollment Office.
If after watching the session, you still have questions about the Dual Language Program and the lottery, you may contact Maribel Guerrero, Dual Language Coordinator [REDACTED_EMAIL]
¿Le gustaría que su hijo desarrollara bilingüismo en español e inglés empezando en Kínder?
¡Cualquiera puede participar! Ya sea que en su casa hable inglés, español u otro lenguaje, su hijo puede ser bilingüe…o trilingüe.
¿Suena interesante?
Está invitado a ver un video para aprender acerca de nuestro
Programa de Lenguaje Dual Español/Inglés
El video estará disponible en el siguiente enlace https://www.naperville203.org/Page/6155 el 18 de marzo de 2022
Los estudiantes que participan en programas de lenguaje dual desarrollan verdadero bilingüismo, lecto-escritura en dos idiomas y multiculturalismo.
Información importante a considerar:
- Fecha límite para la lotería del programa Dual: viernes, 8 de abril de 2022.
- La inscripción deberá estar COMPLETA para poder ser considerado para la lotería del programa Dual. Completo significa que usted debe haber entregado todo el papeleo y haya recibido la confirmación de inscripción.
- Inscripción para Kínder 2022 comienza el 1 de febrero de 2022. Es un proceso de dos pasos que implica:
1. Introducir información de la familia y el estudiante en línea.
2. Presentar prueba de residencia, copia original o certificada del acta de nacimiento del estudiante y los documentos legales de custodia (si aplica) en nuestra oficina de inscripción centralizada.
Si después de ver la sesión en video, usted todavía tiene preguntas sobre el programa Dual, puede contactar a Maribel Guerrero, Coordinadora del programa Dual. [REDACTED_EMAIL]. | web | https://www.naperville203.org/cms/lib/IL01904881/Centricity/domain/1622/2022-2023%20kdg%20preview/2022-2023%20Kdg%20DL%20Info%20Eng_Spn.pdf | 0.45074 | {
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Delivering high carbon prices without crucifying the poor
Charging a high price for releasing carbon dioxide into the atmosphere is the most powerful economic tool available for lowering emissions. This is acknowledged in the summary of the IPCC Mitigation of Climate Change report. Carbon charges encourage lifestyle changes and the energy supply sector to shift away from fossil fuels. The problem is, if the charge is not imposed in the right way, the higher energy prices it causes will crucify the world's poor.
Cap and Share automatically compensates people for any increase in the cost of energy as a result of charging for the right to emit CO2. Under it, as the price of emitting goes up, so does the value of every citizen's saleable Production Authorisation Permits. While the rich have to pay more for their "luxury" energy, the poor are compensated for the rising price of their "survival" energy.
C&S not only shares out the right to emit. It also shares the profits that can be gained from producing fossil energy in an energy-scarce world. Fossil fuels are running out. The amount of energy available from the world's oil and gas production is expected to peak very soon. Suppose C&S or a similar system is not introduced, emissions are not cut and the distribution of the diminishing supply of fossil energy is left to the market. The prices of all three fossil fuels – coal, oil and gas - will increase as a result of the fierce competition for the limited supply. The producers – chiefly Russia, Saudi Arabia, Iraq and Iran – will reap huge profits.
If past experience is any guide, only a tiny fraction of those profits would go to the ordinary people of those countries. Moreover, even if the money was well distributed, the prosperity it created within those countries would be at the expense of millions of people around the world who would find it hard to pay for their food, heat and lighting.
Now consider what would happen with C&S. In this case, it would not be the fuels that were scarce but the emission entitlement certificates, so their price would go up instead, automatically spreading what economists call the "scarcity rent" amongst us all. Not only would this protect the poor, but it would create new markets for basic manufactured goods, and thus for the machinery to make them. The economic activity the extra purchasing power would create would spread to more developed countries as well.
This is in sharp contrast to the situation that would emerge if a small group of people and companies captured the scarcity rents because we had left the distribution of the shrinking amount of fossil fuel to a completely free market. Very little of those profits would be spent in ways which created employment for ordinary people. Instead, they would be invested in real estate and blue chip shares, benefiting only the group that holds those assets at present. | web | https://library.uniteddiversity.coop/Climate_Change/Cap-and-Share/C&S_delivering.pdf | 0.439856 | {
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CHOLINE SUPPLEMENTING WITH
Did you know? Most recognized prenatal vitamins don't contain enough choline – an essential nutrient that plays a critical role in supporting the health of both pregnant and breastfeeding moms and developing babies. On average, pregnant women consume just ~320 mg of choline in their diet, 130 mg less than the adequate intake.
How to Find Choline on the Label
Power Up Your Prenatal Routine with Choline
Here's the good news! The American Medical Association – the largest organization of physicians and medical students in the United States – recognizes that most prenatal vitamins contain 55mg of choline or less and has vocally supported higher amounts.
The AMA has vocally supported higher amounts of choline in prenatal vitamins.
Turn to the back of the bottle to see what nutrients are included.
Flip
Look for at least 100 mg – the minimum amount needed to close the average dietary gap.
Check
Keep it, choose another or include a separate choline supplement.
Choose
Choline's Importance
for Maternal & Infant Health
The American Academy of Pediatrics recently recognized choline as a key nutrient to support neurodevelopment during the first 1,000 days.
8%
DOES NOT PASS
Falls short of the adequate choline intake. Consider a different brand or pick up a bottle of VitaCholine.
DID YOU KNOW?
The safe upper limit for choline is 3,500 mg daily – the equivalent of nearly two dozen eggs.
The research is clear: CHOLINE COUNTS!
What YOU Need to Do
Make sure your prenatal vitamin contains choline.
Discuss with your health care provider about taking a VitaCholine supplement with your prenatal to ensure adequate choline intake.
For additional educational resources and information on choline, visit VitaCholine.com
1 Wallace TC, Blusztajn JK, Caudill MA, Klatt KC, Natker E, Zeisel SH, Zelman KM. Choline: The underconsumed and underappreciated essential nutrient. Nutr Today. 2018 Nov-Dec;53(6):240-253. Epub 2018 Nov 13.
3 Shaw GM, Finnell RH, Blog HJ, Carmichael SL, Vollset SE, Yang W, Ueland PM. Choline and risk of neural tube defects in a folate-fortified population. Epidemiology. 2009 Sep;20(5):714-9.
2 Shaw GM, Carmichael SL, Yang W, Selvin S, Schaffer DM. Periconceptional dietary intake of choline and betaine and neural tube defects in offspring. Am J Epidemiol. 2004 Jul 15;160(2):102-9.
4 Caudill MA, Strupp BJ, Muscalu L, Nevins JEH, Canfield RL. Maternal choline supplementation during the third trimester of pregnancy improves infant information processing speed: a randomized, double-blind, controlled feeding study. FASEB J. 2018 Apr;32(4):2172-2180. Epub 2018 Jan 5.
5
6 West AA, Yan J, Jiang X, Perry CA, Innis SM, Caudill, MA. Choline intake influences phosphatidylcholine DHA enrichment in nonpregnant women but not in pregnant women in the third trimester. Am J Clin Nutr. 2013 Apr;97(4):718-27. Epub 2013 Feb 27.
Jiang X, et al. FASEB J. 2012;26:3563-3574
This content is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Seek the advice of a qualified health provider with any questions you may have regarding a medical condition. These statements have not been evaluated by the FDA. This product is not intended to diagnose, treat, cure, or prevent any disease.
@vitacholine
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Activity One:
What is the difference between weight and mass?
You can find out here:
https://www.youtube.com/watch?v=Y8T8RouhPA
Science
Theme: Wonderful World
Summer 2 Week 3
Class 3
Activity Two:
Work through the PowerPoint presentation about Mass.
See if you can work out which objects are heavier, and which are lighter.
Activity Three:
Have a go at answering some questions about mass and weight on the worksheet.
Read the questions carefully and take your time.
You could also explore this website to find out further information about mass and weight:
https://www.bbc.co.uk/bitesize/guides/z8 wx6sg/revision/3 | web | http://corleycentre.co.uk/wp-content/uploads/2020/06/Science-SU-2-WK-3-Class-3.pdf | 0.461977 | {
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Spelling - Diagraphs (gh, ph and f)
Reading/discussion
Sometimes English spelling can be very strange! Take the letter 'f' for example.
We all know what 'f' sounds like. It works very well in words like fish, food, fat and fast. Yet we use two other ways to spell the same sound. These are the
consonant digraphs:
'gh'
and 'ph'. A diagraph is two letters which are used together to make one sound.
'gh' is quite an easy digraph to remember because we only use it as an 'f' after short
vowel digraphs ending in ‘u’, such as cough, tough and laugh. (Of course,
not all words which end in 'gh' sound like 'f' at the end. Think of plough, dough, or though. I told you that English spelling was strange, didn’t I?)
The digraph 'ph', however, is borrowed from Greek, and it seems to turn up everywhere!
You'll find it
-at the beginning of a word: phone;
-in the middle of a word: alphabet;
-and at the end of a word: telegraph.
It also likes joining up with an 's': sphere, sphinx.
In fact the only place you don't often find the 'ph' digraph is after a vowel digraph ending in ‘u’, where the ‘gh’ digraph likes to hang out.
Like all spelling, unfortunately, the only way to be sure to use these 'f' sounds correctly is to memorize them, so let’s see how many we can learn.
Spelling - Diagraphs (gh, ph and f) Questions
A. Sorting and Spelling.
Here is a list of words containing an 'f' sound. Sort them all into the correct boxes. Can you think of any others? Now pair up with a friend and test each other to see how many you can spell without looking.
phone, food, photo, rough, feet, alphabet, gopher, fast, enough, nephew, afraid, orphan, trophy, half, laugh, dolphin, cough, fish, elephant, fond, tough, fat, trough.
B. Correct the spelling.
Someone can't spell very well! Can you read the following paragraph and correct the spelling by underlining the incorrect word and writing the correct one in the box next to it?
My neghew and I went phishing yesterday. The sea was very rouf and we didn't catch many phish but I was lucky enouf to hook a lovely phat trout. We are both very phond of trout so we decided to divide it and take halgh each. On the way back to the car my neghew put his phoot into a puddle of water. He just lauphed and said it didn't matter, but he had quite a nasty couf and I was aphraid that it might get worse, so we drove back home as phast as we could.
Spelling - Diagraphs (gh, ph and f) Answers
Activity A
| F | PH |
|---|---|
| food feet fast afraid half fish fond fat | phone photo alphabet gopher nephew orphan dolphin elephant |
Activity B | web | http://www.lessonsnips.com/docs/pdf/spellingdiagraphgh.pdf | 0.477312 | {
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19 Oct 2015
To
All parents/ carers Warren Junior School
Case Ref 1023675
We have been notified that there has been a possible case of Hepatitis A at the school. Hepatitis A is a viral illness spread by the consumption of contaminated food or water. Hepatitis A is now an uncommon infection in the U.K and many cases are related to travel overseas. It is very likely this infection is related to overseas travel as well.
Symptoms include flu-like symptoms and jaundice (yellowing of the skin) which gradually clear over time. Often hepatitis A often does not cause any symptoms, particularly in children, who may be unaware that they have had the infection. Most people recover and have no long term problems.
Hepatitis A can be passed from person-to-person, particularly between close contacts and those living in the same household. Spread of infection can be prevented by good hygiene, especially hand washing, and vaccination.
It is very unlikely that the single case could have spread the infection to others, but as an extra precaution, a factsheet is enclosed so that parents are aware of this, and can lookout for signs and symptoms.
If you want to learn more about hepatitis A please visit: http://www.hpa.org.uk/Topics/InfectiousDiseases/InfectionsAZ/HepatitisA/.
If you have any queries, please call your local Health Protection Team (contacts as above).
Yours sincerely,
Dr Edward Wynne Evans Consultant in Communicable Disease Control / Health Protection
PHE London- North East and North Central London Health Protection Team Ground Floor, South Wing Fleetbank House, 2-6 Salisbury Square London EC4Y 8JX
T +44 (0)[REDACTED_PHONE]
F +44 (0)[REDACTED_PHONE]
Email: [REDACTED_EMAIL]
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Visit www.tpwd.texas.gov/outdoor-annual for the most current regulations.
Other info: www.texasstateparks.org
Galveston Island State Park
FISHING
tip sheet
Other info: www.texasstateparks.org
14901 F.M. 3005, Galveston, TX 77554 ([REDACTED_PHONE]
Local Emergency: Call 911 for medical emergencies only; all others call ([REDACTED_PHONE]
Where to Fish: Fishing restricted to shoreline access or wade fishing.
Licenses and Restrictions:
A fishing license is not required to fish within the boundaries of a state park. When fishing from a pier or other man-made structure within a state park, there is a limit of two fishing poles per person. License requirements must be observed if you fish from a boat.
Species
Daily Bag Limit
Length: Min-Max
All other fish: statewide bag and length limits apply.
a No more than one black drum over 52 inches may be retained per person per day. This fish counts as part of the daily bag and possession limit.
c Mullet 12" or greater may not be taken from public waters or possessed on board a boat from October through January.
b During a license year, one red drum over the stated maximum length limit may be kept with a properly completed Red Drum Tag attached and one red drum over the stated maximum length limit may be kept with a properly completed Bonus Red Drum Tag. Any fish retained under authority of a Red Drum Tag or a Bonus Red Drum Tag is in addition to the daily bag and possession limit.
d No more than one spotted seatrout over the maximum length limit may be kept per person per day. This fish counts as part of the daily bag and possession limit.
e Daily bag limit is 1 fish for all allowable shark species INCLUDING Atlantic sharpnose, blacktip and bonnethead. Prohibited shark species: Atlantic angel, Basking, Bigeye sand tiger, Bigeye sixgill, Bigeye thresher, Bignose, Caribbean reef, Caribbean sharpnose, Dusky, Galapagos, Longfin mako, Narrowtooth, Night, Sandbar, Sand tiger, Sevengill, Silky, Sixgill, Smalltail, Whale, White.
How to tie a fishing knot
HANDY FISHING BASICS
Natural Bait Hook Placement
The palomar knot is very strong and easy to tie.
How To Measure Fish
Pinch the tail together and take the longest measurement from nose to tail.
Freshwater fish
Saltwater
fish
safety
* Wear a hat, sunglasses and sunscreen to protect your head, eyes and skin.
Use insect repellent – but keep off hands, as you will
*
be handling bait and live fish.
* Look behind you before each cast to avoid hooking someone or getting caught in a tree (practice casting before you go fishing).
* Bring plenty of drinking water to prevent dehydration; soft drinks encourage dehydration.
* Wear a life jacket if you cannot swim or you are uncomfortable around the water. Supervise young children: it only takes a second for them to slip under the surface. Kids under 13 must wear life jackets if fishing from a boat.
Tips for Releasing Fish Safely
1. For safety for you and a quick release of fish, mash down the barb of the hook with pliers.
2. Quickly play and release fish as soon as possible (take photos quickly).
3. Remove hook with pliers or cut line if the hook has been swallowed.
4. Gently place fish back into water.
5. Revive fish by holding upright in water and facing it into the current, gently forcing water through gills.
6. If you don't intend to eat the fish, NEVER place it on a stringer.
fishing ethics
Before doing anything, ask yourself the following questions:
* Is it legal?
*
* Would it be good if everyone did it?
Would it make you proud?
Ethical behavior is more than just following the fishing regulations. Ethical people go beyond what laws require and demonstrate good judgment and behavior for everyone – even if no one sees you do something ethical.
Ethical behavior includes picking up trash around the area you have been fishing, calmly and politely explaining to others if they are breaking fishing regulations, and respecting the rights of other anglers and those that use the water in other ways. | web | http://tpwd.texas.gov/publications/pwdpubs/media/pwd_lf_p4504_0042h.pdf | 0.502594 | {
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HOSPITAL
HOSPITAL
HIGHLIGHTS
HCC CORE
* American Samoa (AS) uses HPP funding to better protect its population of over 55,000 residents.
* AS is vulnerable to emerging and re-emerging mosquito-borne infectious diseases such as dengue, chikungunya, and Zika, as well as lymphatic filariasis.
Non-Communicable Diseases (NCD) cause most premature illnesses and death in AS. •
* Multiple public health emergency responses in the last 2 years, including COVID-19, greatly improved the process of multiagency collaboration, information sharing, and resource management across AS.
SPOTLIGHT ON RESPONSE
Lymphatic filariasis is a crippling disease endemic to the Pacific Islands. In fall 2019, the AS Department of Health (DOH) coordinated a campaign to distribute medicine across the population. As of November 2019, the DOH administered this medication to 73.2% of the targeted population. DOH conducted a coverage survey in February 2020, which validated the number of people who received the medicine in 2019, and an Impact Assessment in September-October 2020, which identified pockets of positive test results in certain villages. The COVID-19 response delayed further assessments.
COVID
* Early in the COVID-19 pandemic, AS worked to educate the public and community on proper preventative actions, heightened its travel protocols, and improved quarantine and isolation policies and procedures.
* The local Territorial Emergency Operations Center and the DOH's Command Post successfully managed multiagency coordination and communication.
* AS public health officials addressed workforce shortages during the COVID-19 response by implementing quick processes for emergency hires and volunteerism.
FY19 end
hospitals of acute care
of emergency medical services
of public health agencies
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Edzam Digital Education APP
Specially Designed for State Board of Maharashtra 1st to 10th Standard.
Download Today, for a Better Tomorrow.
What is Edzam?
Edzam is a revolutionary digital app that has transformed the process of learning through the support of Audio-Visual content, Assessment tool, Question bank and analytical reports. Students can learn better, understand faster and remember more with the help of this app.
A simple mobile app which has the educational content for 1st to 10th standard in multiple mediums, covering all major subjects. It has Question banks, MCQ exams and many more things which will help the student get the extra help for studies.
Edzam is packed with amazing features which aims at solving the biggest hurdle of education today. The app is developed with the idea of making students love learning and getting them excited about learning new chapters and topics.
App is designed on the concept of Edgar Dale's cone of learning.
When you see a video, all your senses are set in motion and you tend to remember what you see, in depth.
Edzam Features & Benefits.
- 100% Syllabus based content for Maharashtra State Board (1st to 10th Standard).
- Content is available for English, Marathi, Semi English, Hindi & Urdu medium.
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- Artificial intelligence based assessment engine.
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- Analytical reports to monitor usage and progress.
- Very easy to use English and Hindi interface of the app.
- The app videos are like watching a movie, the experience of studies in a movie format which makes it easy to remember and interesting.
- Geography map marking, history events, science experiments, geometry constructions, algebra sums and many more concepts are explained with various videos and animations.
Each standard is broken down into 4 parts.
- The chapter section gives you hundreds of hours of digital animated videos. It explains each chapter in detail with digital animation.
- Mind map section helps you revise each chapter in detail with concept driven, custom videos and charts.
- Question and answer section helps you fine tune all your doubts and clears all your major queries.
- MCQ tests for difficult chapters.
How to Get It?
- Open playstore on any android device.
- Search for Edzam, and download it.
- Register on the app and start learning.
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Avoiding Fees
You'd never toss $35 down on the street and walk away, but every time you make a late credit card payment, overdraw your bank account with a debit card, or bounce a check, you'll be charged that much or even more.
Cutting Banking Fees
A bank should be a place to save your money, not to lose it. Here are some tips to avoid banking fees:
* If moving to a new town and changing banks, make sure your new bank has ATM machines conveniently located near your work or school. Otherwise, you could be charged a fee for simply withdrawing cash.
* If setting up a new account, estimate how often you'll write checks and how often you'll use your debit card. Choose an account that meets your needs but avoids excessive transaction fees.
* Some banks or credit unions offer free basic checking accounts while others offer a free account if you maintain a minimum balance. If you can avoid a monthly account fee, you could save an average of over $100 per year.
* Avoid bouncing checks or exceeding your account balance when using a debit card. Fees could be between $30 and $50.
* Explore whether your bank reduces monthly fees with direct deposit or automatic transfers.
* If you will frequently be near a zero checking account balance, explore options to help you avoid overdraft fees including automatically transferring money from a savings account.
Cutting Credit Card Fees
With credit cards, interest on your purchases is only part of the equation - late payment fees, annual fees, and cash advance fees cost you money too. Here are the best ways to avoid unnecessary credit card expenses:
* Automate monthly payments with an automatic bank draft that covers the minimum balance. This will avoid late payment fees and possible interest rate increases because of late payments. Just make sure you pay more than the minimum each month – otherwise it could take decades to pay off your balance.
* Don't fall for "no payment due" – if you have a balance, pay as much as you can each month to save on interest charges.
* Consider using only one card. It's easier to miss a payment and to acquire more debt with multiple cards.
* If your card's interest rate is high, call them and say you are considering cancelling your account because of the interest rate. Companies will often lower your rate on the spot.
* If you're charged a late fee, call the company and ask that it be removed. If your payments are typically on time, it often works.
* Use cash advances only in emergencies. You are charged fees and receive no grace period on the
interest.
* Think twice before accepting "credit protection" or "ID theft protection" plans. These services could cost more than $150 per year and are unnecessary for most people. The best way to protect your credit is to check all of your credit reports each year at the free www.annualcreditreport.com Web site.
* Beware of "courtesy overdraft protection" in which you are charged a per transaction fee if you overdraw your account when using a debit card. You can opt-out of this service.
Standard and penalty fees can add up to hundreds of dollars per year. Use your accounts as intended and pay bills on time. Then comparison shop to find the lowest fees for the financial services you need.
Visit CFNC.org for more financial literacy and student aid education.
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Active Nutrition
Newsletter March 2012
Alcohol – is it affecting your Weight Loss and / or Training?
Alcohol and weight loss are not compatible. Alcohol contains "empty calories" – that is they have little or no nutritional value. Our bodies can't store the calories that come from alcohol and so will prioritise the processing of the alcohol calories at the expense of carbohydrates and fat. This results in the carbohydrates and dietary fats being converted into body fat which is shipped off to storage!
Alcohol lowers inhabitations which can be detrimental to your weight loss plans. How often does one desire a "fry-up" after a night out on the booze? Again the fat will immediately be shipped off to storage as our liver struggles to process the alcohol.
Alcohol is a diuretic. Drinking to excess will lead to dehydration. Along with the water loss there is a loss of minerals such as magnesium, potassium, calcium and zinc. These minerals are important for maintaining water balance in the body, muscle contraction and relaxation. If you are on a weight loss program it may mean that these precious minerals will need to be replaced at the cost of additional calories.
If you have incurred an injury exercising – be it in the gym on the sports field or in daily life and you consume alcohol soon after the injury your recovery will be impaired. This delay can lead to an extended period of time off your sport or exercise. If the exercise is linked to weight loss this is also going to have a negative effect on your programme.
The calorie content of alcohol is higher than that of carbohydrates and protein, only fat contains more calories!
Carbohydrates = 4 calories per gram
Protein = 4 calories per gram
Alcohol
= 7 calories per gram
Fat = 9 calories per gram
TIPS FOR SOCIALISING:
Do NOT skip a meal to save up calories for your alcohol consumption later. You will be hungry and you will be more likely to be tempted to either drink more or eat snacks provided. Often snacks that accompany alcohol are high in salt and fat – both a bad idea as the salt will stimulate you to drink more and the fat will be shipped off to storage!
Before consuming alcohol have a nutritious meal. This will ensure that you will feel fuller and will prevent you over drinking.
Instead of restricting your calories on the days you intend having alcohol do an extra 30-45 minutes exercise to help balance the additional calories the alcohol carries.
If you are going to have more than two drinks (see the serving sizes below) make every second drink a glass of water. This will slow your drinking, help reduce the calorie intake and help with hydration at the end of the evening. You will also feel a lot better in the morning!
Calorie Content of Alcohol:
Do your maths before you consider having another drink!
Would you like further information?
Book an appointment for a full nutrition consultation.
I am based in Tauranga. However, if you do not live in the Tauranga area this is not a problem with nutrition consultations as I am able to consult via Skype, internet or by telephone. There are no barriers to good information.
Book an appointment or just drop me a line from my web site www.activenutrition.co.nz
Serves 4
Ingredients:
500g kumara peeled and chopped
450g can tuna (in spring water) drained
1 red capsicum finely chopped
6 spring onions finely chopped
2 tbs chopper coriander
1 tsp grated lemon zest
1 egg
¼ wholemeal flour
½ tsp canola or rice bran oil
¼ cup salt reduced soy sauce
2 tsp honey (warmed)
1 red chilli deseeded and chopped
1 tbs rice vinegar
Method:
Cook kumera until tender, drain and mash roughly with a fork. Cool
Add tuna, capsicum, spring onions, coriander, lemon zest and egg and mix well.
Shape into 12 patties. Then roll in the flour
Brush non-stick frying pan with the oil and warm over high heat. Cook patties 2-3 minutes each side until golden
For the dipping sauce mix the soy sauce, honey, vinegar and chilli in a bowl.
Serve with a green salad and lemon or lime wedges
(For a change you can use salmon instead of the tuna)
Recipe of the Month
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Percussion Auditions
Students auditioning for the 2023-24 academic year have the option to audition either in-person or virtually. If you have any questions about the Percussion audition, please reach out to [REDACTED_EMAIL].
If you do not read music, please perform a piece on any percussion instruments to the best of your ability. If that instrument is snare or mallets, please include some rudiments or scales if possible.
IN-PERSON AUDITION
1) Prepared Pieces:
Snare Drum – Choose Solo #1 or #2, based on your ability Mallets – Choose Solo #1 or #2, based on your ability Click here for prepared music
2) Snare Drum Rudiments:
#4, 6, 7, 10, 16, 20, 21 (choose three to perform)
Click here for rudiment list
3) Drum Set:
1. Play the rhythm or style you are most comfortable with
2. Demonstrate the following styles: Jazz/Swing, R&B, "Latin" (Bossa Nova, Songo, etc…)
3. Optional: Play a drum set solo
4) Major Scales and Arpeggios:
Play one major scale of your choice
Click here for scale list
VIDEO AUDITIONS
Snare Drum:
All of the material above can be performed on a snare drum, practice pad, or tabletop
Mallets:
All of the material above can be performed on bells, xylophone, marimba, or piano/ keyboard if you don't have a mallet instrument
Drum Set:
If you don't have access to a drum set, please perform the above material on a snare drum or practice pad, seated, using the rim of the drum or pad as hi-hat/cymbals and the foot on the floor for the bass drum.
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Winter oil contains high concentration of saturated hydrocarbons which decrease its toxicity to mammals and plants.
**COMPOSITION:** Each liter contains:
- **MINERAL OIL** 96% V/V (A.I)
**PROPERTIES:**
- **WINTEROL-S:** Used to control Scale insects and Mealy Bugs in citrus and fruit trees.
- **WINTEROL-S:** Contains high concentration of saturated hydrocarbons and this decreases its toxicity to plants.
- **WINTEROL-S:** Non harmful to mammals.
- **WINTEROL-S:** Compatible with Organophosphorus pesticides except sulfur.
**USES AND APPLICATION RATE:**
**CAUTION:**
Used only on above mentioned crops.
**REMARKS:**
- Don’t spray when temperature exceeds 32°C.
- Don’t spray plants under water stress.
- Don’t mix with sulfur compounds.
- Spray only in the dormancy stage.
**SAFETY PERIOD:**
Depending with pesticide mixed with **WINTEROL-S**.
**COMPATIBILITY:**
Compatible with most pesticides except SULFUR and OXAMYL compounds.
*For more details about first aid & precautions please refer to first aid & precautions index.* | web | http://www.vapco.net/wp-content/uploads/2014/09/WINTEROL-S.pdf | 0.432996 | {
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Name: Contestant Number: School:
University of Wyoming "Cowboy Classic" Fall 2013 Agriculture Technology and Mechanical Systems Career Development Event Machinery and Equipment Systems Activity
Your logging operation has recently purchased a log splitter for making bundled firewood to sell as an additional source of revenue. Since this log splitter was purchased "used", your supervisor has asked you to inspect a number of parts to determine whether or not they are in good working order. He has provided you with a list of part names and instructed you to identify these parts on the splitter to complete the preventative maintenance inspection.
Match the number, attached to a part on the log splitter, with the corresponding name.
Questions:
1. What is the horsepower rating of the engine attached to the log splitter?
6.5
2. What fluid is used to power the cylinder?
a. 10w-40 synthetic royal purple
b. Universal Tractor Fluid
c. Hydraulic Fluid
d. ATF
Name: Contestant Number: School:
3. To determine the cubic displacement of a hydraulic cylinder: Multiply the cylinder area by the length of the cylinder stroke. (Hint: cubic inches ÷ 231= gallons displacement).
Question: Determine the cubic displacement of a 3" hydraulic cylinder with a 50" stroke.
Answer
)].
Area of a 3" cylinder = 7.065 square inches [determined using 3.14(r 2 7.065 square inches x 50" = 353.25 cubic inches. To convert to gallons, divide by 231. 353.25 ÷ 231 = 1.529 gallons displacement.
* Final answer can be rounded
4. A practical formula for determining horsepower requirements for pumps is as follows:
Gallons per minute x PSI Required ÷ 1714 = Horsepower.
Question: If a pump delivers .2 gallons per second and assuming that the required operating pressure is 1,000 PSI, what is the horsepower requirement for this pump?
Answer:
Multiply .2 x 60= 12GPM Then, 12 GPM x 1,000 PSI = 12,000. 12,000 ÷ 1714 = 7.0 horsepower. Therefore, it takes 7.0 horsepower to operate the pump.
| Criterion | Points possible |
|---|---|
| Parts ID | 20 pts. (2 pts. ea.) |
| Questions | 8 pts. (2 pts. ea.) |
| Safety | 2 pts. | | web | http://www.uwyo.edu/ste/secondary-education/undergraduate-programs/agriculture-education/contest-files/pdfs/cc12/machsys_f12-key.pdf | 0.437005 | {
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Idaho Department of Health & Welfare
Food Protection Program Website
Visit our website to obtain more information about the Food Protection Program and to access some of our resources.
www.foodsafety.idaho.gov
Idaho District Health Departments
Panhandle
8500 N. Atlas Rd. Hayden, ID 83835 [REDACTED_PHONE]
North Central
215 Tenth St.
Lewiston, ID 83501 [REDACTED_PHONE]
Southwest
920 Main St.
Caldwell, ID 83605 [REDACTED_PHONE]
Central
707 N. Armstrong Place Boise, ID 83704 [REDACTED_PHONE]
South Central
1020 Washington St. North Twin Falls, ID 83301 [REDACTED_PHONE]
Southeastern
1901 Alvin Ricken Pocatello, ID 83201 [REDACTED_PHONE]
Eastern Idaho
254 E. Street Idaho Falls, ID 86402 [REDACTED_PHONE]
FARMER'S MARKET
Informational Brochure
www.foodsafety.idaho.gov
What is a Farmer's Market?
The definition of an agricultural market (farmer's market) is: "Any fixed or mobile retail food establishment engaged in the sale of raw or fresh fruits, vegetables, and nuts in the shell. It may also include the sale of factory sealed, non-hazardous foods." (IDAPA [REDACTED_PHONE])
Agricultural markets that fall under this definition are not subject to regulation by a District Health Department. However, some vendors sell and/or sample food items which are considered "potentially hazardous foods" (PHFs.)
Examples of PHFs include, but are not limited to: cut melons, raw seed sprouts, meats, salsas, sauces/ dressings, cooked vegetables, and garlic/oil mixtures. PHFs are not allowed to be sold or sampled without a permit from the local District Health Department.
When is a Permit Required?
If food is going to be prepared, processed, or cooked at the location of the market, then an "Intermittent Food Establishment" permit must be secured from the local Health Department. Vendors selling or sampling PHFs must have their actual farmer's market stand, equipment, and services inspected and approved by the local Health Department. The sale or sampling of foods prepared in a private, home kitchen is generally NOT allowed.
Canned goods must come from a regulated processing facility. One exception to this for farmer's markets is homemade jams and jellies.
Other than these, PHFs sold or sampled at farmer's markets must come from a regulated establishment or from a permitted intermittent food establishment.
Intermittent Food Establishments
Raw milk and farm fresh eggs can only be sold or sampled if the vendor complies with rules established by the Idaho Department of Agriculture. Vendors at farmer's markets who are required to have a permit from the local Health Department must meet minimum standards. These standards include a hand washing station (sample pictured below), methods to wash, rinse, and sanitize utensils, temperature control (if necessary), and the ability to maintain the stand in a clean and sanitary condition.
Produce that is offered in a ready-to-eat format must be thoroughly washed in water to remove soil and other contaminants before being cut, served, cooked, or offered for consumption. | web | https://www.idahopublichealth.com/environmental/foodprotection/farmers-market-guide-01-2008.pdf | 0.433931 | {
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Check your Smoke Detectors, Carbon Monoxide Detectors and your All Hazard Weather Radios!
Posted by: David Haviland
Local News
Posted on : October 23, 2009 at 5:07 am
Grays Harbor County, WA - The Emergency Management Department of Grays Harbor County is asking that all citizens become pro active in protecting your family from harm. All households and businesses are being asked to:
1) CHANGE the batteries in their Smoke Detectors, Carbon Monoxide detectors and your All Hazard Weather Radios at the same time you change your clocks. Also, please test the alarm to make sure they work properly.
2) Check the status of any portable indoor heaters and remember to NEVER refuel indoors. If you use kerosene heaters, remember to leave a window open no less than 1” for ventilation. If you or any family member begins to feel ill or is not acting in a normal manner, LEAVE THE PROPERTY IMMEDIATELY AND CALL 911! Carbon Monoxide is odorless and can cause death!
3) Check the status of your generators.
4) Check or begin to assemble your 72 hour supplies in the event of a power outage. You will need non perishable food and water for your family and pets, blankets, bedding, flashlights and the location of the closest shelter in the event you must leave your home.
5) In the event of severe weather or disaster, remember to check on your neighbors.
The Grays Harbor Department of Emergency Management suggests that all residents visit our website at:
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University
of Wyoming
By Michael J. Brewer, former assistant professor/specialist • Department of Renewable Resources • University of Wyoming
Spotted Alfalfa Aphid
Therioaphis maculate
Order:
Homoptera (aphids, scales, white flies,
hoppers, and mealy bugs)
Family:
Aphididae (aphids)
Metamorphosis: Simple (egg-nymph-adult)
Mouthparts:
Piercing and sucking in nymphs and adults
The spotted aphid was first detected in the United States in the early 1950s. It is found throughout the western region. A combination of natural enemies and resistant alfalfa varieties keep this aphid economi cally controlled under most conditions.
Body Form
Eggs: Eggs are formed within the female but are not laid. Females give birth to live young.
Nymphs: Nymphs range in size from less than 1/16 inch to about 1/8 inch in length. They are pale-yel low with four to six rows of dark spots running down the length of their back. Each spot has a spine that can be detected with a hand lens on larger nymphs. Nymphs are wingless, but wing pads may be visible on the ones that will mature into winged adults.
Adults: Adults have the same basic characteristics as nymphs with the exception of wings, if present. Adults may be winged (alates) with a hardened and darkened thorax to support the wing structure. Nonwinged adults (apterae) are similar to nymphs in structure and color.
Life History
Nymphs are born as live young from their mothers. Reproduction is asexual. This aphid prefers to feed low on a plant on the underside of leaves. It also feeds on stems and secretes large amounts of honeydew. Growth and reproduction are optimal at temperatures between 80 and 90 degrees Fahrenheit. Large population increases can be seen at these temperatures. Peak activity usually occurs late in the season.
Plant Injury
Leaves turn yellow from feeding, which reduces the photosynthetic potential of a plant and its forage quality. The yellowing is due to the injection of toxic aphid saliva into a plant. Honeydew production may result in the growth of sooty mold.
Management
A combination of natural enemies (aphid parasites, syrphid flies, and ladybird beetles) and resistant al falfa varieties keep this aphid economically controlled under most conditions. The use of alfalfa-resistant cultivars has resulted in this aphid becoming an infrequent problem. Most cultivars presently grown are resistant to this aphid. Temperatures between 80 and 90 degrees Fahrenheit and low humidity can lead to a building of the population late in the season. Chemical control might be warranted at this time. Plant damage caused by the spotted alfalfa aphid can be verified by inspecting the lower parts of plants with yel lowing foliage for the presence of aphids.
Issued in furtherance of cooperative extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Glen Whipple, director, Cooperative Extension Service, University of Wyoming, Laramie, Wyoming 82071. Persons seeking admission, employment, or access to programs of the University of Wyoming shall be considered without regard to race, color, religion, sex, national origin, disability, age, political belief, veteran status, sexual orientation, and marital or familial status. Persons with disabilities who require alternative means for communication or program information (Braille, large print, audiotape, etc.) should contact their local UW CES office. To file a complaint, write to the UW Employment Practices/Affirmative Action Office, University of Wyoming, 1000 E. University Ave., Department 3434, Laramie, WY [REDACTED_PHONE]. | web | https://www.wyoextension.org/agpubs/pubs/B1013.01.pdf | 0.422499 | {
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INSIGHT
The sacrifices Israel offered to God were never intended to be a substitute for obedience, as they had become in eighth-century Israel (Amos 5:22-25), but were only effective for cleansing if they were brought with a sense of sorrow for sin and complete humility before God, i.e., an attitude of repentance. The idea, then, would be that although Israel brought offerings in the wilderness, they brought more than offerings: they brought repentant hearts, "justice," and "righteousness" (v. 24). The Messiah came also preaching a message of repentance (Mark 1:15). Stressing that all men needed to repent (Luke 13:1-5), Jesus summoned his followers to turn and become like children. He defined His ministry in terms of calling sinners to repentance (Luke 5:32). Moreover, He illustrated His understanding of repentance in the parable of the prodigal who returned to the father (Luke 15:11-32). Like John the Baptizer in Luke 3:8, Christ insisted that the life that was changed was obvious by the "fruit" that it bore (Luke 6:20-45). Those who believe themselves to be God's people and who rely on the sacrifice for sin which God has provided (Heb. 10:12) have sometimes assumed that because their sins are dealt with, it does not matter how they live (Rom. 6:1). The Bible emphasizes that those who would live in fellowship with a holy God as His people must live in a way which reflects the holiness of God (1 Pet. 1:16; 1 John 1:5). "Mercy" (hesed, Heb.) is a rich word which includes the idea of faithful love in action (Jer. 9:24). Walking with God implies a manner of life characterized by gratefulness and obedience to God (Isa. 38:15). "Humbly" stresses that man must remember that he is man, and God is God. The proud people will find that God resists them, while the humble person will allow his attitude to be molded by his godly sorrow.
The Attitude in Christ Repentance
Key Text: Isaiah 1:27-28
"Zion will be redeemed with justice, And her repentant ones with righteousness. But transgressors and sinners will be crushed together, And those who forsake the LORD shall come to an end."
Theme:
Possessing a penitent attitude is a must when following Jesus. Throughout the history of Israel, God always called her to repent and come back to His ways. Even though we are all sinners, there's a difference between those that are convicted and change and those that are just convicted. The attitude the Lord looks for is one of repentance, not just remorse. It's not enough just to be sorry about what you do, say or think. The Lord looks for a radical change of heart, shown by the deeds that prove your repentance.
Application:
Here are some practical suggestions:
1. Make it your goal to be like Jesus in all you do: whether at work, at home, or in dealing with opposition.
2. Be open to discipline. Do not defend sin, but rather hate the sin, and love the reproof.
3. Ask your discipler to point out areas in your life that need work. Request reproof and correction! And don't give them a hard time when they expose your sin.
4. Have godly sorrow about your sin. Don't just "feel" sorry, but be determined to show your change of attitude by a change of action!
May the Lord richly bless you!
37
SERMON OUTLINE
Repentance
Sacrifices were never meant to substitute obedience to the Lord. But a sacrifice offered up with a broken and contrite spirit is never rejected (Ps 51).
I. A Lesson From The David's Life (2 Samuel 11-18)
A. Known as the greatest king of Israel
1. Background characteristics
a. Most prominent character of Scripture
b. Most famous ancestor of Christ -- Jesus referred to Son of David (Mt.1:1)
c. His life was filled with noble deeds
d. High aspirations
e. Great accomplishments
f. Called the man after God's own heart
2. Yet he committed a great sin
B. David's Sin
1. The Setting: David couldn't sleep (11:1-2)
2. He sees a beautiful woman and sleeps with her (11:3-4)
3. Adultery Committed a. The woman is married (adultery)
b. She's pregnant (the fruit of adultery)
c. Lev. 20:10--the consequence
4. David Hides His Sin
a. Sends Uriah home, but David's plan fails (11:8-9)
b. Gets Uriah drunk, but still David's plan fails (11:12-13)
c. David places Uriah in front lines of army: success: Uriah dies!
5. David Becomes Penitent
a. David's Rebuke (12:1-14)
b. Sins forgiven but consequences (12,15,18)
II. Conclusion
Acts 26:20b
SMALL GROUP STUDY
Warm-up:
Have you ever done something foolish and then regretted it? Were you afraid of facing up to it before other people because of how they may react?
See To It Luke 15:11-32
1. What attitude did the young man have toward what his father had given him?
2. What do you think caused him to come to his senses?
3. In which verses do you see the change of heart/mind happening?
4. When can we say that this man repented?
5. What was the Father's attitude toward his son? Why do you think he had this attitude?
6. What was his older brother's attitude? Do you think his older brother recognized his repentance?
Seeing It Closer:
1. How does repentance begin?
2. Have you really repented if you go through with the actions but your heart is not in it?
3. How about if you're just sorry about it, but you don't want to change your actions?
4. How come these two approaches don't cut it?
Getting To It:
Go around the room and take turns sharing with each other how your attitude has changed toward things you were pretty adamant about before. Share how you had a change of heart and how the actions followed after that.
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SOME STATISTICS.
Everyone realizes how difficult it is to do good work in a class of over twenty-five or thirty, yet here are forty-three classes with an average attendance of over fifty. These statistics speak so eloquently of our crowded condition that comment upon it seems mere tautology. Speed the day when we will have more lecture rooms, more instructors, and more laboratories, is the earnest cry of every one of our loyal fourteen hundred students.
LOCAL.
A joint meeting of the Y. W. C. A.'s. of the city was held Sunday, Jan. 20, in Palladian hall.
Miss Morgan has been unable to attend classes this week, on account of a severe attack of quinsy.
Plans are being laid for a joint program of the Literary Societies, to be given at Charter Day time, as last year.
At the meeting of the Athletic Association Tuesday, a committee of five was appointed to draft a new constitution.
Miss Wirt, '97, is teaching in the Normal at Peru. She went, at urgent request, to fill a vacancy, and will return in a month.
The local contest this year promises to be very close. L. G. Abbott, Jr., Sherman, McNeil, Leavitt, Flippin, and Miss Bullock, are the aspirants for oratorical honors so far. Two of these have not quite decided to go on.
The University Dramatic Club will play at the Funke on or about Feb. 4. "Chums" and "The Open Gate" will be presented. A large representative audience should be present. It is a University affair.
At the New Members' Program of the Union Society, Friday, Jan. 25, Miss Prey read a "Paper on Parodies" that rivals anything Mark Twain ever wrote. Mr. Alexander, also, read a paper on the "Necessity of Pessimism," worthy of Buddha himself.
The Conservatory recital, which was given in chapel Wednesday evening, exceeded the expectations of everyone. Prof. Sieveking, assisted by Miss Susie Schofield, took the audience by storm. The next recital will be looked forward to with impatience by music lovers.
In an address at St. Paul's Church Sunday morning, Bishop Newman emphasized the importance of the study of psychology in colleges and schools. He pointed out the fact that our educational systems fall into the error of the old Greek systems in emphasizing objective rather than subjective study. | web | https://nebnewspapers.unl.edu/lccn/sn96080314/1895-02-01/ed-1/seq-13.pdf | 0.478279 | {
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How Much Water Should Your Dog Be Drinking?
By Dr. Becker
Have you ever wondered how much water your dog needs each day? Do you assume he'll drink precisely the amount he needs if you give him free access to fresh clean water at all times?
If so, you might be surprised to learn that while some dogs instinctively know to drink just the right amount of water for their needs, some dogs don't drink enough water, and others drink too much. So it's possible your own canine companion is either under- or over-hydrated.
Keeping an eye on your pet's water consumption is important because too little can result in dehydration, urinary tract issues like kidney stones, and organ failure. And drinking too much water can actually be toxic.
Also, the amount of water your dog drinks can be an indicator of an underlying illness. Dogs with pancreatitis, parvovirus, or leptospirosis tend not to drink much water, but a brewing bladder infection, other types of infection, or a metabolic problem such as Cushing's disease, and diabetes can cause excessive thirst and water consumption. So if your pet is drinking less or more water than normal, you should have her checked by your veterinarian to rule out an underlying condition.
General Guidelines for Water Consumption and How to Tell If Your Dog is Dehydrated
How much water your dog needs each day depends on his size, diet, age, activity level, and weather conditions.
* A good general guideline is that a healthy dog should drink between ½ and 1 ounce of water per pound of body weight each day. So a healthy 65-pound Labrador Retriever should be drinking between about 33 and 65 ounces, or about ¼ to ½ gallon of water daily.
* If your dog is eating a moisture-rich, species-appropriate diet, she's getting some of her water needs met with each meal, so she may not drink as much from her water bowl. But if she's eating primarily dry dog food (which I don't recommend), she may actually need more than the average daily intake to compensate for the lack of moisture in her diet.
* Puppies need to drink small amounts of water every couple of hours and should be closely monitored and encouraged to drink.
* After a period of hard play or exercise, use caution when your dog rehydrates. If he immediately laps up the contents of his water bowl, rest him for a bit before you refill his bowl. If your dog is very active, it's a good idea to have water with you when he exercises so that you can give him frequent short water breaks to keep him hydrated.
* During the warmer months of the year, especially during summer, it's important to monitor your dog's water intake to insure she's adequately hydrated.
To determine if your dog may need more water, lift some skin at the back of her neck and let it go. If your dog is well hydrated, the skin will fall quickly back into place. The skin of a dehydrated dog will fall more slowly and form sort of a tent. Another method is to check your dog's gums. Moist, slick gums indicate a good level of hydration; dry or sticky gums mean your pet's body needs more water.
The medical term for the desire to drink too much water is called psychogenic polydipsia. Symptoms of over hydration (water intoxication) include staggering/loss of coordination, lethargy, nausea, bloating, vomiting, dilated pupils, glazed eyes, light gum color, and excessive salivation. In severe cases, there can also be difficulty breathing, collapse, loss of consciousness, seizures, coma, and death.
Help for Over or Under-Drinkers
If your dog tends to overindulge in the wet stuff, make sure you're there to supervise his activity. The bodily condition that occurs when dogs over-consume water is called hyponatremia (or inadequate levels of sodium in the bloodstream). It is most commonly seen in dogs who like to stay in the lake, pond or pool all day; pets that lap or bite at the water continuously while playing in it; and dogs that swallow water unintentionally as they dive for a ball or other toy.
If he's retrieving a ball or other toy from the water, insist on frequent rest breaks and be especially vigilant on days when the water is rough. Also observe how your dog interacts with the water. If his mouth is open a lot – even if he's holding a ball or stick in it -- understand that he's probably ingesting a fair amount of water. The same can be true of dogs that dive to the bottom of a pool to retrieve items.
Familiarize yourself with the symptoms of water intoxication and monitor your dog's appearance and behavior when he's playing in water. And if your dog enjoys being sprayed with water from the hose or sprinkler, you should monitor that activity as well. Water from a hose or sprinkler is under pressure, and you'd be surprised how much your dog can ingest in a short amount of time.
If your dog doesn't drink enough water, make sure to praise her and give her a treat whenever she drinks from her water bowl, and place fresh water close to all the places she frequents, like her bed and food bowl.
Add yummy flavorings like chicken or bone broth to your dog's water to make it more tempting, and consider getting a pet drinking water fountain as a further enticement.
And finally, but most importantly, if you're feeding dry dog food, switch to canned and then to a balanced raw diet to greatly increase the amount of water your pet is getting from each meal. | web | http://www.drfarms.com/How_Much_Water_Should_Your_Dog_Be_Drinking.pdf | 0.455527 | {
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African American History: Museum Shop Booklist
A Legal History of Slavery in the United States by Robert B. Shaw
African American Heritage Cookbook: Montgomery County, Maryland by Heritage Montgomery Black America Series: Prince George's County Maryland by Carolyn Corpening Rowe, Jane Taylor Thomas, and Beverly Babin Woods
Black America Series: Washington, D.C. 1861-1962 by Tracey Gold Bennett
Black America Series: Washington, D.C. 1963-2006 by Tracey Gold Bennett by Heritage
Community Cornerstones: African American Communities in Montgomery County, Maryland Montgomery (DVD)
Fighting Old Nep: The Foodways of Enslaved Afro-Marylanders, 1634-1864by Michael Twitty
From Slave Ship to Harvard: Yarrow Mamout and the History of an African-American Family by James H. Johnston
"Got My Mind Set on Freedom" Maryland's Story of Black and White Activism 1663-2000 by Barbara Mills
History of the Black Public Schools of Montgomery County, Maryland 1872-1961 by Nina H. Clarke and Lillian B. Brown
History of the Colored Race in America by Wm. T. Alexander (facsimile edition of 1887 edition)
Maryland Women in the Civil War: Unionists, Rebels, Slaves & Spies by Claudia Floyd
Plantation Row Slave Cabin Cooking: The Roots of Soul Food by Patricia B. Mitchell
Ruth and the Green Book by Calvin Alexander Ramsey with Gwen Strauss
Sundown Towns: A Hidden Dimension of American Racism by James W. Loewen
The Geography of Resistance: Free Black Communitites and the Underground Railroad by Cheryl Janifer LaRoche
The Mighty Revolution: Negro Emancipation in Maryland, 1862-1864 by Charles Lewis Wagandt
The Negro Traveler's Green Book: The Guide to Travel and Vacations facsimile edition
Who Lived Here? The People of the Beall-Dawson House by the Montgomery County Historical Society | web | https://montgomeryhistory.org/wp-content/uploads/2018/07/Gift-Shop-Booklist-African-American-Topics-2.pdf | 0.482102 | {
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Mark 1:21-28
some responsibilities of teachers:
- mold the clay of students’ hearts and minds
- a student’s life is at stake
- impart wisdom and life skills
- help guide the steps/future of students
Mark 1:21-28
• biblical Christianity is built on a strong foundation of teaching and values the mind
– informed faith
– thinking belief
– love with right thinking
• Christ was called a Rabbi= teacher
• many have taken his teaching and translated into all fields of thinking
• we value teaching and education because we recognize the lasting influence of teachers
• the Bible places primary responsibility on parents
– your educational choice is secondary to your role of educating your children
• in church, we are all teachers
• not if we teach, but how and what
– we seek to follow the Master’s example
They went into Capernaum; and immediately on the Sabbath He entered the synagogue and began to teach. They were amazed at His teaching; for He was teaching them as one having authority, and not as the scribes. Just then there was a man in their synagogue with an unclean spirit; and he cried out, saying, “What business do we have with each other, Jesus of Nazareth? Have You come to destroy us? I know who You are—the Holy One of God!” And Jesus rebuked him, saying, “Be quiet, and come out of him!” Throwing him into convulsions, the unclean spirit cried out with a loud voice and came out of him. They were all amazed, so that they debated among themselves, saying, “What is this? A new teaching with authority! He commands even the unclean spirits, and they obey Him.” Immediately the news about Him spread everywhere into all the surrounding district of Galilee.
• teach with:
• excellence
• authority
• love and grace
• character
• a Christian worldview
• prayer
• remember that you are the lesson
– lessons are forgotten; values go on
• know that you are appreciated
• give them deep wells
• have something to give away
– what well do you draw from?
Christ as the Master Teacher taught with 2 assumptions:
1. we are deeply damaged and hindered from living his teachings
2. he can change us to know and do what he says
John 10:10
The thief comes only to steal and kill and destroy; I came that they may have life, and have it abundantly.
Matthew 9:13
But go and learn what this means: ‘I desire compassion, and not sacrifice,’ for I did not come to call the righteous, but sinners.” | web | http://print.tsf-church.com/140504TeachingHigher.pdf | 0.499513 | {
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Top practices that lead to student success
1. How we use our time shows what we value (cell phones, Internet, etc.);
2. It's not easy, but you can be successful if you chose;
3. If you get behind, you will likely never catch up;
4. If you are repeating the course and do the same things you did before, do not be surprised if you have the same results;
5. Study the material thoroughly before every class;
6. You must study all the assigned material;
7. Teamwork happens (study groups);
8. Open your mind to new ideas;
9. Class attendance does not guarantee academic success;
10. I can't learn you the material.
⇒ P. Pittman and Doug Barney (2004) Top 10 Practices that Lead to Student Success. In Quick Hits for New Faculty, Eds R.M. Cordell et al., Indiana University Press. | web | http://bio.site.uottawa.ca/~turcotte/teaching/student_success_all.pdf | 0.483408 | {
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Reception Curriculum Overview
Spring 1 Chinese New Year
Mathematics
Mastery challenge and Power maths – compare numbers within 10 and explore different representations of numbers and quantities.
Practical use of a ten frame.
Exploring addition through the part whole model.
Finding more than and fewer than a given number.
Number formation.
Expressive Arts and Design
Create a Chinese dragon picture using a variety of resources.
Paint your favourite animal from The Great Race Story.
Sketch a Chinese Willow pattern onto a plate.
Trace a Chinese dragon image.
Make a Chinese lantern, Chinese hat and Chinese money wallet.
Communication and Language
Retell the story of The Great Race.
Use language within the Chinese restaurant role play area.
Use language when playing in the Chinese house and zoo small world area to play imaginatively and act out different characters.
Understanding of the World
Physical Development
Dress up in clothes and fabrics making costumes and take part in dragon dances.
Create a Chinese dragon picture using a variety of resources.
Use bikes and scooter in the outdoor area to develop gross motor skills.
Write letters using the correct formation.
PE –practise ball skills – throwing and catching
Literacy
Top Marks ICT Chinese dragon game.
Explore maps and atlases to find information about China, where it is on a map and what the Chinese national flag looks like.
Investigate Chinese New Year traditions – make a money wallet, Chinese lantern and take part in a Chines banquet.
Exploring changes in the weather.
Personal, Social and Emotional
Taking turns and sharing during group activities.
Health and self-care washing hands .
Getting changed for PE.
Daily phonics - introducing new phonemes and tricky words.
Shared story sessions – The Great Race and Dragons in the City. Explore non-fiction texts to find out about Chinese New Year traditions.
Talk 4 Writing – explore the Chinese artefacts and recreate roles using the resources.
Write a list of the Chinese Zodiac animals .
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MEMOIR OF MASTER BURKE.
"O 'tis a parlous boy."
"I spare my praises towards him,
Knowing him is enough."—Shakespeare.
JOSEPH BURKE is descended from one of the most respectable families in the county of Galway, in Ireland; his father being nephew to Sir John Blake, and consequently first cousin to Valentine Blake, Esq. who represented the above county for some years. Mr. Burke is also, as we are informed, first or second cousin to Sir John Burke, whose family once possessed considerable estates in the county of Galway; but, by adhering to the cause of Charles, they suffered in common with those, who having pledged the oath of allegiance to that monarch, refused to abandon his fortunes. The descendants, therefore, of the families who had been plundered of their possessions by Cromwell, were obliged to trust to their talents for the means of subsistence, which they employed, of course, in various ways.
We have given the above detail, because it so rarely happens that the candidate for histrionic fame can boast of the pomp and dignity of ancestry; for though all the followers of Thespis wish to bring themselves forward as "ladies and gentlemen," there are very few indeed who, from birth, can claim that distinction. Our hero made his debut, when only five years old, on the Dublin stage, in the year 1824. The characters chosen for the occasion were Tom Thumb and Lingo. His success was so complete, as to prognosticate to his grateful friends the certainty of future fame. He shortly after appeared at the English Opera House and the Haymarket. At the latter theatre, he met with considerable applause in the characters of Dr. O'Toole, Lingo, &c.; he then quitted the metropolis, and took the general provincial tour, where the versatility of his genius gave not only unqualified satisfaction to the general admirers of the drama, but obtained the encomiums of those whose powers were of matured excellence. Among others may be noticed the venerable O'Keefe, who, as a tribute to his talents, presented him (in the year 1826, at Chichester,) with a pair of silver buckles, which he himself wore when a youthful candidate for public favour; he also gave him a lock of his hair, and requested that on his death it would be worn in a ring by him. We must now notice the theatre which may be termed the key-stone of his fame,—for by the excellent management of Mr. Elliston, opportunities have been offered of exhibiting Master Burke's talents in every varied hue. His first appearance at the Surrey was in 1827; his principal character this season was in *The March of Intellect*,
which drew many crowded houses; since that period, he has performed numerous parts in tragedy, comedy, opera, burlesque, and farce.
We have now to speak of Master Burke's professional attainments. On viewing him in the combined light of actor and musician, we certainly think we are warranted to declare that he is the most astonishing instance of precocious talent it ever fell to the biographer's lot to record; for though there are many extraordinary* examples handed down to us of early genius being evinced in either of the above sciences, yet we believe they have never been so admirably united in one so young till now.
Although Master Burke is only in his twelfth year, he possesses as fine a power of observation and as correct an idea of genuine humour as any actor we ever saw. His attitudes, too, are astonishing, varied, easy and graceful: while his by-play, self-possession, and attention to the business of the scene, even in the most difficult characters, are no less curious than gratifying to witness.
Though his tragedy is by no means devoid of merit, we think that the bent of his genius is decidedly comic: there is a playful gaiety in his manner, and an archness and vivacity in his looks, all admirably adapted to the service of Thalia. Indeed, in some of his favourite performances, his acting was so easy, so utterly void of art, that the stage seemed his proper home, and the happiest imitation of the varieties of human life a part of his own nature. There is one character in particular which we will notice, for it induced us to make the above remark. It is in a farce called *At Home for the Holidays*, where Master Burke had to represent a young lad returned from school, who is allowed the absolute mastership of the family for one entire day. The glee he displayed when he compelled his old tutor to learn the lessons with which he had been teased during the past month was delightful; and his audacious ease, but high good humour, when he ordered the servants about, was laughable.
Of his performance of Richard and Shylock we can only observe that he spoke the dialogue with great correctness, evidently appearing to feel the sentiments he uttered, and displayed, in some of the impassioned scenes that true energy which is as removed from the boisterous rant of certain actors we could mention, as the cool courage of a Henry differs from the braggadocia of a Pistol. We cannot better close this memoir than by the following extract from Mr. Stafford's very interesting History of Music:—"Master Burke is, at the age of twelve years, one of the finest violinists in the kingdom. The ease, the feeling, the brilliance and fineness of his tone, and the scientific acquirements of this mere child, are allowed, by all who have heard him, to be most surprising."
* In music, there are many astonishing instances of early proficiency noticed by Dr. Burney and others. Frederick Wynne, when six years old, executed the lessons of Scarlatti with precision. Mozart, at the age of four, was not only capable of executing lessons on the piano-forte, but actually composed some in an easy style and taste. William Crotch, without any previous instructions, played a popular tune on an organ, constructed by his father, when only two years and six months old, and a voluntary about a month after. | web | http://childperformers.ca/wp-content/uploads/2015/08/Burke-The-Dramatic-Magazine-1-June-1830-129-130.pdf | 0.486705 | {
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The Shoemaker’s Stitch
Mochi Embroideries of Gujarat in the TAPI Collection
Shilpa Shah & Rosemary Crill
Marvel at the embroidery of the Mochis of Gujarat
The exquisite chain-stitch embroideries of Gujarat’s Mochi community are found in museum and private collections the world over, but the origins of the Mochis and their craftsmanship are rarely explored. This book is the first to delve deeply into the history of chain-stitch embroidery in India and its connections to the Mochi or shoe-maker community.
This work focusses on chain-stitch embroideries from the 18th to 20th centuries in the renowned TAPI Collection of textiles, with many pieces having direct links both to Gujarati royal families and the lineage of Mochi craftsmen and women. The previously unknown but significant role of the women of the Mochi community in creating embroidery pieces is also explored.
The catalogue of images displays a wide range of exquisitely embroidered pieces ranging from Jain manuscript covers to portraits, items of clothing, fans, and furnishings, such as floor spreads, wall hangings and tent panels. The accompanying essays provide the background history of the Mochis and their work and also shed fresh light on chain-stitch embroideries in museums and private collections previously thought to be from the Mughal period. The book also gives an account of the contemporary scene, in which chain-stitch embroidery has found new directions and audiences worldwide.
Shilpa Shah is the co-founder of the TAPI Collection of Indian Textiles and Art. She researches and writes articles on Indian textile art, and holds an M.A. degree from the University of California, Berkeley.
Rosemary Crill was Senior Curator for South Asia at the Victoria & Albert Museum in London until her retirement in 2016. Her books include *Indian Embroidery*, *Marwar Painting*, *Indian Ikat Textiles*, *Chintz: Indian Textiles for the West* and *The Fabric of India*.
A selection of items from the collection, including a purple and gold border with tassels, a purple blouse with a red skirt, a purple sari, a red and gold skirt, a pink and green bag, a pair of shoes, a floral rug, and another pink and green bag. | web | https://www.niyogibooksindia.com/AISheets/978-93-91125-45-5_20226222309.PDF | 0.47994 | {
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Characteristics of Team Culture
An Overview
When bringing together a team and creating a culture for that team, there are some overarching characteristics to consider. These common features of a team culture can take on a variety of shapes, so it is important to understand each one separately. You must also consider how the characteristics will influence each other.
* Purpose. Teams must have a common purpose. You should have this clearly established before recruiting any team members. Team members must understand and feel committed to this purpose if they are going to engage productively.
* Success. Team members must have a shared vision of what success will look like. This is important as everyone needs to be on the same page as to what the desired outcomes will look like.
* Power structure. If you don't want to have team members vying for power or challenging each other's power, the power structure must be clearly identified and communicated from the start. How will decisions be made and who sets the direction?
* Communication tools and flow. Outline how the team will communicate and which technology tools will be used. Where does the flow of communication start and end? Be specific about these expectations.
* Contribution. Each team member needs to know what and how they are expected to contribute. You need to clearly define everyone's role and what is expected of them on this team. Think back to your purpose and make sure you have the appropriate roles that will support that purpose.
* Recognition. You need to have an intentional plan for how you will acknowledge both individual contributions and team achievements. Meaningful recognition goes a long way in sustaining motivation for continued effort.
* Environment. You need to take into consideration the environment your team will be working in. Will interactions be in-person, through conference calls, video conference, or other? How much will be group work and how much will be individual? Is this team virtual, physical, or mixed? Make sure the expectations you set will function effectively in the environment.
Too often leaders leave the development of culture to chance and expect that it will happen organically. To a certain degree it can. But if you want a high functioning, productive team where team members are engaged and effectively working together, you need to provide the foundation for that culture. It is your responsibility as a leader to create the space where success can thrive. | web | https://theodpro.com/wp-content/uploads/2019/07/Characteristics_of_Team_Culture.pdf | 0.489284 | {
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Trait Profile
Niemann-Pick disease Type C
Niemann-Pick disease type C is a genetic condition characterized by the body's inability to break down cholesterol and certain fats. It is caused by mutations in the NPC1 and NPC2 genes called GALT that makes the galactose-1phosphate uridyltransferase protein.
Characteristics of Niemann-Pick disease Type C
Niemann-Pick disease type C (NPC) is a very rare genetic condition (1 in 150,000 people). Symptoms usually appear in early childhood, although milder, later-onset (i.e., adolescence or adulthood) disease is possible. Its symptoms vary widely, but usually include yellowish skin (jaundice); increasing clumsiness, weak muscles, lack of coordination, and movement disorders (ataxia); and seizures. Individuals with NPC often cannot look up (impaired vertical gaze). Other features seen in NPC include an enlarged liver and spleen (hepatosplenomegaly), confusion, psychiatric problems, and inability to swallow.
Diagnosis/Testing
Because NPC is such a rare disease and signs of NPC are so variable, diagnosis may be missed or delayed. Individuals with NPC have a change or mutation in either the NPC1 (95%) or NPC2 (5%) genes. These genes encode proteins that are responsible for moving cholesterol and lipids (certain kinds of fats) in and out of cells. Our bodies need cholesterol and lipids to make cell membranes and some hormones. Mutations in the NPC1 or NPC2 genes disrupt the cell's ability to move cholesterol and lipids in and out of cells, causing them to build up in brain, spinal cord, and liver cells.
Management/Surveillance
Management of symptoms may include medication to control seizures and tremors, psychiatric problems, and movement problems. Treatment also involves physical, speech, occupational, and feeding therapies. Because difficulty with swallowing is a common feature in NPC, when possible, medications that cause excess salivation are avoided.
Mode of inheritance
NPC is inherited in an autosomal recessive pattern. This means that an individual has to inherit two mutations (i.e., one from each parent) to be affected with NPC. If both parents are carriers of a mutation, they have a 1 in 4 (25%) chance with each pregnancy of having a child with NPC.
Risk to family members
Parents of a child with NPC are carriers of NPC. If a sibling of a child with NPC is unaffected, he/she has a 2 in 3 (or 66%) chance of being a carrier of NPC.
Special considerations
None
Resources
National Niemann-Pick Disease Foundation
http://www.nnpdf.org
Ara Parseghian Medical Research Foundation
http://www.parseghian.org
Niemann-Pick Disease Group – UK http://www.niemannpick.org.uk
Genetics Home Reference: Niemann-Pick disease http://ghr.nlm.nih.gov/condition/niemann-pick-disease
References
Patterson M. (Updated 22 July 2008). Niemann-Pick Disease Type C. In: GeneReviews at GeneTests Medical Genetics Information Resource (database online). Copyright, University of Washington, Seattle. 1997-2013. Available at http://www.ncbi.nlm.nih.gov/books/NBK1296/. [Accessed 03/23/2013].
Patterson, MC. et al. (2012)."Recommendations for the diagnosis and management of Niemann-Pick disease type C: an update." Molecular Genetics and Metabolism 106(3): 330-344.
Stampfer, M. et al. (2013)."Niemann-pick disease type C clinical database: cognitive and coordination defects are early disease indicators." Orphanet Journal of Rare Diseases 8(1): 35.
Vanier, MT. (2010)."Niemann-Pick disease type C." Orphanet Journal of Rare Diseases 5:16.
Created: 03/2013
Updated: mm/yyyy
Created by: Nan Doyle, MS, Jennifer Walsh, MS, CGC
Edited by: Seema Jamal, MSc, LCGC | web | https://www.my46.org/printpdf/trait-document?trait=Niemann-Pick%20disease%20Type%20C&parent=Carrier%20Status&type=profile | 0.44229 | {
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Puigsec
SIGNPOSTED WALKS SL-C 124
From Les Set Fonts park 1 to Sant Roc hermitage 2
The starting point of this itinerary is situated in the car park of Les Set Fonts park 1 . From there it will head in the direction of Sant Julià town centre along La Font street, passing by a house with a beautiful large stone balcony on its way up.
After a few meters, views of Puigsec fields 5 will appear offering panoram ic vistas of the town and the plain of Vic. From Sant Ponç hill you will be able to make out Puigsec farmhouse and Sant Ponç hermitage, which cannot be visited.
Afterwards, it will pass Santa Maria church and the town hall before arriving at Sant Roc hermitage 2 .
From Sant Roc hermitage 2 to Puigsec spring 3
With the chapel on your left-hand side, take a path lined with lime trees to leave the town.
After passing through some farmland, the route will enter a dense, humid oak forest, before coming to Puigsec spring 3 . After about 30 metres, turn off down towards the spring.
From Puigsec spring 3 to Puigsec fields and pond 5
Continue along the track climbing up a small hill, which retains the water from Puigsec pond 4 . From there go down a few steps and follow the path in front of you.
3737_30181_2020_Puigsec_A4_EN.indd 1
3737_30181_2020_Puigsec_A4_EN.indd 1
Distance: 5.5 km
Duration:
1 hr 30 min
Recommendations:
– Wear appropriate footwear and a hat and bring water and binoculars.
– Do not litter or uproot any plants.
– Try not to disturb wildlife and do not release animals into the wild.
– Respect the activity of the farmhouses and agricultural land that you pass through.
– Watch out for other path users, such as motorised vehi cles, bicycles, horses, etc.
– If you notice any incidents along the route, please inform the Park Office: [REDACTED_EMAIL].
How to find us
By car: take Exit 187 (Calldetenes/Sant Julià de Vilatorta/ Folgueroles) off the Eix Transversal (C-25) and continue along the BV-5201. After crossing Sant Julià de Vilatorta, you will come to Les Set Fonts park.
By public transport: Autocars J. Comasòlivas from Vic. Tel. (+34) [REDACTED_PHONE]
Nearest facilities and services
Sant Julià de Vilatorta Information Centre
Edifici Ca l'Anglada
Plaça Major, 7
08504 Sant Julià de Vilatorta
Tel. (+34) [REDACTED_PHONE]
Les Guilleries-Savassona
Park Office
Carrer Guilleries, 5
08519 Vilanova de Sau
Tel. (+34) [REDACTED_PHONE]
From Puigsec fields 5 to El Brudon pond 6
Walk along the edge of the fields and take a shady path that leads to a wide track, which will take you to El Brudon pond 6 .
From El Brudon pond 6 to Sant Julià de Vilatorta
Follow the flat track that returns to Sant Julià de Vilatorta lined by some dis tinctive oak trees. Once you arrive at El Perer farmhouse, if you look to the left, you will be able to see the remains of Bellpuig castle.
Cross the road and take Rambla del Castell, which will lead you back to Les Set Fonts park.
27/4/21 16:53
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| Location: | Hip |
|---|---|
| Application: | Sciatic Pain Relief |
| Indication: | Pain - Sciatic Pain |
| Shape: | One I-strip |
| Body Position: | Lying on the side |
Acti-Tape Step by Step Instructions: Sciatic Pain Relief
1.
Lying on the side with knees slightly bent, apply one end of an I-strip underneath the arch of the foot.
2. Lift the leg and position the foot at a right angle. Apply the strip onto the ankle.
3. Return to the starting position, smooth the strip along the outside of the calf.
4.
Continue past the knee towards the underside of the thigh, across the side of the buttock. Then from the top of the buttock curve the strip towards the spine.
| 5. | Finish upwards along the side of the spine. |
|---|---|
| | Smooth down the strip firmly to complete. |
| | It is important that the strip does not cover the spine. |
| 6. | The final result - lower part. |
| 7. | The final result - upper part. | | web | https://www.nutriworks.com/Acti-Tape_Downloadable_Instructions/Acti-Tape_Step_by_Step_Instructions_30E.pdf | 0.500962 | {
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Building Focus
Essential exercise to gain your dog's attention
Amy Millward Dog Training
Exercise
Step 1: Call your dog's name or make an interesting noise.
Step 2: Praise as soon as your dog turns to look at you, then feed them a treat.
Tips
Encourage your dog to give you eye contact, rather than looking at your hand for food.
First work on this exercise in your home, then in your garden, then in front of your house. When they can focus in those environments start practising everywhere you go.
Make sure you practise on walks by stopping and not moving until your dog looks at you. Once your dog has looked you can give them a treat and continue the walk.
Trouble shooting
If your dog doesn’t look at you after calling them a few times, don't keep repeating it. It is best to not move and to stay quiet until they finally decide to look at you. Praise and then feed a treat when they do. Be patient, in distracting environments this could take some time, so just wait them out.
Try to avoid pulling them on the lead as a way of getting their attention as this will make getting their focus off lead more difficult.
While at home you can use your dog’s own dry food as treats, however dry food is rarely rewarding enough when out and about. If you are planning on training your dog in a distracting environment use smelly treats such as real chicken, liver or lamb.
www.carmarthendogtraining.co.uk 07496619269 | web | https://www.carmarthendogtraining.co.uk/_files/ugd/14c9c7_24b5326237f643c5a1a45ad6775261ce.pdf | 0.499418 | {
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Introduction
When you are young, you have an asset that’s even more powerful than money – time. As with most things in life, you can use your time wisely or squander it. The sooner in life that you learn how to manage your money, the more wealth and financial security you will accumulate. You don’t have to be rich or even reasonably well-off, just motivated to follow the information in these lessons regularly and consistently. And you can start at any time, but now is best.
If you purchased this book to learn the principles of sound financial judgment, read on. If you are looking to pass these principles for financial success onto another, then hand the book over to that young adult you know. Alternately, you might use the information contained here as a framework to start that conversation with your own children or another young adult you care enough about to give them the best possible financial start. Taken together or separately, these Lessons will provide a beacon to guide you through the sometimes tumultuous sea of finances.
LESSON 1
Pay Yourself First
*What is not started today is never finished tomorrow.*
Johann Wolfgang von Goethe
You are your own greatest asset. If you invest in yourself by getting an education and maintaining good health through exercise and eating well, you reap the rewards throughout life. The same is true of finances. So when you receive that first paycheck, rather than asking how much is left over for movies, dinners out, and clothes after rent, gas, and living expenses are paid, consider how much to “invest” in yourself through saving for the future. Because the more you save, the more self-reliant and self-sustaining you become, through both good times and bad.
**Why Pay Myself First?**
Let’s face it: It’s much easier to **not** even think about a savings plan, especially when you’re young. Human nature being what it is, most of us prefer the instant gratification of **impulse buying** – purchasing whatever suits our whims at a particular moment – over voluntarily denying ourselves and putting away money. So the best way to make sure you save is to automatically put funds into a savings account at the start of each pay period. If it’s already allotted and you can’t see it, then you won’t be tempted to spend it.
Before you start saving, however, you’ll need to know how much you can realistically put away. That involves setting up a **budget**, a plan involving sums of money allocated for a particular purpose, such as gas, rent, and utilities. To set up your budget you’ll need your first paycheck for the full pay period. Having a complete check – whether you’re paid weekly, biweekly, or monthly will give you an idea of how much money you actually have. Ideally, 90 percent of your take-home pay can be used to create the budget, with the remaining 10 percent being used for savings. See Lesson 3 for more details on setting up and living within a budget.
**(Anecdote) Ruth’s Story**
When I started working part-time, my Dad agreed to match my earnings with a contribution of up to $2,000 per year in an individual retirement account (IRA). Although retirement was the last thing on the mind of this 16-year-old, I really liked the idea of money in the bank, so I went along with the plan. Dad would do this for the two years I worked while in high school and all the years I was in college, up to 10 total years.
However, as part of the deal, Dad asked me to figure out how much would be in my retirement account assuming I got a 10 percent annual return and there were no other contributions. I calculated that at age 65 I would have more than $1.3 million in the IRA. In other words, because of the time value of money, we invested a total of $20,000 and received back $1.3 million 49 years later. How cool was that?
Then he had me calculate how much I would accumulate if I waited 10 years to age 26 and invested $2,000 per year for every year until retirement. The answer was a real shocker – I would only have about $800,000 at retirement! I would be investing $58,000 more and getting half a million less!
Finally, he asked me to estimate how much I would have to invest every year if I were to end up with $1.3 million, but started after college at age 26. That was a little harder to do, but we calculated that I would need to invest $3,238 per year for the next 39 years, or $126,293, to accumulate $1.3 million. I had only invested $20,000 in those first 10 years, but missing those years would have cost me over $100,000 in additional savings to make up for the lost time. When it comes to investing, the early bird who saves regularly really does get the worm!
The Authors
I. Mark Cohen, J.D., LL.M. CFP® and Weston D. Burnett, J.D., LL.M. CFP®
I. Mark Cohen, J.D., LL.M. CFP® is the founding partner and visionary for both Navigator Wealth Management, LLC, Registered Investment Advisor, and Cohen & Burnett, P.C., Attorneys and Counselors at Law, as well as co-author of Lessons to My Children: Simple Life Lessons for Financial Success, Wealth and Abundance.
Mark is licensed to practice law in both Virginia and Arizona. He is a registered representative of Pacific West Securities, Inc., an independent broker/dealer. Mark is a past president of the Northern Virginia Estate Planning Council and is an active member of the Legislative Committee of the Wills Trusts and Estates Section of the Virginia State Bar Association. Mark is a frequent lecturer and writer at attorney CLE seminars where he specializes in estate taxes and ethics.
Weston D. Burnett, J.D., LL.M. CFP®, is the Managing Partner of Cohen & Burnett, PC, Attorneys and Counselors at Law, President and CEO of Navigator Wealth Management, LLC, Registered Investment Advisor, and co-author of Lessons to My Children: Simple Life Lessons for Financial Success, Wealth and Abundance. He helps his clients and their families realize their life goals and gain peace-of-mind by espousing an integrated, strategic approach to legal, tax, and financial planning.
The book may be purchased online at http://www.lessonstomychildren.com/buy.htm
Lessons to My Children-Simple Life Lessons for Financial Success, Wealth and Abundance
ISBN: [REDACTED_PHONE]
On Sale: June 2010
$24.95; 192 pp; 5-1/4” X 8-1/4”
www.lessonstomychildren.com
Want to win a copy of the book? Come back on Wednesday to learn how you can win your copy!
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You Want Me to Teach What? Sure-Fire Methods for Teaching Physical Science and Maths
Author(s): Norman LaFave
Date Available: June 2017
ISBN:
[REDACTED_PHONE]
Code/SKU:
NST2489
RRP:
$35.95
Format/Page No.: A4, 188 pages
Year Level:
9–12, Teachers and
Administrators
Focus Area:
Professional Development
Key Learning
Area:
Mathematics, Science
Summary
Like a talk with a wise mentor, reading You Want Me to Teach What? can help you prepare for the challenge of teaching upper-level science and maths and then get you up to speed – fast. You can integrate the book's tried-and-true methods into your classroom and lesson plans starting from the first day of class.
Author Norman LaFave avoids long discussions of education theory and specific lesson plans; instead, he concentrates on general techniques for approaching a variety of problems and enhancing your teaching skills in science and maths. The book covers student psychology, classroom management, planning, instruction, problem-solving techniques, laboratory methods and reporting, assessment and professional development, all in an engaging manner.
Without feeling overwhelmed, you'll find a wealth of sensible guidance, regardless of whether you're a university education major wanting to teach physical science or maths, a new teacher looking for practical methods to integrate into your instruction or an experienced teach in search of fresh ways to improve in the classroom. The proven methods included in You Want Me to Teach What? are sure to help any teacher feel more comfortable and excited about teaching.
Other Resources
* Uncovering Student Ideas in Physical Science, Volume 1: 45 New Force and Motion Assessment Probes (NST1130)
* Uncovering Student Ideas in Physical Science, Volume 2:
39 New Electricity and Magnetism Formation Assessment Probes (NST9259)
* Exemplary Science for Building Interest in STEM Careers (NST0591)
* Exemplary STEM Programs: Designs for Success (NST9112)
Moorabbin VIC 3189
Tel: +[REDACTED_PHONE]
Fax: +[REDACTED_PHONE]
Web: www.hbe.com.au Email: [REDACTED_EMAIL] | web | http://files.hbe.com.au/infosheets/NST2489.pdf | 0.435015 | {
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CoVid-19 Coronavirus Statement
Orbital South College Group has been actively working to ensure the safety of students, staff, and guests for the commencement of learning on-site at our College campuses. The College Group regularly monitors the COVID-19 guidance as the Government and Association of Colleges update it, along with guidelines from the HSE and Public Health England (PHE).
Each department within the College completes a termly Generic Risk Assessment, which considers the risk of exposure to CoVid-19 under COSHH Regulations 2002 (Control of Substances Hazardous to Health). Additional consideration and adjustments are undertaken for:
* classroom design and layouts to ensure social distancing of 1 metre plus is kept between students where practicable, as recommended by Public Health England (PHE)
* reviews of shared work spaces and machinery, taking steps to review work schedules to allow students to undertake other tasks where possible
* ensuring hygiene and handwashing rules are followed by staff & students
* using signs and tape to define areas within the classrooms/workshops
* cleaning regimes for reusable PPE
* use of shared equipment and making provision for cleaning regimes in between use
* regulating entry and exit to classrooms/workshops to reduce risk of groups forming
The College is working closely with its cleaning providers to ensure cleaning staff continue to use best practices while cleaning surfaces in common high use areas in all buildings.
The college is working closely with our catering companies to ensure best food hygiene practices are consistently maintained at all of our sites.
Across our sites:
* we encourage remote working and the digital transfer of material where possible e.g. use of e-forms email Office Teams
* washing facilities are also subject to frequent checks throughout the day
* cleaning and premises staff are checking hand sanitisers stations kept in communal areas throughout the day to ensure they are kept fully stocked
* departmental and student responsibilities posters to be displayed all across the college
* keeping teams together (cohorting) to reduce contact with others and keeping teams as small as possible
* students will be reminded on a daily basis of the importance of social distancing both in the college and outside of it
* sneeze screens are placed at points of regular interaction
* employees are provided with appropriate information, training and instruction to enable them to identify and deal with the risk involved in the work that they undertake and what they should be doing to control the risk
In addition, we are asking our college community to follow these instructions:
* Do not leave home if you or anyone in their household has symptoms.
* If soap and water are not available, use an alcohol-based hand sanitizer for at least 20 seconds.
* Wash your hands often with soap and water for at least 20 seconds.
* Avoid touching your eyes, nose and mouth with unwashed hands.
* Clean and disinfect frequently touched objects and surfaces.
* Cover your cough or sneeze with a tissue, then throw it away "Catch it, Bin it, Kill it".
* Minimize direct contact by keeping the recommended "social distance" of minimally three to six feet from others.
* Avoid close contact with people who are unwell.
* To protect others, students and other members of our college community should limit contact with elderly family members and friends, or those who might be at-risk due to other health issues. | web | https://oakwoodschool.s3.amazonaws.com/uploads/document/ESC-Co-Vid-19-statement-06.07.2020-review-003.pdf?t=1599807991?ts=1599807991 | 0.480878 | {
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< In Sutherland, the home of the South African Astronomical Observatory, Neustetter positions himself on top of a tall water tower, this allows him to photograph a group of youth from above, the youth are attempting to recreate the Big Bang by spinning LED rope lights and dancing around one another. The result is a metaphoric image for an ever-expanding universe.
Marcus Neustetter explores archaeological and cosmological mysteries in his quest for meaning. His artistic investigations focus on the spaces in-between, within and between these disciplines. The artist uses light as a medium for storytelling. By inviting audiences from various communities across South Africa to engage with a variety of light-sources, he enables a playful interaction that ultimately culminates in a series of light and longtime exposure photographs and video work. These serve not as art objects in and of themselves, but rather as traces of local encounters in time and space.
The light-based activations occur in conditions of darkness, this affords the participants near-anonymity and encourages individuals to express their stories physically. By encountering darkness, the references to the depth of time and space become evident. Long-time exposure photography and the resultant distorted imagery and abstraction of the human form allow for an open-ended interpretation. Neustetter reminds us "Darkness, for all its generosity in this instance, also demands a critical engagement with the very idea of 'light' and the ownership and distribution of energy resources in South Africa and Africa." The power struggle between those that have and those that do not is evident in the access to light and electricity across the globe, the impact of colonial history and apartheid legacy is evident in some of the recorded actions by individuals from the areas with which Neustetter has engaged.
Into the Light also premiers Neustetter's newest video work generated out of a series of light interventions and performances made in collaboration with audience members in Merida, Mexico in early 2016. The performances took place at the closing ceremony of the UNESCO International Year of Light. >
< The ever-transforming city of Johannesburg is host to thousands of foreign workers. These individuals are often forced to live and work in the same spaces. Neustetter attempts to capture the on-going quest for 'gold' in the constant navigation of unpredictable landscapes.
A group of Riel-dancing youth from the small Karoo town of Fraserberg dance with small lights attached to their feet inside a light-drawn representation of a pre-dinosaur footprint. This footprint represents an actual paleontological fossil site just outside their town. This act speaks directly to the town's small museum, where displays, untouched for many decades, represent paleontological findings and then skip to white Afrikaner history, entirely ignoring the historical and contemporary presence of coloured communities in the area. >
Prosperity Doll I & II, broken lights and materials made in China, 2016
A selection of African
WAM permanent art objects from the
collection (middle)
Reflecting on power struggles, Neustetter questions a current foreign influence in Africa through his choice of materials, abundantly stocked cheap light-toys and gadgets he purposely sources from local Chinese markets. His seemingly temporary art installations create permanent by-products, in the form of thousands of discarded glow sticks, broken LEDs, plastic casings and packaging materials. These, in turn, are assembled into new artworks to be sent back to China as a form of ritual exchange. This encounter with the 'materiality' of China hints at Neustetter's idea of a place that 'sells' itself as a consumer culture through its food and 'Made-in-China' label. He recycles and transforms these disposable materials into objects that allude to everyday references to China; dead glow sticks are stitched together to become the Great Wall of China or melted down and cast into fortune frogs, shark fins and an ornamental dragon. Precisely woven glow sticks and brightly coloured plastic strips are transformed into interpretations of ancient Chinese maps and African trade routes. Neustetter also fashions his own Prosperity Dolls made of broken laser pointers and rope lights, and has selected for display a case of historical African art objects from the permanent collection at WAM that similarly appropriate imported materials.
Artworks featured on Into the Light at Wits Art Museum from 26 April to 19 June 2016 are made possible by The Trinity Session, the National Science and Technology Forum and the Department of Science and Technology for the UNESCO International Year of Light 2015.
A selection of works were realised with the assistance of Bronwyn Lace, Stephen Hobbs, the NMMU Sculpture Collective and Paul and Abigail Setate. This exhibition was presented in part at the Bird Street Gallery, Nelson Mandela Metropolitan University in 2015.
Contested Chinese 15th Century Maps I & II used glow-sticks and mesh wire, 2016
Dragon, cast resin and used glow-sticks, 2016 | web | http://www.marcusneustetter.net/wp-content/uploads/2016/04/into-the-light-neustetter-handout.pdf | 0.477271 | {
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SUMMER SCHOOL CASE STUDY: TROUSDALE COUNTY SCHOOLS (CKLA)
Summer School Details
* Four days a week for five weeks (Monday-Thursday)
* Six hours of daily programming, including 90 minutes of ELA, 90 minutes of math, and 90 minutes of intervention
Summer School Goals
* Leverage our high-quality instructional materials strategically to address learning loss and accelerate student learning during summer school.
* Reinforce grade-level learning with a strategic review of the most critical reading foundational skills content from the exiting grade.
* Accelerate learning and build student confidence by building knowledge and vocabulary to support access to next year's content.
* Leverage what we're learning about high-dosage tutoring during Summer School based on what we learn from the pilot we're currently conducting.
High-Quality Instructional Materials
* Our adopted ELA Curriculum in K-2 is CKLA.
* We are on pace to complete the CKLA scope and sequence by the end of the school year.
Summer School Content Plans
APPENDIX A: KINDERGARTEN COVID RECOVERY UNIT – CKLA SKILLS
APPENDIX B: GRADE 1 COVID RECOVERY UNIT – CKLA SKILLS
APPENDIX C: GRADE 2 COVID RECOVERY UNIT – CKLA SKILLS
Note to Teachers: Much of the instruction prioritized in the Lessons for this COVID Recovery Unit include introducing and/or practicing spelling words. Due to the pacing of summer school and this COVID Recovery Unit, you will not teach every lesson in a unit and not have time to conduct regular spelling assessments. If the CKLA lesson resources reference the spelling assessments, omit that portion from the lesson and continue with introducing and/or practicing the spelling skill. | web | https://tnscore.org/wp-content/uploads/2021/04/Summer-Learning_Case-Study_Trousdale-County-Schools.pdf | 0.425004 | {
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Notes on the fretboard
Now that we know the concept of notes, let's see where the notes are placed on the fretboard.
As we know, the guitar has 6 strings.
1. E – First String (Thinnest and closest to the floor)
2. B – Second String
3. G – Third String
4. D – Fourth String
5. A – Fifth String
6. E – Sixth String (Thickest and closest to the ceiling)
- The notes circled on the thick border are the open strings (played without touching any frets).
- The notes enclosed in circles are the natural notes and their placement on the fretboard.
- The empty circles are the accidental notes that you have to fill in.
- The numbers at the bottom denote the fret numbers. 3rd fret, 5th fret and so on.
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LINKS TO AGRICULTURE
Super Slurpers
In 1976, Agricultural Research Scientists (ARS) in Beltsville, Maryland combined corn starch with a synthetic chemical and created a product so thirsty that it could absorb 300 times its weight in water. Someone called it "Super Slurper" and the name stuck.
Since the beginning, the positive qualities of Super Slurper make it an "earth friendly" product. Super Slurper is made from corn starch which is a renewable resource. It is both biodegradable and non-toxic which is good for the environment. The basic technology of Super Slurper was the inspiration of other absorbent products such as disposable diapers.
One business that uses Super Slurper today is the Nursery and Greenhouse Industry. It is used there as a seed coating which absorbs and holds moisture around a seed and encourages it to germinate quickly. The Ag Sorbent Company in North Carolina makes a mixture that keeps tree roots moist until the trees can be planted.
One of the latest uses for Super Slurper began in 2003 in libraries. Super Slurper is now being used to dry books, papers, photographs, and other materials soaked by water from flooding, leaks, and other disasters.
Using Super Slurper to salvage water-damaged materials is much faster than
Farm Style Corn Pudding
Materials:
2 cups cream style corn
1 cup medium fine dry bread crumbs
1 cup milk
2 tablespoons chopped green pepper
1 teaspoon salt
¼ teaspoon pepper
4 oz. sliced cheddar cheese cut in 1 and a ½ " squares
3 slices bacon cut in 1 and a ½ inch lengths
Directions:
1. Combine corn, crumbs, milk, green pepper, salt and pepper in a bowl.
2. Mix the bowl by hand and then pour contents into a 10x6x2 baking dish.
3. Arrange alternate pieces of cheese and bacon across the top in a checkerboard fashion.
4. Bake at 325 F for 1 hour.
air drying the materials. Tests showed that Super Slurper could dry several wet books in about 10 minutes. Air drying could take weeks. Mold, which can begin to grow in just 48 hours, can be eliminated if Super Slurper is used. Scientists continue to look for new uses for this product. What will they think up next?
Career Corner
Agricultural Engineer - Agricultural engineers act as the innovators in the industry of agriculture. They plan out and create new advances in technology to help farmers produce more food for the world. In addition, they can put their knowledge to waste management practices to lessen human's impact on the environment.
How Agricultural Engineers Benefit Agriculture:
Agricultural Engineers Study:
* Design and fabricate ag machinery
* Assist in creating storage techniques
* Physics
* Biology
SCAN ME
Thank you to our major sponsors
Clemens Family Foundation
Corteva Agriscience
Dick & Shelva Mains Fund
Farm Credit Foundation for Agricultural Advancement
First Citizens Community Bank
Glatfelter Family Foundation
Horizon Farm Credit
J. William Warehime Foundation
Kathy Berry Agency
Land O' Lakes
McCormick Family Foundation
Nationwide
Northeast Agricultural Education Foundation
Nicholas Meat LLC
Pennian Bank
Pennsylvania Dairymen's Association
Pennsylvania Farm Bureau
PA Pork Producers Council
PA Soybean Board
The Hershey Company
The Donald B. & Dorthy L. Stabler Foundation
pfbfriends.com
Farm Facts
* Since cows, pigs, and chickens all eat corn, your breakfast of milk, bacon and eggs is all related to corn!
* U.S. researchers have led the way in finding many uses for corn - like in vitamins and amino acids.
* Corn is used to produce fuel alcohol. Fuel alcohol makes gasoline burn cleaner, reducing air pollution, and it doesn't pollute the water.
What Do You Remember?
1. How do the Greenhouse and Nursery industries use Super Slurper?
_____________________________________
_____________________________________
2. What is the latest use for Super Spurper?
3. Think of a current problem in agriculture. How would you fix the issue?
@PAFriendsofAg
@pafriendsofagriculture | web | https://pfbfriends.com/wp-content/uploads/2024/08/SuperSlurpersExtension.pdf | 0.428342 | {
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Rats and Dairy Trail
Rats like to eat cattle feed, milk, cheese and butter, so it was really important to keep them out of dairies! As you explore the galleries can you spot the rats and the objects they’ve decided to explore?
To keep you and our objects safe, we ask you not to touch or climb on any of the displays. If you need help, please ask.
Supported using public funding by ARTS COUNCIL ENGLAND
51 Voices | THE MERL IS 70
Ground Floor
First Floor
1. Shaping the Land
2. A Year on the Farm
3. Town and Country
4. Making Rural England
5. Collecting Rural England
6. Forces for Change
7. Our Country Lives
8. Wagon Walk
9. Digging Deeper and Open Store
10. Yardley Gallery | web | https://merl.reading.ac.uk/wp-content/uploads/sites/20/2021/10/Rat-and-Dairy-Spotter-Sheet_v2.pdf | 0.447323 | {
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MONKEYPOX
KNOW THE FACTS
What Gila River Health Care Doctors Advise You To Do If You Are Diagnosed With Monkeypox!
WEEK OF AUGUST 19, 2022
If you have Monkeypox, your healthcare provider will advise if you should be cared for in hospital or at home.
This will depend on how serious your symptoms are, whether you have risk factors that put you at risk for more serious symptoms, and whether you can minimize the risk of infecting anyone you live with.
If you are advised to isolate at home, you should not go out. Protect others you live with as much as possible by:
- **Isolating** in a separate room
- Using a separate bathroom, or cleaning after each use
Cleaning frequently touched surfaces with soap and water and a household disinfectant and avoiding sweeping/vacuuming (this might disturb virus particles and cause others to become infected)
Using separate utensils, towels, bedding and electronics
Doing your own laundry (lift bedding, clothes and towels carefully without shaking them, put materials in a plastic bag before carrying it to the washing machine and wash them with hot water > 60 degrees)
Opening windows for good ventilation
Encouraging everyone in the house to clean their hands regularly with soap and water or an alcohol-based hand sanitizer. | web | https://grhc.org/wp-content/uploads/2022/08/DRAFT-2-Monkeypox-Weekly-Update-8.19.22-Half-Booklet-Imposed.pdf | 0.444519 | {
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Spiritual Vitamins Frieda Upson Upbeat V.3, n. 8, 1970
Some twenty-odd years ago Louis Bromfield wrote about experiments with chickenfarming. Some of these experiments were aimed at curing a frightful habit which chickens frequently developed: in their hunger they would eat ach other – they would become cannibals. The "experts" suggested a remedy. They proposed fitting the chickens with special eye-glasses that would make their companions look less appetizing. The chickens in question were enjoying the most scientific care. Their houses were scrubbed and disinfected frequently and provided with fresh new litter.
Mr. Bromfield's experiments showed that it was not eyeglasses and disinfectant that the chickens needed: it was proper nourishment – the traditional nourishment of chickens. The scientifically disinfected houses with their new litter did not contain the natural organisms to fight disease, and above all, they lacked an absolutely essential vitamin. The chickens were thus starved of their natural nourishment developed unnatural appetites which craved satisfaction.
How much this makes us think of our world today! In education, in politics, in religion there has been a widespread effort to sweep away the "litter" of the past and start over in a fresh new sterile environment of thought. The result is that there are masses of spiritually starved young people in our society today who know nothing of the spiritual treasures in the accumulated experience of the past. They are starved for the experience of mystical fellowship, for the consciousness of belonging to something and to someone for expressing themselves as individuals through a higher ideal, for finding value in life. In their starvation they resort to harmful drugs, to experimenting with sex, to destroying everything that symbolizes to them the source of their frustration.
The field of public education has been sterilized of many values in the interest of facts, and many religious educators are following suit. The special target of their disinfecting program is the institution of Christianity and its 2000 years of accumulated experience. They especially wish to rid it of what is superhuman (because they do not want to acknowledge anyone greater than themselves) or beyond their comprehension (because they want to keep God under the control of their knowledge). They explain away the traditions of the Church by putting on a special kind of mental eyeglasses which enable them to read new meanings into the words of the Bible and of Holy Tradition. They suggest that instead o admitting our dependence upon a God who is immeasurably greater, more perfect and holy than ourselves and seeking strength from Him, we should consult an expert who has made a study of human behavior. Instead of humility, sin repentance, and spiritual renewal, the expert in behavior speaks of environment and motivation.
Our society at large is in need of the spiritual vitamins which traditional Christianity has long supplied to people and which the Orthodox Church still retains. Let us rejoice that the Orthodox Church has not swept out all of the accumulated spiritual treasures of the past. | web | http://orthodoxchristianed.com/pdfs/comment/Spiritual%20Vitamins.pdf | 0.493686 | {
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NAME OF SPECIES: Cardamine hirsuta
Synonyms:
Common Name: Hairy Bittercress, Common Bittercress, Snapweed, Shotweed, and Pepperweed
Cultivars? YES
NO
A. CURRENT STATUS AND DISTRIBUTION
1. YES
NO
2. Abundance: n/a
3. Geographic Range: n/a
4. Habitat Invaded: n/a
Disturbed Areas Undisturbed Areas
5. Historical Status and Rate of Spread in Wisconsin: n/a
I. In Wisconsin?
6. Proportion of potential range occupied: n/a
II. Invasive in Similar Climate Zones
1. YES NO
Where (include trends): Naturalizing in eastern Great Lakes, SE US, West coast, and in Ontario (1)
III. Invasive in Which Habitat Types
1. Upland
Wetland Dune
Prairie
Aquatic
Forest
Grassland
Bog
Fen
Swamp
Marsh Lake Stream
Other: Natural or
anthropological disturbances are preferred (5)
1. Soil types favored or tolerated: Requires consistently damp soil and prefers recently disturbed. (4) Required pH is 5.6 to 6.0 (acidic), 6.1 to 6.5 (mildly acidic), or 6.6 to 7.5 (neutral). (2)
IV. Habitat Affected
2. Conservation significance of threatened habitats: Refuge for aphids (3)
V. Native Range and Habitat
1. List countries and native habitat types: Eurasia (4, 5)
1. Listed by government entities? No
VI. Legal Classification
2. Illegal to sell? YES
NO
Notes:
B. ESTABLISHMENT POTENTIAL AND LIFE HISTORY TRAITS
1. Type of plant: Annual
Biennial
Monocarpic Perennial
Herbaceous Perennial Vine Shrub Tree
2. Time to Maturity: Blooms late winter/early spring to mid spring. (2) Will germinate and grow throughout the year due to the cool environment provided by daily overhead irrigation. (3)
3. Length of Seed Viability:
4. Methods of Reproduction: Asexual
Sexual
Notes:
I. Life History
5. Hybridization potential: Yes
1. Climate restrictions: Requires full sun, sun to partial shade, or light shade, (2) surviving in elevations between 1969 and 2625 feet (6)
II. Climate
2. Effects of potential climate change:
III. Dispersal Potential
1. Pathways - Please check all that apply:
Unintentional: Bird
Animal
Vehicles/Human
Wind
Water
Other: Nursery plants (soil of) (4)
Intentional: Ornamental Forage/Erosion control
Medicine/Food: edible Other:
2. Distinguishing characteristics that aid in its survival and/or inhibit its control: Hairy Bittercress can survive year round and tolerates shade. Seeds often burst explosively when touched, sending the seeds flying far from the parent plant. (4, 7)
IV. Ability to go Undetected
1. HIGH
MEDIUM
LOW
C. DAMAGE POTENTIAL
1. Presence of Natural Enemies:
2. Competition with native species:
I. Competitive Ability
2. Rate of Spread:
-changes in relative dominance over time:
-change in acreage over time:
HIGH(1-3 yrs)
MEDIUM (4-6 yrs)
LOW (7-10 yrs)
Notes:
1. Alteration of ecosystem/community composition?
YES
NO
Notes: Often, many seedlings germinate in a small area so that they appear as a large, dense mat (3)
2. Alteration of ecosystem/community structure?
YES
NO
Notes:
3. Alteration of ecosystem/community functions and processes?
YES
NO
Notes:
II. Environmental Effects
4. Allelopathic properties? YES
NO
Notes:
D. SOCIO-ECONOMIC EFFECTS
I. Positive aspects of the species to the economy/society:
Notes: The nectar and pollen of the flowers probably attract small bees and flies. The caterpillars of the butterfly Anthocharis midea (Falcate Orangetip) and the moth Evergestis pallidata (PurpleBacked Cabbageworm) feed occasionally on Cardamine spp.(5) Can be eaten as a bitter herb and be used as a cover crop in winter months (4)
II. Potential Socio-Economic Effects of Requiring Controls:
Positive:
Negative:
III. Direct and indirect SocioEconomic Effects of Plant :
Notes:
IV. Increased Costs to Sectors
Notes: Refuge for aphids (3) Contamination of nursery soils.
Caused by the Plant::
V. Effects on human health:
Notes:
VI. Potential socio-economic effects of restricting use:
Positive:
Negative:
E. CONTROL AND PREVENTION
I. Costs of Prevention (please be as specific as possible):
Notes:
II. Responsiveness to prevention efforts:
Notes:
III. Effective Control tactics: (provide only basic info)
Mechanical Biological Chemical : Mulching in late summer will prevent germination. Pulling is effective for small patches but the plants should be placed directly into a container to prevent the seeds from germinating. Flameweeding is effective for this plant. (4)
IV. Costs of Control:
Notes
V. Cost of prevention or control vs. Cost of allowing invasion to occur:
Notes:
VI. Non-Target Effects of Control:
Notes:
VII. Efficacy of monitoring:
Notes:
VIII. Legal and landowner issues: Notes:
F. HYBRIDS AND CULTIVARS AND VARIETIES
Name of hybrid:
I. Known hybrids?
YES NO
Names of hybrid cultivars:
II. Species cultivars and varieties
Names of cultivars, varieties and any information about the invasive behaviors of each:
USDA Plants
G. REFERENCES USED:
UW Herbarium (Madison or Stevens Point)
WI DNR
Bugwood (Element Stewardship Abstracts
Native Plant Conservation Alliance
IPANE
Author(s), Draft number, and date completed: Stephanie Lind, 1 6-8-11
Reviewer(s) and date reviewed: Courtney LeClair, 10/25/2011
Approved and Completed Date: 12/20/2011 | web | https://dnr.wi.gov/topic/Invasives/documents/classification/LR_Cardamine_hirsuta.pdf | 0.467009 | {
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Smithsonian Institution
Media only:
Beth King
([REDACTED_PHONE], ext. 8216 [REDACTED_EMAIL]
Monica Alvarado ([REDACTED_PHONE], ext. 8023 [REDACTED_EMAIL]
Media Web site:
http://newsdesk.si.edu
A Recipe for Saving the World's Oceans from an Extinction Crisis
Jeremy Jackson, senior scientist emeritus of the Smithsonian Tropical Research Institute and the
Scripps Institution of Oceanography, asserts in the Aug. 12 issue of the journal Proceedings of the
National Academy of Sciences, that the following steps, if taken immediately, could reverse the demise of the oceans: Establish marine reserves, enforce fishing regulations, implement aquaculture, remove
subsidies on fertilizer use, muster human ingenuity to limit fossil fuel consumption, buy time by establishing local conservation measures.
In 2001, Jackson and 18 co-authors published a landmark paper in the journal Science, "Historical
Overfishing and the Recent Collapse of Coastal Ecosystems," in which they made the case that environments that we perceive as relatively pristine have, in fact, been radically altered by centuries of
human exploitation.
Jackson has been on the lecture circuit since then. "Our amnesia about what is natural is the greatest threat to the environment," said Jackson, in the youTube version of his talk "The State of the
Ocean," delivered at Middlebury College, in Vermont, in 2007.
Developing a media-savvy approach, Jackson worked closely with Nancy Baron, Ocean Science
Outreach director of SeaWeb/Communication Partnership for Science and the Sea to publicize his work and the work of other ocean scientists.
Later, he collaborated with marine biologist-turned-filmmaker, Randy Olson of "Flock of Dodos"
and "Sizzle" fame, to create Shifting Baselines videos for the Web—graphic demonstrations of the way our perception of what a "natural" environment is changes over time.
In this article, "Ecological Extinciton and Evolution in the Brave New Ocean," Jackson reviews a series of studies that bolster initial observations that exploitation and pollution of estuaries and coastal
seas, coral reef ecosystems, continental margins and the open ocean continue unabated.
He predicts that overfishing will lead to extinction of edible species and have an indirect effect on other levels of the food chain. Larger dead zones and toxic algal blooms may merge along the coastal
News
Aug. 13, 2008
zones of all of the continents. Disease outbreaks will increase. Vertical mixing of ocean waters may be inhibited resulting in disrupted nutrient cycles.
"Some may say that it is irresponsible to make such predictions pending further detailed study to be sure of every point. However, we will never be certain about every detail, and it would be irresponsible to remain silent in the face of what we already know."
Despite Jackson's bleak prognosis for a "brave new ocean," he clearly identifies "lack of political will and the greed of special interests" as standing in the way of establishing sustainable fisheries and aquaculture, "Simply enforcing the standards of the Magnuson-Stevens Act and the U.S. National Marine Fisheries Service would result in major improvements in U.S. waters within a decade."
"We have to begin somewhere," says Jackson—who will continue to stir the pot.
The Smithsonian Tropical Research Institute, headquartered in Panama City, Panama, is a unit of the Smithsonian Institution. The institute furthers the understanding of tropical nature and its importance to human welfare, trains students to conduct research in the tropics and promotes conservation by increasing public awareness of the beauty and importance of tropical ecosystems. For more information, visit www.stri.org.
# # #
Ref: Jeremy B.C. Jackson. 2008. Ecological extinction and evolution in the brave new ocean. PNAS, 12 August early online edition. | web | http://www.stri.si.edu/english/about_stri/media/press_releases/PDFs/PR_STRI_ARecipe_Jackson_release_08.373.pdf | 0.489868 | {
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Kaizen point Lesson 39 talked about the value of using a Parking Lot List to keep a team focused on the event at hand. This lesson gives you an example of a simple and effective format for your list. These will lead to future point Kaizens for your team.
Parking Lot List
Ideas or opprotunities outside the scope of this event but considered for Future Kaizen Events
Definitions:
Who = the person who brought up the idea or opportunity
Benefit = the type or category of benefit realized if the idea is implemented
Have a topic idea? Submit to [REDACTED_EMAIL] | web | http://ruckerassociates.com/sites/default/files/KaizenPointLesson046.pdf | 0.456504 | {
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Spanish Verb: caminar
English Translation:
to walk, go
This verb table is based upon the work of Professor Fred Jehle of Indiana-Purdue University. The verb tables can be found at http://users.ipfw.edu/JEHLE/VERBLIST.HTM
Regular.
Spanish Verb: caminar
English Translation: to walk, go
Sample Translated Sentences Containing 'caminar'
Yo caminé al parque. I walked to the park.
Ella estaba caminando bajo la lluvia. She was walking in the rain.
Yo camino al restaurante para cenar. I walk to the restaurant to have dinner.
Caminas más rápido que yo. You walk faster than I do.
Caminas más rápido que nadie. You walk faster than anyone.
Corramos nosotros y ustedes pueden caminar. Let's run and you all can walk.
¿Ha tenido dificultad para caminar? Have you had any change in your gait?
¿Cuántas cuadras podía caminar? How many blocks were you able to walk?
caminar en la calle to walk in the street
Yo camino a la escuela. I walk to school.
María camina al hospital. María walks to the hospital.
Ella camina al puente. She walks to the bridge.
Pedro y yo caminamos a casa. Pedro and I walk home.
Camine por la acera. Walk on the sidewalk! (formal, singular)
Él camina con el perro.
He walks with the dog.
No camine (Ud.) tan rápido. Do not walk so fast! (formal, singular)
José camina al cine. José walks to the movie theater.
Copyright © 2019 - 123TeachMe.com | web | https://www.123teachme.com/spanish_worksheets/verb_conjugations/caminar | 0.417533 | {
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January 2009
Theme: American ABC's
Take a personalized tour of the USA by the letters: Austin, Baton Rouge and Cambridge to Xenia, York and Zion. Our country contains an endless variety of scenic and historic places. What is special about these places? This month we'll find out by visiting historic places, theme parks, museums, and zoos. Choose a city or an historical site to highlight. Invite a guest speaker who can share something special about the places your Cub Scouts have picked to discover. Use maps or collect tourist brochures to learn more about places to visit. Your local historical society or public library is a great place to get started. Celebrate your blue and gold banquet with local foods from your choices of the ABCs and decorate to highlight your choice. This would be a good month to work on the Citizenship belt loop or pin or the Geography belt loop or pin.
Resources:
Baloo's Bugle: http://usscouts.org/usscouts/bbugle2007-2008.asp
Program Helps: http://www.scouting.org/filestore/pdf/2009-02.pdf
KISMIF: http://kismif.org/
Belt Loop Worksheets:
http://meritbadge.org/wiki/index.php/Cub_Scout_Worksheets
Webelos Activity Badge Worksheets http://meritbadge.org/wiki/index.php/Webelos_Activity_Badge_Worksheets
Webelos Activity Badge Requirement Worksheets: http://www.usscouts.org/advance/cubscout/webbadges.asp
Belt Loops:
REQUIREMENTS FOR THE GEOGRAPHY ACADEMICS BELT LOOP
Complete these three requirements:
1. Draw a map of your neighborhood. Show natural and manmade features. Include a key or legend of map symbols.
2. Learn about the physical geography of your community. Identify the major landforms within 100 miles. Discuss with an adult what you learned.
3. Use a world globe or map to locate the continents, the oceans, the equator, and the northern and southern hemispheres. Learn how longitude and latitude lines are used to locate a site.
REQUIREMENTS FOR THE ROLLER SKATING SPORTS BELT LOOP
Complete these three requirements:
1. Explain ways to protect yourself while roller skating or inline skating, and the need for proper safety equipment.
2. Spend at least 30 minutes practicing the skills of roller skating or inline skating.
3. Go skating with a family member or den for at least three hours. Chart your time.
Cheers
ABC CHEER: Divide the audience into three groups. They each say, "America," "Beautiful," and "Country." CM points to different groups. Vary speed.
USA-BSA CHEER: Two groups. One group yells, "USA!" The other group yells, "BSA!" Repeat three times. Then both groups yell together, "That's us!"
LIBERTY BELL: Ding, Ding, Ding, Dong! Let freedom ring!
MOUNT RUSHMORE: Washington, Jefferson, Lincoln, Roosevelt!
STATUE OF LIBERTY: Stand and raise imaginary torch and say, "Welcome to America!"
MOUNT RUSHMORE: Hurry, Hurry, Hurry!
AMERICA: A-M-E-R-I-C-A! Cub Scouts! Cub Scouts! U-S-A!
Opening: Learning our A B C's
Setting – 6 Cub Scouts, Cubmaster, poster board with AB-C-D-E-F on the front and the appropriate verse on the back.
Scene – Scouts walk across stage and as they approach the center or the Cubmaster, each holds up his letter and shouts his message.
Cub #1: A - Aims and Methods
Cub #2: B - Boys!
Cub #3: C - Character Connections and Citizenship
Cub #4: D - Developing Skills
Cub #5: E - Expeditions and Electives
Cub #6: F – Fitness
Cubmaster – This is only the beginning of the remarkable things Cub Scouts discover as part of our program. Let's take some time at our pack meeting this evening to see if we can find some other ABC's. But for now, I ask you to stand and please join me in the Pledge of Allegiance.
Closing: Remembering our X Y Zs
At the start of our pack meeting this evening, we looked at the ABC's of Cub Scouting. You might say ABC's stands for All Boys Can and then you fill in the blank of what comes next. All Boys Can Succeed. All Boys Can Play. All Boys Can Achieve. These are wonderful aspirations for our Cub Scouts. There are other words, not so impressive, that we could have used to fill in those blanks. But that's not scouting! In Cub Scouts, we participate in character connections and we discover fitness and citizenship qualities, and have a welcoming spirit that engages all the young men. As we end tonight, we've traveled through our alphabet following a most unique path, as one would expect from Cub Scouts. At the end of our path, we've found XYZ. Let us remember the XYZ's of Cub Scouting, too – X-ceptional Young men with a Zest for adventure.
Materials:
White craft foam
Red and blue markers
Scissors
Hat templates to trace
Black sharp tipped marker (fine "Sharpie")
Wooden craft spoons (tiny ice cream spoons)
Googly Eyes
Cotton balls
Craft glue
Hot glue
Piece of milk jug handle (or your favorite slide material)
Self adhesive pin backs
Trace and cut out a basic Uncle Sam-style hat (about 2 inches tall and 1 inch wide) from white craft foam. Use markers to color the brim blue and to draw red stripes on the top. Glue the hat to the handle of a wooden craft spoon (if necessary, first use scissors to trim the wooden handle so that it's shorter than the hat.) Leave enough of the spoon showing to become Uncle Sam's face and chin. Glue on googly eyes and a cotton ball beard, then draw on a small L-shaped nose. Attach a slice of 3/4" PVC pipe or milk jug handle piece to the back with hot glue. For siblings, attach a self adhesive pinback (sold at many craft and bead stores), and your Uncle Sam is ready to wear.
Some things you may want to do first:
Cut the craft foam into small pieces, just big enough for the project. This way it won't be wasted, and multiple individuals can work simultaneously, since they won't have to share a big sheet of foam. Be sure to make some extras - someone will make a mistake and need another "blank". You may also want to trace the pattern as well. This becomes especially important if you are dealing with a large group - it will speed up the project.
Pre-glue enough slide backs for the Cub Scouts/leaders you expect. This will avoid having hot glue at your event and be safer. Be sure to make some extras.
Make several samples, and print out instruction sheets. The Scouts/siblings have an easier time with the project if they can see an example. Older Scouts/parents can read the instructions for details. When we make slides as gathering activities, the parents sit with the kids and read the instructions, while the Scouts/siblings do the assembly it will gets that family involvement thing going real nice.
Crafts: Uncle Sam Tie Slide
The ABCs of Leaders
Great Cub Scout Leaders –
A - Attend Roundtable
B - Believe in the program
C - Call to check up if you miss a den meeting
D - Discover new ways to involve the Scouts
E - Explore all the options
F - Find time
G - Give unconditionally
H - Help whenever asked
I - Inspire
J - Juggle lots of projects
K - Know their knots
L - Listen
M - Make extra project pieces for siblings
N - Notice the wonderful things about their Cub Scouts
O - Offer support
P - Pray
Q - Quote Lord Baden-Powell
R - Reap the rewards of Cub Scout smiles
S - Sing!
T - Tell their Scouts – "great job!"
U - Understand that life happens
V - Value the Aims of Scouting
W - Wake up in sleeping bags
X - X-amine all material for appropriateness
Y - Yell cheers during pack meetings
Z - Have a Zany disposition | web | http://lakesandsdistrict.org/CS_RT/January%202009%20American%20ABCs%20Newsletter.pdf | 0.49526 | {
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Lia Sieben
Lia was born in China and came to Canada at the age of one. She has lived for 16 years on a farm near the town of Macklin. Lia has many artistic talents but the one she is most passionate about is dance. She joined the local dance studio at the age of six and has been progressing with dance ever since. She excels in ballet, jazz, lyrical, contemporary, tap and hip hop. Lia has taken the exam classes each year and recently completed her Canadian Dance Teacher's Association advanced ballet and jazz, she just needs to complete her tap. Alongside her dance training she works to assist her dance teacher in teaching the younger students. Over the years she has competed in many towns and cities taking her to places like St. Albert, Sherwood Park, Regina and Medicine Hat. Each year she has earned an award and several scholarships that have taken her to dance camps in cities such as Regina, and Calgary where she learned more techniques. Her most recent award was "Be Discovered" that could take her to Hollywood for training and possible performance. Lia would dance all day every day if time would permit. She plans to continue with a dance career once she has completed high school. | web | https://a91085c7-5ef0-42c6-b92b-e26b2058af79.filesusr.com/ugd/6d56b6_84d8586c1a484fc58660bed7bd1aa29a.pdf | 0.430152 | {
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Brazilian Cherry or Grumichama, Eugenia brasiliensis
Doug Caldwell, University of Florida, Collier County Extension, Commercial Landscape Horticulture
Cherries in Florida?
This is one fruit tree that should be seen more often! It is a lovely evergreen ornamental with its shiny dark green leaves and striking white flowers in mid-March. The white flowers have about 100 white stamens with yellowish anthers. The new growth is an attractive rosy-burgundy red. The fruit tastes like a Bing cherry. The seed is larger than a Bing cherry, which means that you just have to eat more grumichama fruit! Some people object to the little green sepals that remain on the fruit, but I say it is just like a little lettuce and enjoy! These trees can grow to 25 or 35 feet, but can be kept pruned to pickable ten or twelve feet. The trees will reflower so that you will have fruit several times during the year, although the first crop is the largest. The tree is from sub-tropical areas of Brazil, but is reported to survive temperatures of 26º F and produces more fruit if the winter is a little chilly. The fruit keeps well frozen. Fruit flies and birds may compete for the harvest. This is one fruit you must try if you like cherries! For more info see: http://www.hort.purdue.edu/newcrop/morton/grumichama.html .
This would also be a good choice to have in your yard in case citrus canker quarantines result in removal of your citrus fruit trees.
For more information on home gardening, contact the University of Florida, Collier County Cooperative Extension Service, Master Gardener Plant Clinic, at 353-2872. If you have a specimen that you want identified, the Extension Plant Clinic at 14700 Immokalee Rd. is open Monday, Wednesday and Friday, 9 a.m. to noon and 1 p.m. to 4 p.m., call 353-2872. Extension programs are open to all persons without regard to race, color, creed, sex, handicap or national origin. For updates on southwest Florida Horticulture and more landscape information visit: http://collier.ifas.ufl.edu | web | http://collier.ifas.ufl.edu/CommHort/CommHortPubs/Brazilian%20Cherry%20or%20Grumichama%20(2).pdf | 0.446049 | {
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